YEAR 2015-2016
THESIS
Submitted in partial of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Hayatun Nufus
NIM D05212011
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
Tarbiyah and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Nur Fitriatin, S. Ag, M. Ed
Key Words: Islamic value, integrating Islamic value, English teaching
The teaching of English sometimes brings values and culture which not suitable for Muslim students. The teaching of science (non-Islamic subject) and Islamic values taught side by side. Value has become a reference and measurement of human to think and act every time. It can be said that value is a prominent aspect which civilized human life. Therefore, this study focuses on the implementation of integrating Islamic values in teaching English. This study uses descriptive qualitative design. Then, observation, documentation and interview are the instrument to analyze the data. It is aimed to analyze the implementation of integrating Islamic values, type of integrating Islamic values, and the strengths and weaknesses of integrating Islamic values in teaching English. This study involved English teachers at seventh grade of SMP Al-Hikmah Surabaya. The numbers of English teachers at seventh grade are three teachers in academic year 2015-2016. The result of the study showed that the implementation of integrating Islamic values in teaching and learning activities are starts and closes the lesson by say salaam, pray before the class begin, connects or makes link of lesson and students daily life as Muslim, tells Islamic stories, explains the differences between western culture and Muslim culture,
ADVISOR APPROVAL SHEET ... ... ii
EXAMINER APPROVAL SHEET ... iii
DEDICATION SHEET ... ... iv
MOTTO ... v
ACKNOWLEDGEMENT ... vi
PREFACE ... viii
ABSTRACT ... ix
PERNYATAAN KEASLIAN TULISAN ... x
TABLE OF CONTENTS ... xi
LIST OF FIGURES ... xiii
LIST OF TABLE ... xiv
LIST OF APPENDICES ... xv
CHAPTER I: INTRODUCTION ... 1
A. Research Background ... 1
B. Research Question ... 11
C. Objective of The Research ... 11
D. Significance of The Research ... 12
E. Scope and Limits of The Research ... 13
F. Definitions of Key Terms ... 13
CHAPTER II: REVIEW OF RELATED LITERATURE ... 16
A. Review of Related Literature ... 16
1. Theoretical Foundation ... 16
a. Principles of Teaching ... 16
b. Value and Islamic Value ... 18
c. Integrating Islamic Values ... ... 20
CHAPTER III: RESEARCH METHODOLOGY ... 38
A. Research Design ... 38
B. Researcher Presence ... 39
C. Setting of Research ... 41
D. Data and Source of Data ... 41
E. Instrument of the study ... 44
F. Data Collection Technique ... 44
G. Data Analysis Technique ... 46
H. Checking the Validity of Findings ... 46
I. Research Stages ... 47
CHAPTER IV: RESULT AND DISCUSSION ... 50
A. Research Findings ... 50
B. Discussion ... 60
CHAPTER V: CONCLUSION AND SUGGESTION ... 66
A. Conclusion ... 66
B. Suggestion ... 67
References ...
Page
2.1. Schema of Single Entity ... 23
2.2. Schema of Isolated Entities ... 24
2.3. Schema of Interconnected Entity ... 24
Page
Table 2.1. A comparative Analysis of Graves’s Model of Curriculum
Design ... 29
Table 2.2. A Comparative Analysis of Murdoch’s Model of Curriculum
Design ... 30
Page
1. Validation Sheet ... 38
2. Observation Checklist ... 39
3. Observation Result ... 41
4. Script of Interview ... 41
5. Lesson Plan ... 44
6. Data Collection Technique ... 44
7. Teaching Material ... 46
8. Surat Tugas ... 46
CHAPTER I
INTRODUCTION
A.
Background of the StudyMost of the educational system today promotes education based on value
since kindergarten to higher education. The value itself means a measure of people's
standards to judge whether a particular item, action or words is good, helpful,
harmful or reprehensible.1 As Subur mentioned that value has become a reference
and measurement of human to think and act every time.2It can be said that value is a
prominent aspect which civilized human life.3A value grows rapidly in line with the
needs of human life, likewise in Islamic society. In this term, Islamic values can be
understood as a value which reflects on how the way Muslims’ life based on the
Islamic principal that are faith, worship and behavior in accordance with Al-Qur’an
and Sunnah.4
1
Norhazinah Johari, et.al, Accounting Education: Integration of Islamic Values (Proceeding the Second International Conference on Management and Muamalah, (Malaysia: Kolej Universiti Islam Antar Bangsa Selangor, 2015), 100.
2
Subur, "Pendidikan Nilai: Telaah Tentang Model Pembelajaran", Jurnal Pemikiran Alternatif Pendidikan INSANIA. Vol.12 No. 1, April 2007, 2.
3 Ibid 4
Wiji Rahayu, Undergraduate Thesis: “Penanaman Nilai-Nilai Keislaman Dalam Pembelajaran
Ministry of Art and Education stated that the goal of national education in the
Indonesian constitution number 20, year 2003 is:
“Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process in order the learners are actively developing their self-potential to have the strength of spiritual religiousness, Self-control, personality, intelligence, good character, and
skill which needed by learners, society, nation and state”
Fostering good personality is a demand from time to time. Moreover, according to
(KOMNAS PA) National Commission for Child Protection said recently most of
students under aged involved in crime. There are 1.851criminal cases did by children
in 2011.5 To overcome with this phenomenon, there must a controller of students’
behavior. Therefore, emphasizing the practice of integrating Islamic values in
teaching and learning process for Muslim students seems as a best way.
According to Norazmi Anas et al, integration is an approach or process which
can be used in the educational sector to create a civilized generation of
multidisciplinary knowledge.6 Integration is defined as a corporation between two or
more types of knowledge as a consolidation.7 The Muslims are obligated to master
various forms of knowledge beginning with the Islamic traditional knowledge of
faith (aqidah), worship (syari’ah) and morals (akhlak).8 The understanding of the
Islamic knowledge together with the modern world can lead to the emergence of new
5
Rio Efendi Turipno. “Akhlak Remaja Kian Parah.” ( http://www.kompasiana.com/rioturipno/akhlak-remaja-kianparah_550d9e86813311bf36b1e4ac, accesed on May, 14 2016)
6
Norazmi Anas, et, al. “The Integration of Knowledge in Islam: Concept and Challenges.”Global Journal of Human Social Science Linguistic and Education. Vol. 13 Issue.10 Version 1. 2013, 2. 7
Ibid 8
modern knowledge in line with Islamic requirements.9 In other words, Islamic school
and Muslim teacher ought to consider that the integration system of Islamic values
required by Muslim students.
