Integrating Islamic values in CLIL materials: a syllabus design for Islamic primary school

Abstract

The new educational policy in Indonesia does not require English as a compulsory subject in primary school. To respond to the current policy, some primary schools, especially Islamic affiliated primary schools still have a commitment to provide English lessons as an extracurricular subject. Since there is no regulation toward the teaching and learning process, implementing Content-Language Integrated Learning (CLIL) approach into teaching materials aims to improve the learning process. This study used ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model to design the CLIL materials and reached the third stage. The results highlight that after conducting a need analysis, the syllabus and the students' activity book consists of three selected topics that integrate Islamic values into CLIL model. They were Caring for Living Things, My Heroes, and My Dream Job. Those topics were adapted from a thematic book applied in the school partner under the Curriculum 2013. These topics were designed into three main subjects i.e., Science, Islamic Content, and Arts. Furthermore, before each topic, vocabulary-based activities were presented followed by three kinds of activities. Islamic values are integrated into CLIL materials to promote Contextual Teaching and Learning (CTL) also to advocate local wisdom-based curriculum, particularly infusing the Muslim cultures and values. This study concludes that there is a need to integrate Islamic content to English materials in Islamic primary affiliated schools.

Teachers’ Perception to Clil and Web-Based Material Implementation in a Primary School

“…This was a hybrid CLIL implementation. This type model is also highly suggested by Khoiriyah (2018) in her research on the implementation of adopted CLIL in some Indonesian primary schools. By implementing CLIL approach using web-based materials, students will gain greater foreign language exposure due to the limited school time.…”

Thoughts and Design of Ideological and Political Construction Based on the ADDIE Model

“…The curriculum content reflects the school's teaching and ideological and political education purposes [11]. The problem-solving and selection of knowledge should focus on teaching content, teaching objectives and ideological and political objectives from the knowledge characteristics of chapters to explore its internal political elements.…”

“Career festival: My dream job", career introduction to primary school graders in Malang

“…Some students in grades 1, 2 and 3 only know a number of work types only, while others only know about name of professions; however, they do not understand about the attribute yet as well as the duty of that profession. As it is highlighted that My Dream Job is a material that is congruent to primary school graders' context, it is also designed in an English thematic lesson textbook (K. Khoiriyah et al, 2022).…”