Nisa Syuhda
Faculty of Tarbiyah and Education, Sunan Kalijaga State Islamic University Yogyakarta, Yogyakarta 55281, Indonesia
Dedi Irwansyah
State Islamic Institute of Metro, Lampung 34112, Indonesia
Satria Nugraha Adiwijaya
State Islamic Institute of Metro, Lampung 34112, Indonesia
Trisna Dinillah Harya
State Islamic Institute of Metro, Lampung 34112, Indonesia
Much Deiniatur
State Islamic Institute of Metro, Lampung 34112, Indonesia
Linda Septiyana
State Islamic Institute of Metro, Lampung 34112, Indonesia
English language teaching (ELT) in the context of Indonesian Islamic higher education has been particular and little known. The spirit of interconnecting ELT and Islamic tradition has given birth to the concept of dual tasks suggesting the practitioners to teach English and preach Islam. The practitioners are faced with strategic efforts to contextualize Islamic traditions into ELT. By examining six State Islamic higher education located in Lombok, Java, and Sumatera as the main contexts, this study explores issues related to the English teachers' dual tasks and their practiced strategies of contextualizing Islamic traditions into their teaching activities. Narrative inquiry was employed to explore those issues as they are closely related to the participants’ life experiences as English teachers at Indonesian Islamic higher education. This study concludes that the participants’ dual tasks are supported by theological narratives, particularly that of the Islamic propagation argument, and by academic narratives highlighting scientific distinction and knowledge integration. Further, the contextualization of Islamic tradition in ELT is polarized in the explicit mode narratives, referring to the strategies directly related to ELT, and the implicit mode narratives which cover the strategies indirectly connected to ELT. The findings highlight the intricate interaction between ELT and Islamic tradition within the realm of Indonesian higher education, thereby indicating potential pathways for subsequent research endeavors and pedagogical enhancements.
Azmi, M.N.L., Hasan, I., Ali, E.M.T.E., et al., 2021. Islamic self-identity formation through language learning: A study of religious secondary school students in Malaysia. English Language and Literature Studies, 11(1), 38–45. DOI: https://doi.org/10.5539/ells.v11n1p38
Barkhuizen, G., Benson, P., Chick, A., 2013. Narrative Inquiry in Language Teaching and Learning Research, 1st ed. Routledge: USA. pp. 1-13. DOI: https://doi.org/10.4324/9780203124994
Bungin, B., 2015. Analisis Data Penelitian Kualitatif. PT RajaGrafindo Persada: Indonesia. pp. 106-118.
Cohen, L., Manion, L., Morrison, K., 2011. Research Methods in Education, 7th ed. Routledge: USA. pp. 1185-1192.
Fang, F.G., 2018. Glocalization, English as a lingua franca and ELT: Reconceptualizing identity and models for ELT in China. In: Yazan, B., Rudolph, N. (eds.). Criticality, Teacher Identity, and (In)equity in English Language Teaching: Issues and Implications. Springer: Cham. pp. 23–40. DOI: https://doi.org/10.1007/978-3-319-72920-6_2
Hadi, A., (editor), 2011. English, Islam, and Secular Values: A Hybrid Curricular Approach to Pre-service English Teacher Education in the Era of World Englishes. Proceedings of The 5th International Seminar 2011 "Teacher Education in the Era of World Englishes"; 21–22 November 2011; Salatiga.