The emergence of Integrated Islamic values in education system faced a
problem in the implementation because of dichotomy in education. Related to the
dualism system in education, Norhazlin et al that cited from Saedon argued that most
of people tend to have a misconception. They have a view that religious knowledge
has no connection with the development of science and technology.10 Further, he
asserted that both of them should not contradict each other. Hence, he proposed that
science must guide by religious knowledge. Therefore to produce a „balanced’
human being, an integrated concept must be practiced.11 Maimun et al emphasized
that the integrated education guides and trains mind, body and soul of a person based
on Islamic values taken from Al-Qur’an and Sunnah.12
The concept of integrated Islamic values has been adopted in other countries
that have numerous numbers of Muslim communities such as Brunei Darussalam and
Malaysia. First, the Ministry of Education in Brunei Darussalam implemented the
Challanges”. Jurnal of Islamic and Arabic Education. 1 (2), 2009. 59.
integrated education system in all primary school in Brunei Darussalam. 13 Second,
in Malaysia, integrated Islamic values indicated positive attitude by the Islamic
Religious Education teachers towards implementation of the program in schools.14 It
is seen as an opportunity of providing enriched and improved Islamic curriculum
within the education system.
Generally, Indonesia is similar with other countries such as Malaysia and
Bruneithat placed non-religious and religious subject separately. Riza Amelia stated
that commonly teachers deliver those non-religious subject merely based on logical
thinking without connecting with religious values.15 She had a notion it was
happened in secular countries. Religiousness is individual business which state has
no rights to inclosing it into the implementation of education.16 However, it is
contrast with the Pancasila which emphasized society become faithful and pious to
the God. Hence, integrating Islamic values in all subject matter included English is a
mandate from the goal of national education.
English language teaching and learning identically contains the origin value
and culture from its country. Zuliati Rohmah said that the teaching of English might
bring cultural content residing within the English language, whether the teacher
15Riza Amelia, “Merancang Pembelajaran Bahasa Inggris Berbasis Islami,”
Jurnal Pemikiran Islam Vol. 37. January- June 2012. 8.
includes the cultural items in purpose or not.17 Besides, Zuliati Rohmah explained
that teachers need to teach the cultural items of certain language, because many
linguistic symbols cannot be interpreted without knowing their cultural contents.18
Several cultural aspects do exist beyond the lexical symbols. On the other hand,
Amelia explained that English language contains a different culture and thought with
Islamic values. In this case, the teacher plays an important role to filter the western
culture and thought in English teaching which not suitable for Muslim students.
The teaching and learning process must be based on the curriculum design. In
Indonesia the national curriculum that has been regulated by the Ministry of Art and
Education known as 2013 curriculum. The development of the 2013 curriculum is a
continual step from the KTSP curriculum and the KBK curriculums that are in scope
of attitude competence, knowledge and integrated skill.19 The learning model in the
2013 curriculum uses five steps of learning such as observing, questioning,
collecting, associating, and communicating.20 Attitude, skill and cognitive
competence is developed and balanced to improve student achievement. The
standard competence of 2013 included attitude and behavior, skill, and knowledge.21
17 Zuliati Rohmah, “Incorporating Islamic Messages in the English Teaching in the Indonesian Context,” International Journal Social Science & Education 2, no. 2. 2012. 157.
18Zuliati Rohmah, “Globalization and the Teaching of Culture in ELT: Some Ideas and Perspectives,” Journal Pancaran Pendidikan 18, no. 61 . 2005. 236–250.
19
Badan Pengembangan Sumber daya Manusia Pendidikan dan Kebudayaan dan Penjamin mutu pendidikan
20
Desliana Maulipaksi, Model Pembelajaran Kurikulum 2013 Berbasis Saintifik (http://kemdikbud.go.id/kemdikbud/berita/2011, accessed on August 15, 2016)
21
Thus, those standard competence breaks down into core competence. In core
competence 1, it is about religion competence or how the students respect and apply
their religion theory.22 In core competence 2, it is about developing behavior
(honesty, discipline, responsibility, care, well behaved, environment awareness,
mutual aid, politeness, self-confidence in interaction with society and world
effectively.23 Religious competence and human behavior was explained explicitly in
core competence 1 and core competence 2. Indeed, religious competence and social
competence is a primary competence in English teaching and learning process.
Nowadays, most of Muslim’s parent prefers to send their children to Islamic
school. A teacher of Islamic school asserted that most of parents expected that their
children can learn Islam totally, not only to achieve an academic achievement.24
Further, she said that parents have high expectations that their children will be able to
know and practice Islam properly in daily life. It is clear that parents placed Islamic
values to be the most prominent teaching to teach for their children. In Islamic
school, students learn more Islamic values. Hence, an Islamic school creates Islamic
environment which engages students to practice Islamic values in everyday life.
They learn the faithful to the God, the proper worship and how to being a good
Muslim which has good behavior.
22
Kementrian Pendidikan dan Kebudayaan 2013. Kerangka Dasar dan Sruktur Kurikulum 2013. 31 23
Ibid 24
The researcher firstly found the concept and the implementation of
integrating Islamic values from teaching practice experience at SMP Al-Hikmah
Surabaya. During that time, the English teacher taught the subject by incorporating
verse of Al-Qur’an and hadith that relate to the course theme in each chapter. In
chapter of expressions, the teacher included expression commonly used in Islam, for
instance “See you letter Insya Allah”. In teaching materials particularly reading
texts, the teacher created a text that include Islamic culture such as how are the
Muslims’ daily life. Likewise, the teacher gave an Islamic name for every character
in a story. However, learning English like this bring such a new academic model in
education world practice.
