Integrating Islamic Values into ESP Reading Material

Pryla Rochmahwati

doi:10.15642/nobel.2019.10.2.149-162

Abstract

This present research is aiming at developing suitable instructional reading material for the students of Islamic Education Department. The procedure employed in this study was R&D model proposed by Dick and Carey, namely, need analysis, developing reading materials, expert validation, revising the materials, trying out the materials, and revising the materials. The result shows that reading materials must be developed by incorporating major content subject, namely Islamic studies, list of vocabulary, grammar review, and reading comprehension exercises. Furthermore, after being tried-out, it shows the applicability of the developed materials in helping the students to accomplish the mastery of reading skills and improve their learning motivation. In spite of the strength of the material developed, it is still tried-out in the small scale; therefore, the materials were still possible to be revised.

Highlights

The main reason for students in university to learn English is to help them acquire information in their field of study through textbooks, articles, lecture notes, technical instructions, and others
The aim in conducting this study is to develop suitable reading comprehension materials in Bahasa Inggris course which integrate Islamic values for the students of Islamic Education Department of Tarbiyah and Teachers Training Faculty IAIN Ponorogo
As this research deals with the development of reading comprehension materials, the design of this research is categorized into research and development (R&D)

Summary

Introduction

The main reason for students in university to learn English is to help them acquire information in their field of study through textbooks, articles, lecture notes, technical instructions, and others. Many students want to be able to read texts in English either for their careers, for study purposes or for pleasures (Harmer, 2002:45). Learning materials are often the most significant and observable component of pedagogy. They determine the quality of language input and language practice during the learning process in the classroom. Richards (2001) stated that materials in language teaching have roles as a resource for the presentation of materials either spoken or written and as a source of activities for learners’ practice. The lecturers are obliged to develop teaching materials which are suitable for the students’ need and always up-to-date

Objectives

Methods

Results

Conclusion