Abstract
Islamic junior high schools have more duties than the public schools. They have the duty of teaching Islamic values to their students because these schools are established based on Islamic teachings. Islamic values must be included in all aspects of the school program. The materials used for teaching the students should also contain Islamic values. Unfortunately, based on the writers’ observation, not all Islamic junior high schools integrate Islamic values in the materials taught to the students. This fact challenges the English teachers in Islamic schools to select and to consider the appropriate values, cultures, and ideologies in teaching and learning English process. As a result, this paper is based on a study conducted to develop materials which integrate Islamic values for teaching Speaking in a private junior high school in Yogyakarta. The study was aimed to reveal the students’ needs in relation to the integration of the Islamic values in the materials for teaching the speaking skill and to know the appropriateness of the materials. This is an R D study. To design the textbook the ADDIE Model was employed. To meet the textbook appropriateness, the designed textbook is analysed by conducting theoretical and empirical validation. The result of the study indicates that the designed materials are appropriate to be used in the Islamic schools.
Highlights
A nation is said to experience a moral decline marked by ten signs; (a) violence; (b) stealing; (c) cheating; (d) disrespect for authority; (e) peer cruelty; (f) bigotry; (g) bad language; (h) sexual precocity and abuse; (i) increasing self-centeredness and declining civic responsibility; and (j) self-destructive behaviour [1]
Islamic junior high schools have more duties than the public schools. They have the duty of teaching Islamic values to their students because these schools are established based on Islamic teachings
Islamic values must be included in all aspects of the school program
Summary
A nation is said to experience a moral decline marked by ten signs; (a) violence; (b) stealing; (c) cheating; (d) disrespect for authority; (e) peer cruelty; (f) bigotry; (g) bad language; (h) sexual precocity and abuse; (i) increasing self-centeredness and declining civic responsibility; and (j) self-destructive behaviour [1]. Indonesian government postulates character education in the latest curriculum through Permendikbud [2] as a response to social problem in society such us moral degradation and corruption. Character education is placed as the fundamental foundation to achieve the vision of National development. This reform is formulated to create a noble civilization [3]. To see what will happen in 10 or 20 years later can be seen from what kind of curriculum or textbook that is used in the classrooms. The quality of the generation can be seen from what kind of school activities that the students usually get involve. It cannot be ignored that curriculum brings some ideas or missions loaded in the students through the learning
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