Hamid, M.O., Ali, M.M., 2023. Teaching English in the Muslim world against the backdrop of 9/11 and resurgent nationalism: A case study of Bangladeshi ELT. TESOL Quarterly, 57(3), 830–858. DOI: https://doi.org/10.1002/tesq.3241
Hidayati, T., 2016. English language teaching in Islamic education in Indonesia; challenges and opportunities. Englisia: Journal of Language, Education, and Humanities, 3(2), 65–82. DOI: http://dx.doi.org/10.22373/ej.v3i2.751
Ihsan, I., Pabbajah, M., Abdullah, I., et al., 2021. The contestation of national and religious curricula in indonesia's madrasas since the passage of the uuspn. Educational Studies, 50(4), 434–447. DOI: https://doi.org/10.1080/03055698.2021.1958757
Irwansyah, D., 2018. Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective. Dinamika Ilmu, 18(1), 1–13. DOI: https://doi.org/10.21093/di.v18i1.1120
Irwansyah, D., Nurgiyantoro, B., 2019. A literature-based reading instructional model for Islam-affiliated university in Indonesia. International Journal of Instruction, 12(3), 577–594. DOI: https://doi.org/10.29333/iji.2019.12335a
Kirkgöz, Y., 2021. Values Education in Foreign Language Curriculum through the Eyes of Pre-Service Teachers. Journal of Educational Leadership and Policy Studies, 1(1), 1–17.
Lyons, N., LaBoskey, V.K., 2002. Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. Teachers College Press: USA. pp. 1-199.
Muhaimin, R.P.I., 2009. Rekonstruksi Pendidikan Islam: Dari Paradigma Pengembangan, Manajemen Kelembagaan, Kurikulum hingga Strategi Pembelajaran. PT RajaGrafindo Persada: Indonesia. pp. 1-346.
Phan, L.H., 2017. Global English, postcolonialism, and education. In: Peters, M.A. (eds). Encyclopedia of Educational Philosophy and Theory. Springer: Singapore. pp. 1–6. DOI: https://doi.org/10.1007/978-981-287-532-7_191-1
Phillion, J., He, M.F., 2007. Narrative inquiry and ELT research. In: Cummins, J., Davison, C. (eds). International Handbook of English Language Teaching. Springer: Boston. pp. 1003–1016. DOI: https://doi.org/10.1007/978-0-387-46301-8_67
Qomar, M., 2012. Fajar Baru Islam Indonesia. Penerbit Mizan: Bandung. Available from: http://repo.uinsatu.ac.id/id/eprint/3956 (cited 18 January 2024).
Renandya, W.A., Jacobs, G.M., 2021. What makes a good language teacher in a changing world? Journal of English Language and Linguistics, 2(2), 1–16.
Rohmana, W.I.M., 2020. Immersing Islamic Value in English Language Teaching: A Challenge for English Teachers. Scope: Journal of English Language Teaching, 5(1), 47–50. DOI: http://dx.doi.org/10.30998/scope.v5i1.6404
Saada, N., 2018. The theology of Islamic education from Salafi and liberal perspectives. Religious Education, 113(4), 406–418. DOI: https://doi.org/10.1080/00344087.2018.1450607
Suryana, I., Hidantikarnillah, V., Murwantono, D., 2021. A narrative inquiry of language teachers' perceptions and experiences in using WhatsApp during New Normal Post-Covid-19 era. EduLite: Journal of English Education, Literature and Culture, 6(1), 55–70. DOI: https://doi.org/10.30659/e.6.1.55-70
Syah, M.N., 2015. English education for Islamic university in Indonesia: Status and challenge. QIJIS (Qudus International Journal of Islamic Studies), 3(2), 168–191. DOI: http://dx.doi.org/10.21043/qijis.v3i2.1585
Tajeddin, Z., Pakzadian, M., 2020. Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1–15. DOI: https://doi.org/10.1186/s40862-020-00089-9
Tan, C., Kasmuri, A., 2007. Islamic religious education: Case study of a madrasah in Singapore. In: Tan, C.. Chong, K.C. (eds). Critical Perspectives on Values Education in Asia. Prentice Hall: Singapore. pp. 109–124.
Teng, F., 2019. Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language, 1st ed. Springer: Singapore. pp. DOI: https://doi.org/10.1007/978-981-13-0728-7
Tsui, A.B., 2007. Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680. DOI: https://doi.org/10.1002/j.1545-7249.2007.tb00098.x
Copyright © 2024 Nisa Syuhda, Dedi Irwansyah, Satria Nugraha Adiwijaya, Trisna Dinillah Harya, Much Deiniatur, Linda Septiyana
This is an open access article under the Creative Commons Attribution 4.0 International License.
