THE IMPLEMENTATION OF INTEGRATING ISLAMIC VALUES IN TEACHING ENGLISH IN SMP AL-HIKMAH SURABAYA ACADEMIC YEAR 2015-2016.

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,

using Islamic expression, inserts verses of Qur’an and hadiths, gives good example to the students and motivates students to integrates Islamic values they learnt in daily life. The type of integration used is Integration or Interconnected entities. The last, the strengths of integrating Islamic values in teaching English are: Students get better knowledge about Islam, be good students who really appreciate Islamic culture was like, can apply Islamic values they have got in their neighborhood. While, the weaknesses are the teacher lack of literature about Islamic values and lack of teaching media especially for a textbooks loaded Islamic values inside.

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 ... Appendix ...

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 Table. 4.1. Observation Result ... 51

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 Study

Most 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

9 Ibid 10

Norhazlin and Dato Usman. “Implementation of the “Integrated Education System”in Brunei Darussalam: Issues and Challenges”.Journal of middle eastern and islamic studies (in Asia) Vol.7, No. 2013 . 102.

11

Maimun, et al. “Integrated Islamic Education in Brunei Darussalam: Philosophical Issues and Challanges”. Jurnal of Islamic and Arabic Education. 1 (2), 2009. 59.

12 Ibid

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

13

Norhazlin and Dato Usman. “Implementation of the integrated Education System in Brunei Darussalam: Issues and Challanges”.Journal of middle eastern and islamic studies (in Asia) Vol.7, No. 2013. 111.

14 Ibid

15_{Riza Amelia, “Merancang Pembelajaran Bahasa Inggris Berbasis Islami,”}

Jurnal Pemikiran Islam Vol. 37. January- June 2012. 8.

16 Ibid

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.

18_{Zuliati 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 which has good achievement. Recently, students of SMP Al-Hikmah won many

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

25_{Fadhila 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)

26_{Afkarina 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”

(http://smp.alhikmahsby.sch.id/baca/peraih-mendali-emas-lpir-nasional-di-bali-tahun-20, accesed on Sunday, April 3 2016)

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 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 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 2015-2016.

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 implementation in teaching English in SMP Al-Hikmah Surabaya

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 studies.

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.

29_{Norazmi Anas et.al,. “The Integration of Knowledgein Islam: Concept and Challanges”. Global} Journal of Human Social Science Linguistics and Education. Vol. 13. Issue 10. Ver. 1.0. 2013. 51

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.

30_{Akhmad Sutiyono. “Model Pengembangan Bahan Ajar untuk M}

eningkatkan Keterampilan Berbicara Bahasa Inggris Siswa Sekolah Dasar di Bandar Lampung” (Universitas Pendidikan Inonesia:2014). 1

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

H. Douglas Brown. Second Edition:Teaching by PrincipleAn Interactive Approach to Language Pedagogy. (Longman:2000). 54-68

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

Amin Abdullah, et al, Integrasi Sains – Islam: Mempertemukan Epistemologi Islam dan Sains (Yogyakarta: Pilar Religia, 2004), 11

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

Rashid Sheikh Aden, "Determinants of Implementation of Islamic Integrated Education Program in Public Pre School in Habaswein District, Wajir County, Kenya". (Kenya: University of Nairobi, 2013). 14

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

Ian G. Barbour, “When Science Meets Relegion: Enemies, Strangers, or Partuers?”, translated by. E.R. Muhammad, (Bandung:Mizan Pustaka, 2002). 44.

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 highlighted were Hadarah al-Nash (based on text), Hadarah al-Ilm (scientific) and Hadarah al-Falsafah (philosophy).13 The term of Hadarah al-Nash can be equated with religion studies where the

sources originating from revelation of Qur’an and Sunnah. While,

Hadarah al-Ilm refers to natural sciences and social sciences. It was acquired from senses, experiments and logical laws. The last is 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

M. Amin Abdullah, Islamic Studies di Perguruan Tinggi: Pendekatan Integratif-Interkonektif. (Yogyakarta: Pustaka Pelajar, 2006). 403-405

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.

14 Ibid

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 School. Zuliati Rohmah stated that the teaching of English included culture

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 Ibid 17

Badan Pengembangan Sumber daya Manusia Pendidikan dan Kebudayaan dan Penjamin mutu pendidikan

18

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)

19 Ibid

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 phenomenon and visual case

4. KI-4 skill competence. This competence about how the students skill toward process, present and think in concrete domain (use, explain, arrange, modify and make) and in abstract domain (write, read, draw,

20

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.