SMP Al-Hikmah located in Kebonsari Elveka No.5 Surabaya was an Islamic
school which can be an exemplary for other school. This school has a purpose to
educate students to be a pious person, well behave, achieve an optimal achievement
in academic and have an insight nationally, globally and Islamic. Because of that,
SMP Al-Hikmah tries to balancing between Intellectual Quotient, Spiritual Quotient
and Emotional Quotient of their students. It is prove by several programs included
curricular and extra-curricular which expected might enhance the quality of students’
life skill.
SMP Al-Hikmah has been known as a superior Islamic school in Surabaya
competitions on English speech25, mathematics26, research27, reading Qur’an and
Islamic competition. In this matter, the role of professional teachers is the key of the
students’ successful in many competitions.
In addition, the education system of SMP Al-Hikmah is different with other
school. Some teachers of SMP Al-Hikmah Surabaya have been integrating Islamic
values in teaching and learning process. The integration of Islamic values applied in
non-religious subject including English. Meanwhile, commonly English subject
delivers merely without any relevancy with religious values. However, the researcher
views that the implementation of integrating Islamic values is a novel in educational
world that will needed particularly in Islamic schools. The researcher expects that the
result of this study will contribute to the development of the educational system in an
Islamic school.
Basically, students who enrolled for Islamic school come from various
backgrounds. Some students graduated from general primary school, which did not
teach them Islamic values. Not every student has Islamic background. Hence, they
need to be introduced to Islamic values in the early age. For the first time students
25Fadhila Nur Rania W, “Juara I Lomba Bahasa Inggris Tingkat Jawa Timur”
(http://smp.alhikmahsby.sch.id/baca/juara-i-olimpiade-bhs-inggris-tk-jawa-timur, accesed on Sunday, April 3 2016)
26Afkarina Norma Asilah “Juara II Lomba M
atematika Tingkat Jawa Timur dan Jawa Tengah di UINSA Surabaya” ( http://smp.alhikmahsby.sch.id/baca/juara-ii-olimpiade-matematika-tingkat-jawa-timur-j, accesed on Sunday, April 3 2016)
27
Students of SMP Al-Hikmah “Juara LPIR Nasional di Bali”
entered school, teachers of SMP Al-Hikmah gradually teach Islamic culture, tradition
and Muslim way of life. Besides, they can learn those things in the context of
learning in the classroom from their teachers. Therefore, the researcher chooses
teachers of seventh grade of SMP Al-Hikmah Surabaya as the subject of the study.
There are some previous studies related to this research. Zuliati Rohmah in
her research presented ways to incorporate Islamic messages in English teaching
materials. The three ways are writing or using English course-books tailored with
Islamic messages, using authentic materials containing Islamic messages or using
available supplementary materials containing Islamic messages designed by ELTIS.
This research is totally different from previous study. In contrary, this study focuses
on the implementation of integrating Islamic values in SMP Al-Hikmah Surabaya,
analyze the type of integration being used and find out the strengths and weaknesses
of the types.
Another study was written by Masdinah Alauwiyah Md.Yusof, Sarimah
Shamsudin and Abdul Halim A.R. It was proposed the incorporation of Islamic
values in English subject. They focused on describe notion of Islamic values. Later,
it was suggested some techniques in adapting teaching approaches and give few
examples of learning materials used in the classroom. On the other hand, this study
will investigate the process of integrating Islamic values implementation.
Another topic was conducted by Nur Khamdan. He analyzes the process of
instructional material, learning activities and assessment. In contrast, this study will
be different of this previous study in term of analyzing the object. However, this
study will fully focus on investigating the implementation of integrating Islamic
values in teaching English, analyze the type of integration used and find out strengths
also weaknesses of integrating Islamic values in English teaching in SMP
Al-Hikmah Surabaya.
Similar with Nur khamdan’s study, Riza Amelia was writing a research
entitled “Merancang pembelajaran bahasa Inggris berbasis pendekatan Islami”. It
was discussed the importance of affective teaching in educational world which also
learned in Islam. She was proposed that Islamic education is necessary to be
integrated into all instructional contents included English. Hence, she was cited the
idea from Nur Khamdan about the ways of integrating Islamic values in English
teaching and learning. As said before, this study has different objectives with the
previous research.
Finally, this study focus on investigating the implementation of integrating
Islamic values in teaching English in SMP Al-Hikmah Surabaya academic year
B. Statement of the Problem
Based on the description of background the study above, the problems
formulated as follows:
1. How is the implementation of integrating Islamic values in teaching English in
SMP Al-Hikmah Surabaya?
2. What is the type of integrating Islamic values in teaching English in SMP
Al-Hikmah Surabaya?
3. What are the strengths and weaknesses of integrating Islamic values in teaching
English in SMP Al-Hikmah Surabaya?
C. Objectives of the Study
This study is aimed as well as comprehending the implementation of
integrating Islamic values in English teaching and learning process. In addition, the
study is significance for three following objectives:
1. To know the implementation of integrating Islamic values in teaching English in
SMP Al-Hikmah Surabaya
2. To find out type of integrating Islamic values being used in teaching English in
SMP Al-Hikmah Surabaya
3. To know the strengths and weaknesses of integrating Islamic values
D.Significance of the Study
Below are the benefits of conducting this study:
1. Theoretically
This study provides an explanation of the implementation of integrating Islamic
values in teaching English at SMP Al-Hikmah Surabaya in academic year
2015-2016.
2. Practically
a. For English teacher: The researcher expects that the result of the study will
give information on the development of the implementation of integrating
Islamic values in SMP Al-Hikmah Surabaya. Besides, by knowing the
implementation of integrating Islamic values in English teaching, hopefully it
will help teachers to know how to make academic condition or classroom
situation to be more suitable with Islamic values.
b. For students, after they learnt about Islamic values, the researcher expected
they can integrate Islamic values in their daily life
c. For further researcher, this study can be used as a reference in doing similar
study in the same field such as the influence of integrating Islamic values to
students’ achievement or to students’ behavior. Moreover, it can be a
reference for further research in integrating Islamic values on other field of
E.Scope and Limitation of the Study
As explained in the background of the study, this study focused on the
implementation of integrating Islamic values in teaching English. Although the
integration of Islamic values has been implemented in several subjects, but this
research investigate the implementation in English subject to develop study of
Islamic values in foreign language.
