Can Islamic Stories be Used as Supplementary English Materials at Islamic Elementary Schools?

Abstract

Along with the Islamic schools’ vision and mission, their curriculum generally integrates Islamic values with all subjects taught at schools including the English subject. However, the implementation of the integration is still considered a challenge. This research aimed at confirming the possibility of Islamic stories being used as supplementary materials for English teaching at Islamic elementary schools and give an analysis of how to develop Islamic stories for English teaching materials. This research was carried out at SD IT Insan Karim, Samarinda. Employing a qualitative design, this research used interviews, observation, and documentation to collect data. The interviews with the school principal, English teacher, and one of the parents were carried out to obtain data regarding the curriculum and policies, the target needs, and the learning needs of the English subject. Observation and documentation were managed to support and confirm the findings. Data collected was then analyzed through data condensation, data display, and conclusion drawing/verification. The results show that Islamic stories can be used as supplementary materials to integrate English teaching and Islamic values in the context of Islamic elementary schools. Islamic stories should be developed by considering several aspects and steps such as the curriculum, the language used, illustration and appearance, guidance for teachers, and moral lessons/values. The result of this research could serve as the basis for designing Islamic stories as supplementary materials and have implications for further research and development particularly in the context of Islamic elementary schools.

Development of Story-Based Teaching Materials for Islamic Religious Education Courses

“…The use of teaching materials has a significant effect on the ability (Sadighi, Yamini, & Bagheri, 2018) especially integrated with the story. According to Ningsih, Oktriono, & Wiharja (2019) and Maesaroh, Aridah, & Rusmawaty (2022), eaching materials can be integrated with stories because they are seen as more interesting and motivating for students. Storybased teaching materials were also developed by Nazila, Adisaputera, & Saragih (2020) with a difference between pretest and posttest of 8.28 with a very good category so that it can be concluded that story-based teaching materials can improve learning outcomes.…”

Wacana skematik ayat dialog dalam surah Yusuf

“…Antara watak-watak tersebut adalah isteri al-'Azīz, al-'Azīz, ahli keluarga Isteri al-'Azīz, wanita-wanita kota, banduan, Raja Mesir, ketua-ketua kaum dan para pembantu Menteri. Nama-nama mereka tidak disebutkan secara spesifik kerana tujuan kisah ini adalah untuk memberikan pengajaran kepada manusia (Maesaroh, Aridah & Rusmawaty, 2022).…”

A Critical Discourse Analysis of Religious Moderation Values in the Indonesian EFL Classroom: Teachers' Perspective

“…The ideology of Islamic values to spread goodness is one of the interesting topics for many researchers in the field of English language teaching (Damayanti, 2021;Hena, 2019;Irawan, 2020;Rohmah et al, 2019;Rohmana, 2020). Researchers are also interested in examining aspects of English language skills learning with Islamicthemed teaching materials or learning resources, namely listening skills learning (Baa & Jaya, 2018;Jaya et al, 2018), reading skills (Kusumaningputri, 2019;Sahyoni et al, 2021), Islamic materials, media, or learning resources (Djamdjuri et al, 2021;Maesaroh et al, 2022;Naralita & Azis, 2020;Shafwati, 2019). In addition, researchers are also interested in researching knowledge, culture, and the development of Islamic characters in learning English (Darmayenti et al, 2021;Farah et al, 2021;Ulyani, 2021).…”