(http://www.pendidikan-diy.go.id/file/mendiknas/kurikulum-2013-kompetensi-dasar-smp-ver-3-3-2013.pdf accesed on August 19 2016)

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

Kemendikbud, Kurikulum 2013 Menyeimbangkan Kompetensi Sikap, Ketrampilan dan Pengetahuan, (http://kemdikbud.go.id/kemdikbud/berita/1067, accessed on August 15, 2015)

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

I.S.P. Nation and John Macalister. Language Curriculum Design. (New York: Routledge.2010).136-137

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 between the two models.

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

I.S.P. Nation and John Macalister. Language Curriculum Design. (New York: Routledge.2010). 138-139

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:

26_{Moh Nasekun. Postgraduate Thesis. “Integrasi Nilai}

-Nilai Agama Islam dalam Pembelajaran IPS Sejarah di Kelas VIII MTs Ma;arif Wadas Kandangan Temanggung Tahun Pelajaran 2014-2015. (Salatiga: IAIN Salatiga. 2015). 40

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

Nur Khamdan. “The Integration of Teaching English with Islamic Values at SMP Al-Azhar Cilacap”. Magister Thesis. (Malang: State University of Malang). 2008

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 available supplementary materials containing Islamic messages designed by

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.

(https://www.academia.edu/909046/INTEGRATING_ISLAMIC_THEMES_AND_VALUES_IN_EN GLISH_CLASSES , accessed on April 19 2016.

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

32_{Riza Amelia. “Merancang Pembelajaran Bahasa Inggris Berbasis Pendekatan Islami”. Jurnal} Pemikiran Islam; Vol.37, No. 1 January-June 2012

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 2015-2016.

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

Moleong, Lexi J, Metodologi Penelitian Kualitatif, edisi revisi (Bandung: PT. Remaja Rosda Karya, 2014), 176-177

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

Moleong, Lexi J, Metodologi Penelitian Kualitatif, edisi revisi (Bandung: PT. Remaja Rosda Karya, 2014), 176-177

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 some sources. In this research, the secondary data were document;

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 schedule of conducted research, dig information and made interpretation.

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

Suharsimi Arikunto. Prosedur Penelitian Suatu Pendekatan Praktik, Ed Revisi VI, (Jakarta:PT. Rineka Cipta, 2006)p.155

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 teachers again.

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 report, parts of the complement and written system of the reports.

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 of lesson plan and teaching materials.

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

OBSERVATION CHECKLIST

No. Teacher’s Activity Yes No Note

1. The teacher starts the lesson by saying an Islamic greeting (Salam)



After the class leader noticed her classmates to keep silent, the teacher says Salam.

2. The teacher asks the students to pray before the lesson begins



The class leader leads her classmates to pray before the lesson begins

3. The teacher introduces material by asking about

the experience of

students’ live



The teacher asks what did students do in week end

4. The teacher makes a link between English materials

with students’ daily life



The teacher starts conversation with students

5. The teacher tells about Islamic stories to engage students into topic



The teacher tells Islamic stories about the obligation to replay Salam

learning

6. The teacher explains the culture of the English language



The teacher engages students to mentioned usual greeting in west

7. The teacher gives a

comparison between

western culture and Muslim culture



The teacher explains that the greeting of western and Muslim are different.

8. The teacher integrates Islamic values by mixing Islamic expression in teaching English



The teacher uses Islamic expression such as Masya Allah, Subhanallah when she amazed when she talked with students 9. The teacher connects the

lesson with verses of

Qur’an and hadiths



The teacher tells about obligation of replying Salam

10. The teacher asks students to look for verses of the

Qur’an and hadiths relate

to the teaching material 

The teacher asks students to look

for Qur’an or hadiths and

translate the meaning in English.

11. The teacher integrates the Islamic value of faith in Islam into English learning material



The teacher ask students to perform a conversation with each 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 on time

13. The teacher integrates the Islamic value of good behavior into the English learning material



The teacher asks students to be polite in speaking

14. The teacher inserts and advice of a noble character and worship



15.

The teacher motivates students to integrate Islamic values in learning

 16. The teacher motivates

students to integrate Islamic values in their daily life



The teacher gives an advice

17. The students indicate good attitude in learning activities



Students discipline in classroom

18. The students are

enthusiastic follow the learning activities



Students look entertains with the teacher jokes

19. The teacher closes the lesson by saying an Islamic greeting (Salam)



The class leader leads the prayer then invited the teacher to close the lesson by say salam

From the result of the data above, the researcher concluded that the teacher of SMP Al-Hikmah Surabaya integrating Islamic values in teaching

English. The implementation of integrating Islamic values explained in the following actives below:

a. Starting and closing lesson by say Islamic greeting (Salam) b. Always pray before the class begin (reciting basmalah)

c. Connects or makes link of materials and students daily life (as Muslim) d. Tells Islamic stories related with lesson materials

e. Explains the differences between western culture and Muslim culture f. Using Islamic expression, E.g. Masya Allah, Subhanallah,etc.

