Integrating Task-Based Language Teaching with Islamic Values: A Case Study in an Indonesian Islamic Junior High School

Abstract

The current research is a case study of Task-based English Language Teaching in an Islamic Junior High School (MTs) in Indonesia. The main objective of this study was to explore the implementation of Task-based English Language Teaching at an Indonesian Islamic Junior High School, MTs Negeri 3 Demak. The study was conducted on an English teacher and 32 students of MTs Negeri 3 Demak. To gather data, questionnaires, observation, and interviews were used. The researcher used qualitative data analysis to analyze the results of this study. The collected data showed that the implementation of the lesson was well-implemented and conducted in three phases. They were the opening activity, main activity and closing activity. The findings reveal that TBLT was implemented effectively across three phases: pre-task, task cycle, and language focus, with Islamic principles interwoven throughout each stage of the instructional process. This approach enhanced students’ engagement and language proficiency, promoting meaningful communication while reinforcing cultural and moral values. The study underscores the potential of TBLT to serve as a pedagogical tool in religious educational contexts, offering valuable insights for educators and policymakers on integrating language instruction with cultural and ethical dimensions.