DEVELOPING ENGLISH TEXTBOOK FOR MUHAMMADIYAH SCHOOL; AN IDEA TO INTEGRATE THE MUHAMMADIYAH VALUES INTO ELT

2017 ◽  
Vol 1 ◽  
pp. 462
Author(s):  
Septian Dwi Cahyo ◽  
Ika Rizqi Vitasari ◽  
Sucipto Sucipto
Keyword(s):  
English Language ◽  
Native Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
National Education ◽  
English Textbooks ◽  
And Behavior ◽  
Islamic Values

As the most common teaching materials, textbook always has significant impact toward English language teaching. An English textbook contains language culture, ideology, and behavior. While a common textbook is developed by mimicking the native language, it can be said that an English textbooks have secular knowledge for not integrating faith into its content. The Muhammadiyah proposed an education of coherence between knowledge and faith for better education by developing unique curriculum known as ISMUBA which is contain Islamic values and enhancing knowledge. The problem is most of teachers in the Muhammadiyah school use general English which does not meet with the Muhammadiyah education goal.This paper propose and give example of an idea to develop an English textbook for the Muhammadiyah schools by integrating the Muhammadiyah values into textbook. The textbook is developed by integrating Islamic values as base of language teaching materials. The textbook is also developed based on Kurikulum 2013 for English language teaching, so there is no contradiction of national education goal and the textbook itself. The textbook is developed in order to achieve coherence of knowledge and faith in the Muhammadiyah education

scholarly journals Using Soleh English (SE) Teaching Materials with The Integration of Cultural and Islamic Values: Islamic Preschool Teachers’ Voices

2021 ◽  
Vol 6 (4) ◽  
pp. 178-190
Author(s):  
Siti Hajar Hassim ◽  
Azlina Abdul Aziz
Keyword(s):  
Cultural Values ◽  
Teaching And Learning ◽  
English Language ◽  
Preschool Teachers ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Local Context ◽  
Teaching Materials ◽  
Islamic Values

English Language Teaching (ELT) materials are significant as tools in facilitating a second language teaching and learning including for preschool level. Also, it is necessary for teachers to opt for appropriate ELT materials which encompass cultural and local identity to generate a meaningful and relatable context of teaching and learning. Nonetheless, most of the materials currently available for preschool education in the publishing market are foreign and therefore little focus on local context. It is more evident in Islamic preschools, as the ELT materials need to be infused with Islamic values to align with the philosophy of Islamic preschools. Hence, this paper presents and discusses a part of a study on Islamic preschool teachers’ perception of the Soleh English (SE) teaching materials developed in the attempt to integrate Malay culture and Islamic values with ELT. The study employed a Case Study design involving five female Islamic preschool teachers in the Klang Valley Region. They were purposely chosen based on their experiences using the SE teaching materials. The data was obtained through semi-structured interviews and triangulated with a questionnaire and document analysis. The interview data reported in this article were thematically analysed. Findings illuminated four key themes for each research question which indicated that there is an integration of cultural and Islamic values in the SE teaching materials as well as in ESL teaching. This enabled the teachers to instil Islamic and cultural values in their English language teaching in contribution to generate noble citizens.  Keywords: materials, ESL teaching, integrated values, islamic preschool, cultural.

An analysis of ELF-oriented features in ELT coursebooks

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 28-34 ◽  
Author(s):  
Reiko Takahashi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native Speakers ◽  
Native Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
Lingua Franca ◽  
Learning English

Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.

scholarly journals Strengthening Islamic Literature in the Indonesian English Language Teaching

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Dedi Irwansyah
Keyword(s):  
Conceptual Model ◽  
English Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Context ◽  
Library Research ◽  
Proposed Model ◽  
Islamic Values ◽  
Islamic Literature

The emerging interest in using literature to teach English has not yet highlighted the significance of Islamic literature within Indonesian educational context. This article presents the portrayal of Islamic literature in English language teaching (ELT) study area and offers a possible conceptual model of integrating Islamic literature into ELT. Following a library research method, with the corpus consisting of fourteen stories and one poem derived from fifteen books, the findings of this study show that: most works of Islamic literature are designed for fluent readers; the presentation of Islamic literature is dominated by Middle East and Western writers; and the Western writers are not always sensitive to the symbols glorified by Muslim English learners in Indonesia. As to deal with the above findings, this study proposes a conceptual model consisting of input, process, and output elements. Not only does the proposed model strengthen the position of Islamic literature, but it also integrates the Islamic literature into English language teaching so that it could reach both fluent readers and beginning readers. The output of the proposed model, abridged and unabridged texts of the Islamic literature, can be utilized to teach vocabulary, grammar, the four basic skills of language, and Islamic values. 

