Integrating Islamic Values on ESL Classes: Indonesian Teachers’ Attitudes Toward Islamic Education Management in South Thailand
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Published:
Dec 24, 2020
Keywords:
Islamic education, Islamic education management, Islamic values, Teachers’ attitudes toward teachings
Main Article Content
Abstract
This research study was aimed to investigate ESL teachers’ attitudes toward the policy of integrating Islamic values into their teachings. A total number of 32 ESL teachers who were hired as contract teachers teaching English at several different Islamic schools in South-Thailand participated as respondents. A set of 5-Likert scale questionnaire to measure the attitude of the respondents was the instrument used by the writers in collecting the data. A quantitative-descriptive method was applied in this study, in which the data were analyzed statistically before they were descriptively described. The findings of the statistical analysis revealed that most of the teachers have positive attitude (73.63%) toward this Islamic school management policy. The percentage was taken from 47% responses of the respondents on “Totally Agree” and 26.63% on “Agree” options. Thus, it can be concluded that most of ESL teachers who were teaching English at several Islamic schools in South Thailand had positive attitude towards the policy of integrating Islamic values into their teachings.
Article Details
How to Cite
., I., & ., Z. (2020). Integrating Islamic Values on ESL Classes: Indonesian Teachers’ Attitudes Toward Islamic Education Management in South Thailand. Ta’dib: Jurnal Pendidikan Islam, 25(2), 96-106. https://doi.org/10.19109/td.v25i2.6201
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How to Cite
., I., & ., Z. (2020). Integrating Islamic Values on ESL Classes: Indonesian Teachers’ Attitudes Toward Islamic Education Management in South Thailand. Ta’dib: Jurnal Pendidikan Islam, 25(2), 96-106. https://doi.org/10.19109/td.v25i2.6201
References
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Madkur, A., & Albantani, A. (2017). Instilling Islamic values in foreign language teaching: An Indonesian context. Advances in Social Science, Education, and Humanities Research, 3rd International Conferences on Education in Muslim Society, 115, 97–103.
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Munastiwi, & Marfuah. (2019). Islamic Education in Indonesia and Malaysia: comparison of Islamic Education learning management implementation. Jurnal Pendidikan Islam, 8(1), 1–26.
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Sener, S. (2015). Examining trainee teachers’ attitudes toward teaching professions: Çanakkale Onsekiz Mart University case. Procedia Social and Behavioral Sciences, 199, 571–580.
Suryapermana, N. (2017). Management of Islamic Education at Islamic High School (Madrasah Aliyah): A study implementation of Islamic Education at Islamic High School of district Pandeglang. International Journal of Home Science, 3(1), 97–107.
Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching: Theory and Practice, 9(4), 377–389.
Wibowo, & Utomo. (2018). Islamic Educational management for seventh grade students at SMPN 1 Wonosegoro. Humaniora, 9(3), 283 – 290.
Yukhong, C., Phuwanatwichit, T., Mangkhang, C., & Sarobol, A. (2019). Socialization concepts and educational management development to create Muslim citizenship through private Islamic Schools in the southern border provinces of Thailand. International Journal of Islamic Thought, 15, 27 – 34.
Zain, K. M. (2018). Indonesian student-teachers’ anxiety during their teaching practice in Southern Thailand. Kediri: IAIN Kediri.
Zaitun, & Wardani, S. K. (2018). Islamic values in the context of english teaching and learning. English Language in Focus (ELIF), 1(1), 71–80.
Ali, S., Kazemian, B., & Mahar, I. (2015). The importance of culture in second and foreign language learning. Dinamika Ilmu, 15(1), 1–10.
Andronache, D., Bocos, M., Bocos, V., & Macri, C. (2014). Attitude towards teaching profession. Procedia - Social and Behavioral Sciences, 142, 628–632.
Aree, S., & Rahman, S. M. A. (2016). Integrated Islamic Education in Southern Thailand and Nothern Malaysia: Reforms and challenges. Journal of Human Rights and Peace Studies, 2(2), 75–106.
Awang, F. H. (2016). The significant of model school in pluralistic society of the three southern border provinces of Thailand. SHS Web of Conferences, 23, 1–11.