Considering that, this research will be investigated the implementation of
integrating Islamic values at seventh grade. There are three English teachers at
seventh grade of SMP Al-Hikmah Surabaya. Nevertheless, the researcher chose to
analyze the three teachers which already integrated Islamic values in in their
teachings. It is aimed to analyze the implementation of integrating Islamic values in
English subject. Then, observation classroom, design of lesson plan and interview
were the data for the research.
F. Definition of Key Terms
To avoid misinterpretation of the study, these terms re defined as follows:
1. Islamic values
Islamic values can be defines as values that reflect on how the way Muslims’
accordance with Qur’an and Sunnah.28 For instance, using English language as
a mean of communicating with Islamic values such as honest, discipline, hard
work, fair, responsible, trustful, keeping promise, kind hearted, affectionate,
patient, forgiving, accustom to greetings and always pray carrying out
activities.
2. Integrating Islamic values
Integration is an approach or process which can be used in the educational
sector to create a civilized generation of multidisciplinary knowledge.29
Integrating Islamic values means a process of incorporating all Islamic values
as mentioned before based on Qur’an and Sunnah into non-religious subject
such as English language. Values that are taught in English teaching in a way
of exemplified, accustom, giving advice and connect with the material that has
been presented in class. However, Islamic values are taught to students intend
to change the behavior of students towards better.
3. English Teaching
English serves as a global language or world for English Learning and used as
a means to communicate in many countries either as a first language, second
28
Subur,"Pendidikan Nilai: Telaah Tentang Model Pembelajaran", Jurnal Pemikiran Alternatif Pendidikan INSANIA. Vol.12 No. 1, April 2007, 2.
language, as well as foreign language.30 English is definitely the main subject
taught in Junior High School until University. English teaching is a vehicle to
improve students’ knowledge, skills, attitudes and values in language learning.
As a foreign language, English might bring western culture and tradition which
is not fit for Muslim values. Therefore, with the implementation of integrating
Islamic values in English teaching, Muslim learners will comprehend English
skills by preserving the Islamic values that exist.
30Akhmad Sutiyono. “Model Pengembangan Bahan Ajar untuk M
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Foundation
1. Principles of Teaching
Brown stated some principles in second language learning that teachers
should know, such as:1
a. Cognitive Principle
1) Automaticity: Subconscious absorption of language forms. It is where
children and adults make rapid progress in managing complexity of language
to their minds.
2) Meaningful Learning: Categorize new information into memory system then
resulted stronger memory. As quoted by Brown in his book,
“Meaningful learning will lead toward better retention than rote learning”2
3) Anticipation of Reward
4) Intrinsic Motivation
5) Strategic Investment: Teacher method and learner participation are quite
meaningful to the successful of language learning.
1
H. Douglas Brown. Second Edition:Teaching by PrincipleAn Interactive Approach to Language Pedagogy. (Longman:2000). 54-68
2 Ibid
b. Affective
1) Language Ego: Students made second identity in feeling, thinking and
acting when they use second language.
2) Self Confidence
3) Risk Taking
4) The Language-Culture Connection: Language cannot separate from culture.
The entire time second language teacher teaches language certainly also
teach cultural customs, values, and ways of thinking, feeling and acting.
c. Linguistic Principle
1) The Native Language Effect: Second language learner exerts a strong
influence to target language.
2) Interlanguage: Feedback from others is important for learners.
3) Communicative Competence included organizational competence,
pragmatic competence, strategic competence and psychomotor skills.3
Those principles explained above are important in teaching and learning
process, but teaching values also no less important. In addition, learning second
language also associated with values that are applied in the second language
learning.
3
2. Value and Islamic Value
a. Value
According to Zakiah Darajat value is a set of belief or feeling that is
believed to be an identity giving special pattern to a pattern of thought and
feeling or attachment and behavior.4
More specific, Harun Nasution,5 mentioned that value is interpreted as
spiritual value (religious ethics) such as honesty, solidarity, brotherhood,
sociality, justice, help each other, kind hearted, forgiveness, patience, positive
thinking, telling the truth, generous, friendliness, purity, courageous, thrifty,
keep promise, discipline, love science, and straight minded. From the
explanation above, it can be conclude that value is good things proposed in
Islam to bring Muslims toward civil society.
a) Islamic Values
An Islamic value in terms of the source can be categorized into two,
there are:
1) Divine Values
Divine value is the value derived from Qur’an and hadith. Devine
values in theology aspect will never changes and not follow human desires.
26
Zakiah Darajat, et al. Dasar-dasar Agama Islam (Jakarta : Bulan Bintang, 1984), 260. 5
Meanwhile the scientific aspects may change according to the times and its
environment.
2) Human Values
Human value is the value which grows and develops over human
convention. It will always evolve toward the more advanced and higher. This
values comes from ra’yu (human thinking), custom and natural fact.
However, values that do not derived from Qur'an and Hadith can be used as
long as not deviate and support the value system rooted in the Qur'an and
Hadith.
Islamic values cover totally life aspect of Muslim. According to
Amin Abdullah, in wider term religion is a God revelation which managing
interrelationship between man and God, man with other man and man with its
environment physically, socially and culturally. Besides, Qur’an contains
guidance of ethics, moral, behavior, wisdom and can be a theology
knowledge also grand theory of knowledge.6 Because of the influence of
Islamic values broadly impacted to human life, it should be implemented and
nurtured to Muslim using acculturation process with has various structure and
system of education. Meanwhile, education here has function to sustain,
embed, and develop the continuity of the functioning of the Islamic values.
