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

Khoiriyah Khoiriyah, Rafika Rabba Farah, Luciana Anggraeni

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.

Full Text:

PDF

References


Al-Attas, S. M. N. (2005). Islamic philosophy: An introduction. Journal of Islamic Philosophy, 1(1), 11-43.

Bentley, K. (2010). The TKT Course: CLIL Module. Cambridge University Press.

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.

Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. https://doi.org/10.2167/beb459.0

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge.

Ellison, M. (2015). CLIL: The added value to English Language Teacher Education for Young Learners. Lingvarvm Arena, 6, 59–69.

Farah, R. R., & Sukarma, S. (2020). Muslim Students’ Attitudes and Motivations towards English Learning in Indonesia: Highlights on Cultural Teaching. The Journal of Asia TEFL, 17(2), 724-732.

Hamer, W., Evenddy, S. S., Prabowo, J., Rima, R., & Utomo, D. W. (2017). Involving local wisdom as values to develop English for Tourism Course material: A case of Baduy Tribe in Lebak Banten. Journal of English Language Studies, 2(1).

Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. https://doi.org/10.1177/1362168814541736

Holliday, A. (2009). The role of culture in English language education: Key challenges. Language and intercultural communication, 9(3), 144-155.

Jazuly, A., Indrayani, N., & Prystiananta, N. C. (2019). The Teaching of English in Indonesian Primary Schools: a Response to the New Policy. Linguistic, English Education and Art (LEEA) Journal, 3(1), 17–25. https://doi.org/10.31539/leea.v3i1.609

Karmani, S. 2005. Petro-linguistics: The emerging nexus between oil, English, and Islam. Journal of Language, Identity, and Education, 4(2), 87-102.

Khairurrozikin, M., Sukartinigsih, W., & Subrata, H. (2020). The influence of genre pedagogical and content and language integrated learning on elementary students’ writing skills. Seloka: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 9(2), 168–175. https://doi.org/10.15294/seloka.v9i2.40099

Khoiriyah. (2018). CLIL in Indonesia: The 4C’s Framework of Adopted CLIL Approach in Elementary School Khoiriyah. Proceedings Quality Improvement Innovation in ELT (COETIN), 1, 154–160.

Khoiriyah, Khoiriyah. (2021). Content and Language Integrated Learning (CLIL) in Indonesian Context: an Overview. Jurnal Pendidikan Progresif, 11(3), 587–601. https://doi.org/10.23960/jpp.v11.i3.202110

Khoiriyah, Khusnul, & Widyantoro, A. (2018). Design of Integrated Skills Materials for Islamic School. International Journal of Multicultural and Multireligious Understanding, 5(5), 1–10.

Makoni, S., & Pennycook, A. (2005). Disinventing and (re) constituting languages. Critical Inquiry in Language Studies: An International Journal, 2(3), 137-156.

Marsh, D. (2012). Content and language integrated learning ( CLIL ). A development trajectory.

Mehisto, P. (2012). Criteria for producing CLI learning material. Encuentro, 21, 15–33.

Meyer, O. (2017). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching Learnscaping: Creating next-gen environments for Pluriliteracies Teaching for Learning View project Pluriliteracies Teaching for Learning: conceptualizing learning. Unpublished Paper, Catholic University of Eichstaett-Ingolstadt, October. https://www.researchgate.net/publication/275887754

Mohd-Asraf, R. (2005). English and Islam: A clash of civilizations? Journal of Language, Identity, and Education, 4(2), 103-118.

Pennycook, A., & Coutand-Marin, S. (2003). Teaching English as a missionary language. Discourse: Studies in the Cultural Politics of Education, 24(3), 337-353.

Pokrivčáková, S., & Sepešiová, M. (2015). CLIL lesson planning. In CLIL in Foreign Language Education: e-textbook for foreign language teachers (pp. 131–152). Constantine the Philosopher University in Nitra. https://doi.org/10.17846/clil.2015.131-152

Rohmah, I. I. T. (2019). The feasibility and effectiveness of integrating content knowledge and English competences for assessing English proficiency in CLIL. ETERNAL (English Teaching Journal), 10(1), 65–73. https://doi.org/10.26877/eternal.v10i1.3909

Setyaningrum, R. W., & Purwati, O. (2020). Projecting the implementation feasibility of CLIL approach for TEYL at primary schools in Indonesia. JEES (Journal of English Educators Society), 5(1), 23–30. https://doi.org/10.21070/jees.v5i1.352

Setyaningrum, R. W., Setiawan, S., Anam, S., & Retnaningdyah, P. (2020). Content and Language Integrated Learning (CLIL) in Science class during covid-19 outbreak: A narrative inquiry. ENGLISH REVIEW: Journal of English Education Volume, 9(1), 35–46.

Shakouri, N., & Esfandari, L. (2015). Glocalization is not the solution to linguistic hegemony: A dynamic view. English for Specific Purposes World, ISSN, 1682-3257.

Waloyo, A. A., Farah, R. R., & Khoiriyah, K. (2021). Teachers’ perception to CLIL and web-based material implementation in a primary school. English Review: Journal of English Education, 9(2), 227–234.

Wardani, N. F. K., Sunardi, & Suharno. (2020). Thematic Learning in Elementary School: Problems and Possibilities. Advances in Social Science, Education and Humanities Research, 397, 791–800. https://doi.org/10.2991/assehr.k.200129.099

Wei, R., & Feng, J. (2015). Implementing CLIL for young learners in an EFL context beyond Europe. English Today, 31(1), 55–60. https://doi.org/10.1017/S0266078414000558




DOI: http://dx.doi.org/10.30870/jels.v7i1.13297

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Journal of English Language Studies

Creative Commons License
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.

Copyright @ 2024 Journal of English Language Studies.