DEVELOPMENT OF ISLAMIC CONTENT ENGLISH READING MATERIALS FOR 8TH CLASS BY MTS UNWAANUNNAJAH. A research and development of Islamic content English reading material for the eighth grade of MTs Unwaanunnajah in the academic year 2021/2022). Nadya Putri Rachmayanti Development of Islamic Content English Reading Material for Grade Eight by MTs Unwaanunnajah. A research and development of Islamic content English reading material for the eighth grade of MTs Unwaanunnajah in the academic year 2021/2022). Keywords: Material Development, Islamic Content, Research and Development (R&D) This study aims to develop English reading material in one of Madrasah for eighth grade.
Penelitian ini akan menggunakan penelitian dan pengembangan (R&D) dengan menggunakan lima tahap ADDIE (Analysis, Planning, Development, Implementation dan Evaluation) yang disederhanakan. Nadya Putri Rachmayanti Kembangkan Materi Bacaan Bahasa Inggris Bermuatan Islami untuk Kelas VIII MTs Unwaanunnajah. Penelitian dan Pengembangan Bahan Bacaan Bahasa Inggris Bermuatan Islami, VIII. angkatan MTs Unwaanunnajah tahun pelajaran 2021/2022). Tujuan dari penelitian ini adalah untuk mengembangkan materi bacaan bahasa Inggris di salah satu madrasah untuk kelas VIII.
INTRODUCTION
- Background of the research
- Identification of the problem
- Limitation of the problem
- Research Question
- The Aim of the Study
- The Significance of the Study
The researcher associated Ayat of Al-Koran, Hadith of the Prophet with nuanced Islamic teaching and learning processes based on the Pesantren community. The content should be developed by evaluating students' textbooks, students' needs, English teachers' perceptions, schools' needs against the 2013 curriculum, and Islamic standards based on the vision and mission of the Madrasah. In the development of English materials, conducting needs analysis and interviews with teachers and perception of the materials will be done as preliminary studies.
At the end of the research, the researcher will produce an English module based on Islamic values for the junior high school. This study tends to assess the existing materials used by eighth-grade students in Islamic secondary schools through instructors' and students' recognition about the materials and the creation of materials based on Islamic substances. The researcher researches and develops English reading material in Islamic content by quoting verses from Quran, hadith and Islamic values at Madrasah Tsanawiyah Unwaanunnajah, an Islamic junior high school for class VIII.
THEORETICAL FRAMEWORK
- Learning Material
- English Learning Material
- The Types of English Learning Material
- Material Development
- The Principle in Developing materials
- The Advantages and Disadvantages in Developing Materials
- ADDIE Models
- The Content of Curriculum 2013
- The Characteristics of English 2013 Curriculum
- The Core Competencies of English 2013 Curriculum
- Islamic Content in 2013 Curriculum for Junior High School
- The Importance of Improving Islamic Characters in Teaching English
- Basic Competencies of Islamic Education 2013 Curriculum
- Previous Studies
Does this reflect the type of material the student will use outside of the classroom? First, the appropriateness of the content means that the reading material must arouse student interest and be relevant to the student's needs. Tomlinson (2011) lists several basic principles in developing language teaching materials as follows: . a) The material must have an impact;
Second, after the researchers know the results of students' needs based on the essential competencies of the 2013 curriculum and collect student manuals. The core of the 2013 curriculum supports all learners' abilities, including attitudes, skills and knowledge. Core competencies for the eighth grade of junior high school found that no material integrates Islamic values in the madrasa.
RESEARCH METHODOLOGY
- Research Design
- Research setting
- Research instrument
- The Data Collection Technique
- Field-trials
In the second phase, the researcher was designing the English reading material with basic competencies on the 2013 curriculum. In the fourth phase's trial period, the product was implied to the students in real classroom environments. The correction results are brought to the expert using the expert judgment in the Appendix.
According to this, eighth grade students were chosen to be the subject of this research. The reading material in the recount text focuses on experiences about the personal experience of a Muslim. The distribution of Islamic content in the material in the reading text contains dialogue texts, images and additional Islamic knowledge in Islamic stories.
After that, the next step is to design the product based on the core competencies of the 2013 curriculum. After the curriculum and module were developed, the materials were field tested in the classroom. Fifth, The content is arranged authentically, the content is authentically organized and puts some resources into the arrangement of the material.
In this phase, students are taught using reading materials with Islamic content developed in the form of modules. The results of this study have provided an overview of the development of the Islamic content material in the module. Most of the problems found in MTs Unwaanunnajah eighth grade are vocabulary building.
