INTODUCTION
Background of the Study
At first glance, the book seemed relevant to the purpose of the national education to develop the character of the students. In addition, the researcher also analyzed the lesson plan of the English lesson for the class of eighth graders.
Focus of Study
- Problem Limitation
- Problem Formulation
For this reason, the researcher will study the process of how Islamic values and English material have been difficult for students as an integrative lesson in the eighth graders of SMPIT Bina Insani Metro in the academic year 2015-2016. In this research, the researcher wants to answer the following question; first, how does the teacher integrate Islamic values in teaching English to the eighth grade students of SMPIT Bina Insani Metro.
Objectives and Benefits of the Study
But in the English teaching of SMPIT Bina Insani Metro context, the teacher also tries to naturally integrate the Islamic values to influence the attitude and behavior of the students. The teacher tried to integrate Islamic values by describing the meaning of the song.
REVIEW OF THE LITERATURE
Prior Research
But it is quite surprising that the direct process of integrating Islamic values into English-language education has been overlooked. Accordingly, the researcher is interested in conducting other research aimed at integrating Islamic values into the English education of young learners.
Theoretical Review
- Islamic Values
- Islamic Values in English Teaching
Consequently, it can be concluded that the teacher serves the integration of Islamic values only as material enrichment, not as content of the lesson. It can be seen from some similarities in which the teacher incorporates Islamic values into the materials indirectly through.
RESEARCH METHOD
Background Description and Role of the Researcher
This study follows case study research in which the researcher investigates a program, event, activity, process, or one individual. An advantage of the case study research design is that the researcher can focus on specific and interesting cases. It is an attempt to test a theory on a typical case or it is a specific and interesting topic.1 In short, it is a case study research where the data is presented in a qualitative form.
This means that, the researcher would like to study in depth about the process of integrating Islamic values in English teaching. The researcher used purposive sampling to collect detailed information about the process of teaching English to secondary school students in SMPIT Bina Insani Metro.
Data Collection Instruments
Second, the researcher used observational technique because the condition perceived with her own senses is not filtered by what others might have reported. The researcher also used observation because it could perfectly describe not only the features of the participants, but also the context to which the participants belong.
Data Validity Procedure
If the findings from all methods yield the same or similar conclusions, then validity has been established.
Research procedure
Data Recording and Analysis Procedure
From Kathleen's principles of language course design, the researcher found that several ways have been done by SMPIT English teacher Bina Insani Metro in integrating Islamic values. Based on the above explanation, it can be concluded that the context applied by the English teacher at SMPIT Bina Insani Metro is an Islamic context. The articulation of beliefs in SMPIT Bina Insani Metro is related to the defined context of the school.
Importantly, SMPIT Bina Insani Metro tries to highlight Islamic values in many activities. It becomes one of the features that differentiates SMPIT Bina Insani Metro from government schools. Based on the description and example above, SMPIT Bina Insani Metro has endeavored to incorporate Islamic values into some of the existing activities in the teaching and learning process.
Hence, SMPIT English teacher Bina Insani Metro tries to integrate Islamic values in her teaching to develop positive changes in her students. The results of the investigation show that the integration of Islamic values in the teaching of English in SMPIT Bina Insani Metro took place through two teachers. Accordingly, it can be concluded that the English teacher in SMPIT Bina Insani Metro is implementing the inclusive way of Zuliati Rohmah in incorporating Islamic values in teaching English.
DATA PRESENTATION
Description of Data Analysis
This motto indicates that the school wants the students to become people who are skilled in every field and benefit people's lives. SMPIT Bina Insani Metro has a vision, "devout, leaders, professionals and entrepreneurship to succeed in the afterlife". The purpose of this vision was for the students to be the generation of faith and piety for Allah SWT, to have good intelligence and master of technology and information, to have noble morals in dealing with and communicating with their environment, and to be trustworthy in tackling the development of information and communication technology, and able to turn challenges into opportunities.
To foster a culture of fearless competition in developing the character, potential and competence of every member of the school. To support the development of this school, SMPIT Bina Insani Metro has organizational structure as 21 teachers and 176 students involved together. The success of this program has become one of the graduation criteria where students must memorize at least two chapters (juz) of the Qur'an.
Description of Findings
- Teacher’s Organizing in Integrating the Islamic Values
- The Point of Islamic Values being Integrated into
- The Challenges and Constraints in Applying the
She included strategies in the teacher's curriculum to facilitate language learning for students. In other words, the teacher randomly selects the values that the students need or based on the context of the teaching and learning process. Based on the above signs, the teacher must change the teaching lesson as a formulation of the philosophical goal to develop the students in positive changes.
Developing materials has been known as a way to arrange a boundary for something that the teacher wants to transfer to the students. In this mode, the teacher prepares materials as part of the teaching material to introduce Islamic values directly, but it can be used simultaneously to improve the English language skills. In order to achieve the goal, the teacher also tries to incorporate the Islamic values in his introductory teaching.