6
3. Integrating Islamic Values
a. Definition of Integration
According to Norazmi cited from Muhammad Solikin and Muhammad
Muda said the concept of integration science and religion today refers to the
integration of science and Islam as unit. Similarly, the term of integration
according to Norazmi Anas et al is an approach or process which can be used
in the educational sector to create a madani (civil society) generation of
multidisciplinary knowledge.7 From the definitions above, it can be inferred
that the integration of science and Islam as unit in educational practices aims to
create civil society generations which is implement Islamic values in their life.
b. Concept of Integration between Religion and Science
Since integration has over plus for human life, Rashid cited from
Ghazali said that an integrated knowledge is prominent in developing every
aspect of human potentials and producing a well-balanced being.8 He argues
that the development of mental, physical, emotional, ethical and aesthetical
aspects cannot be enhanced without the process of integration in the
7
Norazmi Anas, et, al. “The Integration of Knowledge in Islam: Concept and Challenges”. Global Journal of Human Social Science Linguistic and Education. Vol. 13 Issue.10 Version 1. 2013. 2 8
educational system.9 It is clear that education has a significant role in guiding
human become well-balanced through integrated education.
c. Types of Integration
The terms of integration has been discussed among scholars from time
to time to create an ideal model of education system included developing types
of integration. They proposed some types of integration as follow:
1) Ian G. Barbour
In his book, Ian G Barbour stated the relationship of science and
religion is one of typology. He proposed four relationships such as
conflict, independence, dialogue and integration.10
a) Conflict between science and religion are conflicting relationship and in
extreme cases even hostile.
b) Independence relationship means science and religion operate
independently to their field, how, and their goals without disturbing
each other or care.
c) Besides, dialogue is a relationship of mutual openness and respect,
because both sides want to understand their similarities and differences.
9 Ibid 10
d) The last, integration is a relationship which is based on belief that
basically the study area, the design approach, and the purpose of
science and religion are unite and same.
In line with Barbour’s concept, John F. Haught also presented
similar idea but using different terms. Haught used terms conflict,
contrast, contact and confirmation.11 Haught’s view seem resemble
with Barbour, unlike those approach is kind of steps or process.12
2) M. Amin Abdullah.
Amin Abdullah reintegrates the epistemology of science based
on the basic principles that need to be considered. The areas
Hadarah al-Falsafah obtained from ethics and philosophy.
11
John F.Haught, 1995, “Science and Religion: From Conflict to Conversation,”Translated by Fransiskus Borgias. (Bandung: Mizan, 2004). 1.
12
Hujair Sanaky. “Integrasi Antara Sains dan Agama (Kajian Tentang Konflik, Integrasi, dan
Pandangan Islam Terhadap Hubungan Sains dan
Agama.”(https://www.academia.edu/5407249/INTEGRASI_ANTARA_SAINS_DAN_AGAMA_1, accesed on April 5 2016)
13
Amin Abdullah proposed interdisciplinary knowledge as the
result of integration in some schemas as follow:14
a) The single entity of religion can be replaced with science or
philosophy. This single entity has been claimed to be able to
overcome the problems of humanity solely with itself. The
concept of single entity appeared arrogant because they feel the
most proper one.
Picture 2.1 Single Entity
b) The Isolated entities seem more advanced human civilization
through the existence of the three fields. Although, the
relationship’s configuration of this isolated model estimated as
contemporary problems of crisis in living environment, economy,
morality, religiousness, etc.
Picture 2.2. Isolated Entities
c) The Interconnected entity is an ideal model. Each part was aware
on their limitations. They are willing to engage in dialogue,
cooperate and take advantage of methods and approach adopted
by other sciences to complement each other's shortcomings.
Picture 2.3. Interconnected entities
4. Integrating Islamic Values in Teaching English
English is generally used by people around the world as their first
language, second and foreign language. In Indonesia, English as a foreign
language is a compulsory subject in Junior high School and Senior High
from the origin country of English language.15 Besides, Zuliati Rohmah
explained that teachers need to teach the cultural items of certain language,
because many it can be interpreted without cultural contents.16 However, many
of western culture have contradiction with Islamic values. Therefore, Muslim
teachers in Islamic schools must filter the original culture in English to make
appropriate with Islamic principles.
a. Integrating Islamic Values in the 2013 Curriculum
The 2013 curriculum knew as character education. The development of the
2013 curriculum is a continual step from the KTSP curriculum and KBK
curriculum that are in scope of attitude competence knowledge and integrated
skill.17 One of fundamental changes in the 2013 curriculum is the development
of affective domain which develops with religious domain inside.18 In teaching
and learning process teachers must integrate knowledge and skill to students
together with behavior of spiritual and social.19 However, it has purpose to
15 Zuliati Rohmah, “Incorporating Islamic Messages in the English Teaching in the Indonesian Context,” International Journal Social Science & Education 2, no. 2. 2012. 157
16
Moh. Miftahussiroyudin. Implementasi Sikap Spiritual dan Sosial Pada Proses Pembelajaran dalam Kurikulum 2013.
(http://bdksurabaya.kemenag.go.id/images/dokumen/Implementasi_sikap_spiritual_dan_sosial.pdf accesed on August, 18 2016)
keep the values of students’ pious and students’ good behavior since the role of
teachers subject is become good example for their students.20
The core competence in the 2013 curriculum divided into four
competences:21
1. KI-1 is religious competence. The main competence of KI-1 is respect
and appreciates the teachings of religion.
2. KI-2 is social competence. It is about respect and appreciate the
honesty, discipline, responsibility, awareness (tolerance, mutual aid),
politeness, self-confidence in interaction with society and world
effectively.
3. KI-3 is knowledge competence. This competence are respect and
appreciate the knowledge (factual, conceptual and procedural) based on
their curiosity about science, technology, art and culture related to
Moh. Miftahussiroyudin. Implementasi Sikap Spiritual dan Sosial Pada Proses Pembelajaran dalam Kurikulum 2013.
(http://bdksurabaya.kemenag.go.id/images/dokumen/Implementasi_sikap_spiritual_dan_sosial.pdf accesed on August, 18 2016)
21
Kementrian Pendidikan dan Kebudayaan. Kurikulum 2013.
and compose) based on lesson in the school and other resources which
have the same theory.
Based on the core competences explained above, it is clear that an
Islamic value has its place within the teaching and learning process. KI-1 and
KI-2 implemented before the knowledge and skill aspect. Religious and social
competence is prominent to lead to the knowledge and skill of language
domain.
The learning model in the 2013 curriculum uses five steps of learning
(observing, questioning, collecting, associating, and communicating).22 It is
different from the previous curriculum used three step learning (elaboration,
exploration, and confirmation). Attitude, skill and cognitive competence is
developed and balanced to improve student achievement. Those competences
are better than just memorizing. It does not force students to understand the
high level lesson.23
22
Desliana Maulipaksi, Model Pembelajaran Kurikulum 2013 Berbasis Saintifik (http://kemdikbud.go.id/kemdikbud/berita/2011, accessed on May 12, 2014)
23
b. Models of Curriculum Design
Nations taken example of models of curriculum design from Kathleen
Graves.24 These curriculum design models is readible and draws strongly on
the experience of teachers.
