Contextualizing the Integration of Islamic Values Through English Module for Islamic Junior High School

Abstract

English class is very potential space to build students who are spiritually, intellectually, emotionally matured. Teaching is still seen as mechanical activity where the teacher is busy giving assignments, correcting and assessing. It also focuses on the surface learning not holistic/deep learning which makes teachers do not successfully raise other aspects beyond cognition. Connecting the English lesson to students' day-to-day lives is often fail. This research aims to develop a holistic-integrative English module. The results of this study are in the form of an integration learning matrix and learning module for seventh graders of Indonesian Islamic School. The matrix is developed by referring to core competence and its themes stated in English textbooks. Three zoom sessions were done between researchers and English as a Foreign Language (EFL) teachers discussing the learning matrix and the module. The module, then, was developed in several stages, namely initial draft design, expert judgment, and try out. The learning matrix consist of the aspects: the integration, the guided learning strategies, and the independent learning strategies. The research reveals that the module is characterized by involving Islamic subjects in the theme of English lessons. Guided learning strategies provide activities and media that invite students to make active connections between English and the Islamic dimension of students' daily lives. The module also facilitates students with independent learning which is very closely related to student life. The drawback that needs to be anticipated from this module is the evaluation system that has not been measured well. Further research is expected to produce an evaluation format for learning integration in English subjects.