In addition, the teacher explained that the Islamic values are naturally integrated, in other words, she chooses the values that the students need at random or based on the context of the teaching-learning process. In education, the teacher tries to integrate Islamic values by adapting and adding material enrichment. More so, the teacher tried to use an English song titled "A Thousand years-Christine W" to integrate Islamic values.
Interpretations
Pertama, pengintegrasian nilai-nilai Islam ke dalam pengajaran bahasa Inggris di SMPIT Bina Insani dilakukan secara eksplisit dan implisit. SMP IT BINA INSANI Metro dengan visi dan misinya ingin memunculkan karakteristik sekolah yang menegaskan eksistensinya. Kurikulum pendidikan SMP IT Bina Insani Metro sebenarnya merupakan gabungan dari Kurikulum Nasional dan Kurikulum Pendidikan Agama Islam, yang dalam penjabarannya menjadi sebagai berikut: 1. Kurikulum Pendidikan Nasional.
Untuk memberikan fitur unik pada SMP IT Bina Insani Metro, program keunggulan lokal berikut telah dipilih. Untuk mencapai tujuan pendidikan SMPIT Bina Insani Metro, perlu dilakukan pengaturan beban belajar siswa setiap minggunya dengan cara sebagai berikut. Terdaftar sebagai peserta ujian sekolah dan mengikuti ujian sekolah dan ujian nasional (UN) di SMP IT Bina Insani Metro.
Ketentuan perpindahan siswa keluar SMP IT Bina Insani Metro atau pindah ke SMP IT Bina Insani Metro diatur sebagai berikut: 1. Siswa yang telah diberikan surat keterangan pindah ke luar negeri tidak dapat diterima sebagai siswa SMP IT Bina Insani Metro, kecuali mereka memenuhi persyaratan tertentu. Sekolah : SMPIT BINA INSANI METRO Bidang Studi : Bahasa Inggris Kelas / Semester : VIII (Delapan) / Berpasangan Tanggal Produksi : 30 Desember 2014 Tanggal Konsultasi.
CONCLUSIONS AND SUGGESTIONS
Conclusions
It could be analyzed through the teacher's plan, which is involved in some aspects as follows: curriculum, lesson plan and teaching instruction. In general, the integration has been successfully carried out in practice, but in written concept is still limited. Second, the Islamic values are integrated naturally, in other words, the English teacher randomly chooses the values that take into account the needs of the students or the context of the teaching-learning process.
The teacher emphasizes the Islamic values through the story or the other media to introduce the main materials. The Akhlaq values which are commonly integrated in English such as; the love and devotion to the Prophet and the parents, the honesty, the sincerity, the discipline and a great responsibility. Thirdly, the integrated curriculum becomes one of the advantages of SMPIT Bina Insani Metro which differentiates it from other public educational institutions.
On the other hand, it also gives some challenges to the school, for example, it still.
Suggestions
Istilah “TERPADU” dalam SEKOLAH ISLAM TERPADU dimaksudkan sebagai penguatan nilai-nilai Islam itu sendiri. Seluruh bidang pendidikan dalam bangunan kurikulum dikembangkan melalui perpaduan antara nilai-nilai Islam yang terkandung dalam Al-Quran dan As-Sunnah dengan nilai-nilai ilmu umum yang diajarkan. Kesepuluh ciri atau ciri tersebut menjadi acuan SMP IT Bina Insani Metro untuk mengembangkan diri menjadi sekolah berbasis akidah Islam yang diinginkan sesuai dengan visi dan misi sekolah.
Kurikulum ini sepenuhnya mengacu pada Standar Nasional, dan dikembangkan berdasarkan kerangka dan pedoman yang ditetapkan oleh Kementerian Pendidikan Nasional, diperkaya dengan nilai-nilai Islam dalam proses pembelajaran. Apakah integrasi nilai-nilai Islam akan berdampak signifikan pada proses pembelajaran bahasa Inggris? T: Terkait keyakinan, integrasi nilai-nilai Islam yang dilakukan akan berdampak signifikan terhadap pembelajaran bahasa Inggris.
Artinya sebelum mengajar guru harus membuat RPP, nah di dalam RPP itu harus terkandung nilai-nilai Islam. Di dalam kelas saya tidak bingung, nilai-nilai islami apa yang harus saya sampaikan? Pertanyaan: Setahu saya bagaimana reaksi siswa terhadap pembelajaran yang demikian, yang kemudian sedikit mengandung nilai-nilai Islami di dalamnya, bagaimana bu.
P : Bagaimana dengan nilai-nilai Islam, tidak ada masalah dalam menanamkannya atau masalah dalam membuat siswa menerimanya. I: Um, soal itu soal integrasi nilai-nilai Islam itu kan insyaallah semuanya berjalan seperti itu ya?