Brooks, M. C. (2014). School principals in Southern Thailand: Exploring trust with community leaders during conflict. Educational Management Administration and Leadership, 43(2), 232–252.
Brown, H. D. (1994). Principles of language learning and teaching (2nd. ed.). New Jersey: Prentice-Hall Inc.
Byrnes, D., & Kiger, G. (1994). Language Attitudes of Teachers Scale (LATS). Educational and Psychological Measurement, 54, 227–231.
Cahyo, S. D., Muslim, M. R. U., Rahman, A. N., & Pratolo, B. W. (2019). Needs analysis of Islamic-based English reading material for the Muhamadiyah Junior High School. International Journal of Evaluation and Research in Education (IJERE), 8(2), 286–292.
Check, J., & Schutt, R. K. (2012). Research methods in education. CA: Sage Publications.
Corina, B. C., & Valerica, A. (2012). Teachers’ perceptions and attitudes towards professional activity. Procedia Social and Behavioral Sciences, 51, 167–171.
Dixon, L. Q., Liew, J., Daraghmeh, A., & Smith, D. (2016). Pre-service teacher attitudes toward english language learners. NABE Journal of Research and Practice, 7(1), 75–105.
Ekowijayanto, M. (2020). The integration of Islamic values in implementing of learning english Islamic Education students perspective. Eternal, 6(1), 18–30.
Gursoy, E. (2013). Prospective ELT teachers attitudes toward the English Language in an EFL context. Journal of International and Education Research, 9(1), 107–113.
Issan, S. A. Y., Al-Nabhani, H. Z., Kazem, A. M., & Al-Ani, W. T. (2011). Omani teachers’ attitudes towards teaching as a profession. Indian Journal of Psychology and Education (IJPE), 1(1), 25–40.
Kaewsom, C. (2017). Education perspective evaluating service sector’s strategies of the thai government in the deep south of thailand. JICSA, 6(1), 150–174.
Madkur, A., & Albantani, A. (2017). Instilling Islamic values in foreign language teaching: An Indonesian context. Advances in Social Science, Education, and Humanities Research, 3rd International Conferences on Education in Muslim Society, 115, 97–103.
Maryrose, O., & Kingsley, N. (2018). Influence of teachers’ attitude towards teaching profession on under-graduate non education students perception of teacher education. International Journal of Academic Research in Progressive Education and Development, 7(4), 67 – 79.
Munastiwi, & Marfuah. (2019). Islamic Education in Indonesia and Malaysia: comparison of Islamic Education learning management implementation. Jurnal Pendidikan Islam, 8(1), 1–26.
Nitjarunkul, K., Sungtong, E., & Placier, P. (2014). Challenges of educators in the context of education reform and unrest: A study of southern border provinces in Thailand. Asian Social Science, 10(18), 232 – 239.
Saygi, C. (2010). Attitude scale development study in relation to music teaching course. Procedia Social and Behavioral Sciences, 2, 5451 – 5457.
Sener, S. (2015). Examining trainee teachers’ attitudes toward teaching professions: Çanakkale Onsekiz Mart University case. Procedia Social and Behavioral Sciences, 199, 571–580.
Suryapermana, N. (2017). Management of Islamic Education at Islamic High School (Madrasah Aliyah): A study implementation of Islamic Education at Islamic High School of district Pandeglang. International Journal of Home Science, 3(1), 97–107.
Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching: Theory and Practice, 9(4), 377–389.
Wibowo, & Utomo. (2018). Islamic Educational management for seventh grade students at SMPN 1 Wonosegoro. Humaniora, 9(3), 283 – 290.
Yukhong, C., Phuwanatwichit, T., Mangkhang, C., & Sarobol, A. (2019). Socialization concepts and educational management development to create Muslim citizenship through private Islamic Schools in the southern border provinces of Thailand. International Journal of Islamic Thought, 15, 27 – 34.
Zain, K. M. (2018). Indonesian student-teachers’ anxiety during their teaching practice in Southern Thailand. Kediri: IAIN Kediri.
Zaitun, & Wardani, S. K. (2018). Islamic values in the context of english teaching and learning. English Language in Focus (ELIF), 1(1), 71–80.