It is a critical step in the development of learning materials during the evaluation and development process.
FINDING AND DISCUSSION
Findings
- Need Analysis
- Design Step
- Developing Materials
- Evaluation and Implementation
The material has also been modified to accommodate Islamic values and the content or topics of student favorites adapted from Islamic teachings in the 2013 curriculum. This stage aims to develop product material that is developed and presented in the form of modules. Reading material in the simple present tense focuses on the activities of a Muslim every day, which is developed in relation to the five daily prayers, the recitation of the Qur'an and the habits of a Muslim at all times.
The developed product also includes Islamic content and learning objectives, explanation of the reading text, knowledge, self-reflection, vocabulary building and a glossary of terms. The preliminary draft of the English module consists of the module cover, basic competences, indicators and material on the simple present tense, including examples and explanations, as well as exercises for students. The comprehension questions are in the form of multiple choice questions, true-false and mind mapping.
In addition, the layout of the module cover, such as fonts and artwork, has been revised to match the module title. Nevertheless, several suggestions were given by the validator, and the researcher revised the English language module based on the validator's suggestions. Sixth, the layout, Islamic image and font in the material are made reader-friendly by the researcher, and emphasis is placed on Islamic illustrations consistent with Islamic teaching.
Based on the data in Table 4.4, it can be seen that the average percentage of three teachers for The relevance of content in supplementary material with the national curriculum is 88%, The relevance of content in supplementary material with Islamic material needs is 89%, The degree of difficulty is 86%, The topics are interesting for students is 88%, The content is authentically arranged is 86% and Layout, Islamic. In the first meeting, the students read the text and discussed the text entitled "I used to be delayed at prayer time." The students seem interested in the content of the story because the material is consistent with the experiences and interactions of students. The results of the exercise showed that 29 students participated in the field trial and achieved a score of 82.24, as shown in the data above.
During the teaching and learning, the researcher observed the use of the module that they faced when they used it.
Discussion
Considering the concept and suggestions of the teacher, Islamic values that are consistent with the characteristics of the school must be developed (Rohmah, 2015). This chapter provides an explanation of the conclusions of the research based on the findings and the discussion also provides suggestions. However, there are limited sources of teaching materials that support the needs of schools and students.
Some of the limitations of the ability to compile materials based on Islamic content are the supplementary materials needed are a problem for teachers to convey the lack of Islamic content material. Therefore, the supplementary student material developed by the researcher is "Islamic-Based Simple Present Tense Text and Recounting". The module was based on the needs of the school and the needs of the students, which consists of some comprehensive reading practices, such as the simple present tense and the recount text. The teacher must analyze the needs of the students regarding the suitability of the book with the curriculum.
Hopefully, with this research, further researchers can improve the method used and the evaluation of the module. Character through the development of materials of Indonesian language in 3rd Grade of Islamic Elementary School." Journal of Islamic Elementary School. 34; The need to develop English for Specific Purposes (ESP) Reading Syllabus for students of the Islamic Education Department - Islamic Higher Education Institution .” Journal of Foreign Languages, Cultures and Civilizations 5(1):24–33.
34; The Effect of Authentic Versus Inauthentic Texts on the Vocabulary Retention of Upper Middle Iranian EFL Learners.” English Language Teaching. English. ". 34; Developing school-based Islamic English instructional materials." Magazine on English as a Foreign Language.
Reading the excerpt about the story entitled "I postponed the time of prayer", the text related to the verses of the Qur'an.
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Conclusion
This research aims to develop English reading material in an Islamic school, which can be done in the English module by integrating Islamic values on MT's Unwaanunnajah and finding out what type of material to add as supplementary material to student handbooks related to the needs of students . The evaluation by experts and teachers of supplementary materials is that the reading aspect is excellent and relevant to the 2013 national curriculum integrating Islamic content. Hopefully the module will help and provide a meaningful learning experience for the students because the material in this module is based on Islamic content.
Development of Islamic content learning packages for English classes in Islamic schools that help English teachers cultivate strong beliefs and good moral character.
Suggestions
34;Authentic Cs Non-Authentic Materials in Teaching English as a Foreign Language (EFL) in Indonesia: Which One is More Important?" The Aisan Conference on Education 2017 1–12. 34;Efl Materials in Madrasah Tsanawiyah: What do they really need it?" TEFLIN Journal - A Publication on the Teaching and Learning of English 20(1):104.
Students can correctly identify the social function, text structure, and linguistic elements of recount text.