Picture 2.4. Graves’ (2000) Model of Curriculum Design
24
Table 2.1. A comparative Analysis of Graves’s Model of Curriculum design
From the table above, each of the models has eight parts and there is
considerable overlap between the two models. There is a great deal of similarity
c. Doing Curriculum Design
Table 2.2. A Comparative Analysis of Murdoch’s Model of Curriculum
Design
In doing curriculum design the teacher as curriculum designer must consider
some important aspects such as environment analysis, students’ needs analysis,
principles, goals, content and sequencing, etc.25
25
d. The strengths and weaknesses of integrating Islamic values in teaching
According to Moh Nasekun cited from Sukayati, there are some
strengths of integrating in teaching and learning.26
1) Many topics contained in these subjects have linkages with the concepts
which students already learnt.
2) Students can employ their skill by learning the relevance among different
subjects.
3) Students more engaged to make relevance among subjects. Therefore, they
can process information by developing the linkage of many concepts.
4) Help students to have critical thinking
5) Increase students’ memory by giving them topics from various situations
and conditions.
6) Students can make relevancy between the subject they learnt with their real
life.
While, the weaknesses of integrating values in teaching based on Moh
Nasekun research are:
26Moh Nasekun. Postgraduate Thesis. “Integrasi Nilai
1) From Teacher Aspect
Teacher teachers must have extensive knowledge, high creativity,
have good methodological skills, high confidence, and be courage to
develop teaching material.
2) Learners’ Aspect
Students’ learning abilities must balance among academic or their
creativity. If this condition is not owned by students, the integrating of
Islamic values in teaching is difficult to carry out.
3) Infrastructure and Learning Resources
The number of various learning resources and an adequate
information which related to integrating Islamic values is very needed in
teaching. However, the integration of Islamic values in teaching will find an
obstacle if these facilities does not support.
4) Curriculum Aspect
The teachers need to give an authority in developing teaching
materials, method, and assessment for learners.
5) Assessment Aspect
An integration of Islamic values in teaching need a comprehensive
assessment, that is determine the students’ achievement from the result of
6) Learning Condition
Teaching and learning which implemented integrating the integration
of Islamic values inside tend to prioritize one field of study.
e. The Steps of Integrating Islamic Values in English Teaching
Riza Amelia in her journal mentioned that integrating Islamic values in
teaching English can be done through:27
1) Add exercises that reflect Islamic values in the topic being taught
2) Insert Islamic names for people, place, or events in the exercise
3) Enclose relevant verses of Al-Qur’an and hadits
4) Mix some Islamic expressions related to the given topic
Similar with Riza Amelia, Nur Khamdan stated some ways in
integrating Islamic values specifically as follows:28
1) Incorporating Islamic values in the design of lesson plan, such as:
a) Goals of the study
b) Teaching and learning activities
c) Teaching materials
2) Integration of Islamic values in developing teaching materials such as:
a) Add exercises which reflects Islamic values in learning topic
b) Use Islamic names for peoples, places and activities
27
Riza Amelia. “Merancang Pembelajaran Bahasa Inggris Berbasis Pendekatan Islami”. Jurnal Pemikiran Islam; Vol.37, No. 1 January-June 2012
28
c) Embedding of Al-Qur’an which related and connected with the
learning topic
d) Use Islamic expressions in the term of teaching English expression
3) Integrating Islamic values in classroom activities such as:
a) Mixing Islamic expressions and the relevant English expressions with
the main lesson
b) Using code mixing and code switching between English and the
Islamic expressions
c) Connecting the lesson with verses of Al-Qur’an which relate to the
theme and topic being discussed
d) Using Islamic names for character, places and activities
B. Review of Previous Studies
This study is inspired by other previous studies, but there are different
focuses of the study. Here some similar topics which have different point of view:
The first previous study written by Zuliati Rohmah entitled “Incorporating
Islamic Messages in The English Teaching in The Indonesian Context”. This
research was focused on incorporating Islamic messages in English instructional
materials. This study presented three ways to integrating Islamic messages in
English teaching such as writing or using English course-books tailored with
Islamic messages, using authentic materials containing Islamic messages or using
ELTIS. This research journal also gave an example of using an Islamic song to
generate communicative activities among learners.29
The second previous research was done by Masdinah Alauwiyah Md.Yusof,
et.al, entitled “Integrating Islamic Themes and Values in English Classes”. This
study proposed the incorporation of Islamic values on English subject in
Malaysia. It is aimed to describe the notion of Islamic values. Then, it also
highlighted techniques in adapting teaching approaches and giving few example
of learning materials to use in classroom.30
The third previous research conducted by Nur Khamdan entitled “The
Integration of Teaching English with Islamic Values at SMP Al-Azhar Cilacap”.
This research analyzes process of integration of Islamic values which focus on the
design of the lesson plan, instructional material, learning activities and
assessment. It is aimed to describe how the teacher integrates Islamic values in the
process of teaching and learning in English classroom. The subject of the research
was an English teacher of SMP Islam Al-Azhar 15 Cilacap. The results of the
29
Zuliati Rohmah. “Incorporating Islamic Messages in the English Teaching in the Indonesian Context”. International Journal Social. Science. & Education. 2012 Vol. 2 Issue 2, ISSN: 2223-4934 E and 2227-393X
30
Masdinah Alauwiyah Md.Yusof, et. al,. “Integrating Islamic Themes and Values in English Classes”.Chapter7.
study showed that the Islamic values were integrated in lesson plans, instructional
materials, instructional activities and assessment.31
The last previous study, Riza Amelia was written a research entitled
“Merancang pembelajaran bahasa Inggris berbasis pendekatan Islami”. It was
discussed the importance of affective teaching in educational world which also
learned in Islam. She was proposed that Islamic education is necessarily to be
integrated into all instructional contents included English. Hence, she was cited
the idea from Nur Khamdan about the ways of integrating Islamic values in
English teaching and learning.32 As said before, this study have different
objective.
