This study investigates the incorporation of Islamic principles into
supplementary English as a Foreign Language (EFL) materials for students at
Islamic boarding schools, focusing on Al-Falah Islamic Boarding School in
Banjarbaru, South Kalimantan. Using a phenomenological method, data were
collected from six participants, including three English teachers and three students,
through semi-structured interviews, classroom observations, and document
analysis. The research aims to address the disparity between conventional EFL
materials and the cultural-religious context of Islamic boarding school students by
conducting a needs analysis.
The findings revealed four specific needs for integrating Islamic values into
EFL materials: specialized books containing Islamic vocabulary, audio files for
listening practice, lesson plans incorporating Islamic themes, and printed reading
materials aligned with Islamic principles. Analysis showed that embedding Islamic
values through religious vocabulary and culturally relevant topics not only
enhanced students’ language skills but also supported their spiritual development.
Innovative activities were identified as suitable for embedding these values,
such as storytelling using Islamic narratives, discussions on Islamic ethics, and
writing tasks centered on religious practices. These methods enriched the students’
language learning experiences by fostering meaningful engagement with their faith
and culture. The study contributes to curriculum design by providing insights into
culturally and religiously relevant teaching strategies, ensuring EFL learning is both
academically rigorous and personally significant for Islamic boarding school
students.