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

scholarly journals English Language Teaching in Islamic Education in Indonesia; Challenges and Opportunities

2017 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Tuti Hidayati
Keyword(s):  
English Language ◽  
Vital Role ◽  
English Language Teaching ◽  
National Language ◽  
Islamic Education ◽  
National Education ◽  
Challenges And Opportunities ◽  
Western Values ◽  
Muslim Communities ◽  
Islamic Values

The dominant use of English in every field covering politic, economic, and sosial culture these days has manifested in its gaining a special position in many countries where it is not spoken. In Indonesia, it is a foreign language officially constituted as part of national education curriculum and becomes a requirement in a number of higher education and workforce entry. Yet, ELT in Indonesia faces various constraints including, but is not limited, the anxiousness to threat the purity of Bahasa Indonesia, the national language, and the worry about liberal western values embedded in English to corrupt the youngsters moral and attitudes. Interestingly, Islamic education that maintains a vital role among Indonesians has included English alongside other secular sciences and technology as part of its curriculum in its current advancement. In this regard, the paper will show how critical Islamic education role among Indonesians is, how ELT in Indonesia has developed, what challenges it experiences, and what opportunities it posseses in the context of Indonesian Islamic Education. The paper argues that Islamic education remains the choice of the Indonesian Muslim communities as long as it is able to meet the demands of living in the globalization era while keeping the Islamic values in all the learning process. It further suggests that ELT in Indonesia needs to incorporate Islamic values and show that English learning put no threats and negative influences to Indonesian culture in general and Islamic religious values in particular.

Patterns, local grammars, and the design of English teaching materials1

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 73-82
Author(s):  
Hang Su
Keyword(s):  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Close Association ◽  
English Language Teaching ◽  
Teaching Materials ◽  
English Teaching ◽  
Local Grammar

Abstract This paper explores the applications of pattern grammar and local grammar in English language teaching, focusing specifically on the design of teaching materials. It shows that grammar patterns can be systematically analysed from a local grammar perspective, and further argues that the practice of local grammar analyses helps to raise language learners’ awareness of the patterned nature of language in use and the close association between patterns and meanings. These in turn offer insights into materials writing. A sample coursebook unit is then offered to exemplify how pattern grammar and local grammar can be applied to derive pedagogical materials for English language teaching.

scholarly journals Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage

2020 ◽  
Vol 3 (2) ◽  
pp. 662-674
Author(s):  
Senem Sahin
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Materials ◽  
School Teaching ◽  
Designed Materials ◽  
Critical Reflections

AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers. 

scholarly journals English language teaching for students of management of travel and tourism

2018 ◽  
Vol 48 ◽  
pp. 01037
Author(s):  
Jaroslav Kacetl
Keyword(s):  
Czech Republic ◽  
English Language ◽  
Language Teaching ◽  
Tourism Industry ◽  
English Language Teaching ◽  
Teaching Approaches ◽  
Teaching Materials ◽  
Lingua Franca ◽  
New Approach ◽  
Travel And Tourism

English has become the lingua franca in a lot of areas, including tourism industry. The aim of this contribution was to explain the way English is taught to students of Management of Travel and Tourism at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The basic teaching approaches were described, and justified. Methods of collecting as well as creating teaching materials were exemplified. The resulting syllabi should be implemented in the coming years. Prior to this implementation, the whole curriculum of Management of Travel and Tourism has to be revised as the new accreditation is due in 2019. The new approach takes into account the fact that people working in tourism need to master especially speaking and listening as they are expected to communicate with foreigners.

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