The different between this research and previous research are the objective
of the study. Zuliati Rohmah focused on present ways to incorporate Islamic
messages in English teaching materials. Then, Masdinah Alauwiyah Md.Yusof,
Sarimah Shamsudin and Abdul Halim A.R described Islamic values, suggested
teaching approach and gave example learning materials which reflect Muslim’s
live. Nur Khamdan analyzed process of integration of Islamic values which focus
on the design of the lesson plan, instructional material, learning activities and
assessment. In contrast, this study will be different of those previous studies in
term of analyzing the object. However this study fully focused on investigate the
31
Nur Khamdan. “The Integration of Teaching English with Islamic Values at SMP Al-Azhar Cilacap”. Unpublish thesis. (State University of Muhammadiyah). 2008
implementation of integrating Islamic values in teaching English, analyzed the
types of integration used and find out strengths also weaknesses of integrating
Islamic values in English teaching in SMP Al-Hikmah Surabaya academic year
CHAPTER III
RESEARCH METHODOLOGY
This part of study deals with research methodology which is designed as
technique to collect and analyze the data.
A. Approach and Research Design
This study based on the field work research or naturalistic research.
Therefore, the researcher used descriptive qualitative approach to conduct this
study. Descriptive qualitative method used when the researcher wants to describe
the condition and situation specifically.1 Qualitative research is concerned with
subjective assessment of attitudes, opinions and behavior.2 In this study, the
researcher defined research variable as “everything which is decided by
researcher to be researched for getting the information and finding out the
conclusion”.3
The data gained from the observation in the class by checking observation
checklist and taking field note to know how the integration process of Islamic
values in English teaching. Besides, the researcher analyzed the lesson plan design
which used at seventh grade. The interview session did by the researcher with the
English teachers of seventh grade to know types of integration being used and also
1
Donald Ary. Introduction to Research in Education, (USA:Wadsworth, 2010), 452 2
C.R. Kothari. Research Methodology Methods and Techniques Second Revised Edition, (India : New Age International Publisher, 2014), 5
3
the strengths and weaknesses of integrating Islamic values in teaching English
implementation in SMP Al-Hikmah Surabaya.
B. Researcher Presence
According to Buford Junker cited in Moleong, the role of observer in a
research can be classified into four kinds, the complete participant, the participant
as observer, the observer as participant, and the complete observer.4
a. A Complete Participant
In this part, an observer takes a part in the activity and follows every
activity. Hence, the observer can get the information needed, including the secret
information.
b. A Participant As Observer
In this part, an observer is not fully participating during the activity, but
rather doing a job as an observer.
c. An Observer As Participant
In this part, an observer’s role is not only observing whatever happened in
the field, but also taking a part in the activity sometimes when needed.
4
d. The Complete Observer
In this part, the observer’s role is fully observing whatever happened in the
field. It means that the observer does not take a part in the activity, yet he/she
observe from the place or position where he/she will not disturb the activity.
In this research, the researcher acted as fully observer in which she only
observed the English teachers at seventh grade while integrating Islamic values in
the teaching and learning process. Therefore, the presence of the researcher was
significant. Hence, the human instrument could understand the meaning of every
interaction, read mime and see through opinion and values of each subject’s
statement or deed. In the qualitative method, the researcher becomes everything in
the whole research process.5
Beside as an observer, the researcher also had role as interviewer in this
research. The researcher interviewed the teachers to take the data type of
integration used in integrating Islamic values in teaching English, strengths and
weaknesses of integrating Islamic values in teaching English in SMP Al-Hikmah
Surabaya in academic year 2015-2016.
5
C. Setting of Research
1. Subject of the Study
The main subject of this research is English teachers at seventh grade of SMP
Al-Hikmah Surabaya in academic year 2015-2016. There are three English
teachers at seventh grade. The researcher interviewed them all to dig deeper
information about the related to implementation of integrating Islamic values.
Therefore, the interview session was done by the researcher with the English
teachers of seventh grade to know type of integrating Islamic values being used
and also the strengths and weaknesses of the implementation of integrating
Islamic values in SMP Al-Hikmah Surabaya.
2. Place
This study conducted in SMP Al-Hikmah Surabaya. It was located in
Kebonsari Elveka V, Gayungan, Surabaya. The researcher conducted the
observations in seventh grade in the academic year 2015-2016.
D. Data and Source Data
According to Arikunto, the source of data is the place or thing in which is the
researcher can observe, ask or read about related matter of the object being
studied. It can be divided into person, place and documentation.6 In research, data
and source of the data is the key to answer the problems in the field.
6
1. Types of Data
There are two types of data to answer the problems in the field. They are
primary and secondary data. The primary data in qualitative research are
words and action, the secondary data such as documents and others. Those
data explained in detail below:
a. Primary Data
Primary data is data obtained or collected by the researcher directly
from the source. There two primary of data in this research. First, the data
about the implementation of integrating Islamic values in teaching English.
This primary data were obtained by conducted observation when the
teacher integrating Islamic values during the teaching and learning process
in classroom. Second, the primary data also taken from interviewing the
three teachers at seventh grade to know the type of integrating Islamic
values in teaching English and also strengths and weaknesses of
integrating Islamic values in teaching English in SMP Al-Hikmah
Surabaya.
b. Secondary Data
The secondary data was the forms of supporting data obtained from
observation checklist and field note, lesson plan, interview guideline,
script of interview result, interview recordings and teacher teaching
schedule.
2. Source of Data
The primary source of the data was observation classroom. In this research,
the researcher observed the teacher during teaching and learning process. The
researcher used observation checklist and field note to dig the data of the
implementation of integrating Islamic values in teaching English. Besides, the
English teachers at seventh grade in SMP Al-Hikmah also as primary source
of this research. They were interviewed by the researcher based on the
questions that would be asked by the researcher about the type of integrating
Islamic values in their teaching and also the strengths and weaknesses of
integrating Islamic values in teaching English in SMP Al-Hikmah Surabaya.