g. Inserts verses of Qur’an and hadits related to the lesson materials

h. The teacher mostly integrates Islamic values of behavior/good attitude to students

i. Motivates students to integrates Islamic values they learnt in daily life 2) Lesson Plan Design

In the design of lesson plan, the integrating of Islamic values showed in the pre-activity, and learning activities (See appendix 6). Some activities happened in classroom a little bit different from the design of lesson plan. The teachers prefer to develop their teaching materials and activities by their selves. From the interview session it was found that lesson plan design made

by “lesson plan team”. It means that the teachers given an authority to

3) Teaching Materials

In teaching materials, the English teachers at SMP Al-Hikmah used various teaching materials. For textbook, they used text book from Indonesian

goverment “When English Rings a Bell”. However, one teacher said that she

preferred to use other teaching materials such as video from cutting edge software, YouTube, Islamic videos from http://muslimkids.tv. While, for exercises of descriptive paragraph, narrative paragraph etc, they created by their selves. (See appendix 7).

2. Type of Integrating Islamic Values in teaching English in SMP

Al-Hikmah Surabaya

The researcher conducted interview section with the English teachers at seventh grade. The interview section conducted to know the type of integrating Islamic values in teaching English. From the result of interview in first question, the researcher categorized into types of integration and made conclusion:

a. Conflict/single entity:

In their opinion, there are no differences between religious knowledge and science. Science without religion is lame, religion without science is blind. So they will not balance if they contrast each other. It is impossible if only rely on science, because humans can go wrong. Otherwise, when science is associated with the religious knowledge, there is an Al-Qur'an

describes things that are still abstract and unknown by humans. They teach Islamic values in all subject areas. The stake holder of SMP Al-Hikmah in the beginning had been indoctrinating all teachers that they have multiple roles. Beside they are teachers of subject matter, they are also religion teacher ensure in every time we teach, there must be an Islamic values incorporated to students through field studies respectively.

b. Independence/ Isolated entities:

The religious teaching and learning in SMP Al-Hikmah is difference compared with other schools. In public school there is only one religion subject. However, in SMP Al-Hikmah there are many religious subjects included Islamic history, Al-Qur’an included Tajwid, Tarjim and Tafsir, Fiqh and Arabic language. It is same with subject at MTs and MA under the Ministry of Religion (KEMENAG). The portions of Islamic subjects are four times more than other school. One meeting was a 2 hour lesson, whereas here we get 8 hours and more for Islamic subjects.

c. Dialogue:

The English teachers at SMP Al-Hikmah always connect values to students based on the theme of the lesson. For instance, in theme

“Greeting” we explain how Muslims greeting each other. (T 1) Said that in

expression of greeting he has to start with “Assalamu’alaikum” then follows with an expression of greeting in English such as “Good

66

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presented the summary of conclusion and suggestion dealing with the research findings of the research. The conclusions were divided from the findings that have been discussed in the previous chapter. As the follow up the findings, some suggestions were addressed to the teacher and other researcher.

A. Conclusion

1. The implementation of integrating Islamic values in teaching English can do by some ways such as, always starts and closes the lesson by say Islamic greeting

(Salam), pray before the class begin, connects or makes link of lesson and

students daily life as Muslim, tells Islamic stories related with lesson materials, explains the differences between western culture and Muslim culture, using

Islamic expression, inserts verses of Qur’an and hadiths related to the lesson

materials, gives good example to the students (E.g. speaking politely, dress according Islamic principles and keep a distance between the opposite sex who is not mahram) and motivates students to integrates Islamic values they learnt in daily life

2. The type of integration used in SMP Al-Hikmah Surabaya is Integration or

Interconnected. It is means, science and religion need each other. Therefore,

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3. There are some strengths and weaknesses of integrating Islamic values in teaching English.

a. The strengths of integrating Islamic values in teaching English as follows:

1) Students get better knowledge about Islam than other students outside

SMP Al-Hikmah.

2) Be good students who really appreciate Islamic culture was like.

3) Students can apply Islamic values they have got to their neighborhood,

mainly to their families.

4) Students become well behaved and have a good attitude

b. The Weaknesses of integrating Islamic values in teaching English

1) Lack of literature about Islamic values

2) If English teacher give an excessive Islamic knowledge in teaching

English, it will minimize the portion of English teaching.

3) Lack of teaching media, especially for a textbooks loaded Islamic values inside. In addition, in Indonesia there are no textbooks which genuinely contained Islamic values.

B. Suggestion

After the researcher found the answers of research question, there are some suggestions as follows:

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2. The stake holder should give training to teachers about how to integrating Islamic values in teaching.

3. It was recommended that further research can conduct a research similar topic

but with different focus, such as the implementation of integrating Islamic values in other subjects.

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