The secondary source of this research are observation checklist and
field note, lesson plan, interview guideline, script of interview result,
interview recordings and teacher teaching schedule. It used to arrange the
E. Instrument of the Study
1. Observation checklist
Observation checklist is used for observing the implementation of integrating
Islamic values in English classroom. In this study, the researcher obtained the
data from the observation by checking observation list and taking field note in
the class. The researcher used this instrument to know how the teacher
integrates Islamic values in English teaching and the activity in the seventh
grade class while teaching and learning process of English lesson.
2. Interview guideline
Interview guideline used to gain the data of the type of integration used in
English teaching and learning also the strengths and weaknesses of that type
due to the implementation in SMP Al-Hikmah Surabaya.
F. Data Collection Technique
According to Arikunto, there are some techniques of collecting data. They are
test, questionnaire, interview, observation, rating scale, and documentation.7 To
answer the statements of the problem, the writer takes some collection techniques
as mentioned in the following:
1. Observation
Observation is monitoring activity, including attention activity to an object
using the five senses. Therefore, observation can be done through seeing,
7
smelling, listening, feeling, and tasting.8 In this research, the researcher used
observation to observe the implementation of integrating Islamic values
conducted by the English teacher in the classroom including English teacher's
activity in the classroom.
2. Documentation
Documentation often used to gain an understanding of the phenomenon under
study. These document maybe personal, such as autobiographies, diaries, and
letters; officials such as files, reports, or minutes that have been prepared by
observers of an event or setting; or documents of popular culture, such as
books, films, and videos.9
In this study, the researcher used some kinds of documentation to enrich and
to strengthen the data. There are; observation checklist, field notes, lesson plan
design, tape recorder and interview guideline.
3.Interview
Interview is a dialogue who is done by interviewer to get information
from informant.10 The researcher interviewed the teachers by giving interview
guideline. This interview contains some questions dealing with teacher’s
perception about type of integration being used and strengths and weaknesses
8 Ibid 9
Donalt Ary, etc.al., “Introduction to Research in Education”, 442. 10
of that type in the implementation in at seventh grade of SMP Al-Hikmah
Surabaya.
G. Data Analysis
The researcher collected and analyzed the data based on the data of collection
technique which gain from observation, documentation and interview result. In
this study, the results of the data presented how the implementation of integrating
Islamic values in teaching English, what is the type of integrating Islamic values
in SMP Al-Hikmah and what are the strengths and weaknesses of integrating
Islamic values in teaching English in SMP Al-Hikmah.
H. Checking Validity of Findings
The researcher used some techniques to check the validity of findings, they are:
1. Triangulation
Triangulation is the most common way used to increase the validity of the
data in qualitative research. Triangulation is a technique to check the validity
of the data which utilized something besides the data. It used to check or
compare the validity of data.11 Triangulation compares the observed data with
the results of interview and results of documentation. Thus it will be evidence
when compared to similar data which obtained from other different source.12
11
Ibid,. p.178 12
In checking the validity of findings, the researcher compared data with the
result of observation and field note, lesson plan analysis and the result of
interview with the teachers. Based on the data that was collected, the data was
compatible each other.
I. Research Stages
In qualitative approach, there are some stages done by the researcher. There
are three research stages; they are preliminary research activity and intensive
analysis.13 The researcher also writes the research report as the last stages.14 In
this research, the researcher uses some stages, they are:
1. Preliminary research
In the preliminary research, the researcher formulated research title and
research questions, examined related literature, choose the research location
based on the suitability of research question, determine research subjects and
choose collecting data instruments.
2. Research Design
In the research design stage, the researcher did some activities, they were
wrote research proposal, decided research instruments, constructed research
instruments and prepared research activity.
13
Lexy J, Moleong, Metodologi Penelitian Kualitatif, (Bandung : PT Remaja Rosdakarya, 1990) . 84 14
3. Research activity
In this study the researcher did some activities dealing with the description
of research activity in the field. The description itself is divided into three
parts, they are:
a. Recognizing research background and self-preparation
In this part the researcher firstly the researcher asked permission to
conduct the research to Al-Hikmah Islamic foundation. After got permission
from the foundation, the researcher asked the permission of the head master
of SMP Al-Hikmah Surabaya. Next, the researcher met with the three
teachers at seventh grade. Finally, the researcher prepared instruments and
others things to prepare the field research
b. Doing the research
In conducted the research, SMP Al-Hikmah gave one week to do the
research. In one week, the researcher firstly observed the teacher at seventh
grade while doing teaching. Then, the teacher interviewed three teachers at
SMP Al-Hikmah Surabaya to answer research question number 2 and three.
The last, the researcher completed the information by interviewed the
c. Intensive Analysis
In the intensive analysis stage, the researcher analyzed the data was
collected.
4. Writing the research report
In the study, the researcher considered some aspects related to the
writing of research report, they are design of the report, basic content of the
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion of the study. The
researcher describes the data result in findings part. While in discussion, the
researcher deduces the findings about the implementation of integrating Islamic
values in teaching English at seventh grade of SMP Al-Hikmah Surabaya in
academic year 2015-2016. The further information will be discussed in this chapter.
A. Research Findings
The researcher has conducted the research from May-June 2015 through the
techniques of collecting data as stated in the research method. The data collected
were devoted to answering the research questions of how is the implementation of
integrating Islamic values in teaching English in SMP Al-Hikmah Surabaya
academic year 2015-2016, what are the types of integrating Islamic values in
teaching English, and what are the strengths and weaknesses of integrating Islamic
values teaching English. To show the result of this study conveniently, those findings
are categorized based on the statements of the problem in this study as follows:
1. The Implementation of Integrating Islamic Values in Teaching English
at Seventh Grade of SMP Al-Hikmah Surabaya
In terms of knowing how the teachers integrating Islamic values in
English teaching, the researcher needs data of classroom activities, the design
1) Classroom Activities
Based on classroom observation, the researcher described the data on
the implementation of integrating Islamic values in teaching English
which were obtained from observation checklist and field note.
Table. 4.1. Observation result
After the class leader noticed her
classmates to keep silent, the
The teacher starts conversation
Subhanallah when she amazed
when she talked with students
9. The teacher connects the
The teacher asks students to look
for Qur’an or hadiths and
table mate after she gave the plot.
12. The teacher integrates the
Islamic value of worship
in Islam into English
learning material
The teacher asks students to pray
