Students’ Interest on the Use of Islamic Teaching Materials in

English Language Teaching

Dewi Suriyani Djamdjuri

Faculty of Teacher Training and Education, Universitas Ibn Khaldun, Jl. KH. Soleh Iskandar, Bogor City

Keywords: Islamic Teaching Materials, English Language Teaching, Authentic materials, Students Interest

Abstract: The aim of this research is to find out the student’s interest on the use of Islamic teaching materials in English

Language Teaching (ELT). The use of such teaching materials is a kind of using authentic materials. The use

of authentic materials is mostly recommended since it is in touch with the real life of the students, because

based on Islamic belief, Noble Quran as one of the greatest miracles of Allah was revealed to the prophet

Muhammad as the premium source of discourse. So much knowledge can be originated from the noble Quran

include some teaching materials that can be adopted and adapted for English learning. The method applied in

this research is descriptive qualitative. The instrument used is a set of questionnaires which was addressed to

60 college students from two classes in the same academic year. The data gained were classified and

calculated using Likert scale. After conducting the research, the data shows the students interest based on the

mean score and category of group A is 80.16 as well from group B is 82.26. This result directs that students

from both group A and B are interested in learning English using Islamic teaching materials.

1 INTRODUCTION

Indonesia is the world's most populous Muslim-

majority country, as just over 87% of Indonesians

declared Muslim on the 2010 census (Indonesia

Population 2018). It indicates that English learners in

Indonesia are mostly Muslim. For the learners,

Islamic education is really needed because it has a

very crucial position and strategic since it is the Law

of National Education System that Islamic education

conquers a point as a sub-system of the National

Education System (Daulay & Tobroni, 2017). What

about English Education? Students also need English

teaching materials integrated with Islamic values

since that condition accustomed to their living as

Muslims. These will make them easier to understand

the form by content. Foreign language with foreign

teaching materials surely will be more difficult to

understand, since the students do not accustom to the

culture. These reasons lead the researcher to make a

research on the use of some Islamic teaching

materials. The materials are being integrated with

Islamic values and use them as teaching materials in

the classroom. The word ‘integrated’ has various

interpretations. One possible meaning of ‘integrated’

is the co-joining between Science and non-Science

subjects (Lubis, 2015), as well Islamic values and

English teaching.

The use of Islamic teaching materials in ELT

might be included in English for Specific Purpose

(ESP). Moreover, it is a kind of using authentic

materials. The use of authentic materials is mostly

recommended since it is in touch with the real life of

the students. Authentic materials refer to the use in

teaching of the texts, photographs, video selection

and other teaching resources that were not specially

prepared for pedagogical purposes (Richards, 2001).

In curriculum, especially related to materials

development we used to hear the term of adopting and

adapting. That is the use of authentic materials and

adapting them with the needs of the students in the

classroom. The goal is to create or prepare materials

that can serve as resources for effective learning.

Noble Qur’an as one of the greatest miracles of

Allah was revealed to the prophet Muhammad

sallallahu alaihi wasallam as the finest source of

discourse “It is He who has sent amongst the

unlettered a messenger from among themselves, to

rehearse to them His signs, to sanctify them, and to

instruct them in Scripture and Wisdom although they

had been, before, in manifest error.” (QS. Al Jumu’ah

verse 2). So much knowledge can be originated from

the noble Qur’an include some models of language

Djamdjuri, D.

Students’ Interest on the Use of Islamic Teaching Materials in English Language Teaching.

DOI: 10.5220/0009939620932100

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2093-2100

ISBN: 978-989-758-458-9

2093

that can be used in language field especially in ELT

(Djamdjuri, 2014). As one of the best miracles from

Allah the Almighty, Noble Qur’an have been

translated into many languages include English in

order to spread the teaching inside. Its translation also

has been completed so carefully to avoid any

misinterpretation on its meaning. That is why the

translation of the meaning into various languages

should always be accompanied by its authentic scripts

written in Arabic.

Research recently has mostly focused on any

other sources of language teaching materials whether

in fact, the Islamic materials will broaden students’

knowledge based on Qur’an as the best guidance from

the Almighty Allah along with improving students’

English skills. So that constructing researches related

to the Islamic materials as teaching materials

especially in ELT are found very interesting. Based

on the previous background, the writer conducted a

research on the title of: “Students’ Interest on the Use

of Islamic Teaching Materials in English Language

Teaching,” with the aim is to find out the student’s

interest on the use of Islamic teaching materials in

English Language Teaching (ELT).

2 THE INTEGRATION OF

RELIGION AND EDUCATION

It is very important to be balance between religion

and education. This is supported by Albert Einstein’s

famous quotation in his essay that science without

religion is lame, religion without science is blind.

Based on his quote, we can say that it is very

important to ensure equilibrium between religion and

science or education.

Religion provides a basis of thinking about

humans, who he is, where he comes from, where he

is, and what humans should do in this world. On the

basis of this thought, educational experts can prepare

the goals of education in whole, deep and

comprehensive. The formulation of the goals is then

specified into a more specific objective in which the

learning materials can also be chosen suitably to the

purpose. Contributions in the findings of various

sciences, psychology, sociology, and other sciences

can be utilized as well as possible in an effort to

achieve the goals of education.

Religion regulates all aspects of life of its

adherents as individuals, members of society and

their environment. When talking about religion, it

will never be separated from education. Religion is

always educational because there is a transfer of

dogmatic knowledge in it. Otherwise, talking about

education is not always related to religion, but

education must be in line with religion in the

educational process and they must also complete each

other so that the output generated by education is

comprehensive (Ashraf, 1991, p. 35).

Religion is a belief that is owned by everyone and

regulates in all aspects of human life. Religion cannot

be separated from human life; therefore, it must also

be applied seriously in education. All the religions

teach a set of directions for living together in a society

where other religions coexist (Syah, 2014, p. 85).

Relationship between religion and education is

common in Indonesia. This is seen from the

curriculum in Indonesia that implements religion in

learning activities at schools.

We know that nowadays in Indonesia there are so

many Islamic boarding schools have implemented not

only religious education but also general education

such as English subject. The officially recognized

religions have been incorporated into the curriculum

since Indonesia was established (Syah, 2014, p. 85).

But how is English education at universities? Has

it been applied? Unfortunately, it is still rare for

universities to implement education which is

integrated with religion. The wisdom of educators

appears to be that students can learn everything they

need without learning about religion. They prefer the

absence of religion from the textbooks and the

curriculum by reason of avoiding enmity against

religion. This has made the culture wars that are now

been divided into many communities. Many of the

culture-war debates about religion in public education

have been framed in terms of the combat between two

polarized groups: those religious conservative who

would restore prayer to school activities and add

creationism to the curriculum, and the other one who

keep religion out of the curriculum (Nord & Haynes,

1998, p. 5).

Religion provides a basis for thinking about

humans, who he is, where he comes from, where he

is, and what humans should do in life in this world.

On the basis of this thought, educational experts can

prepare the basis and goals of education intact,

comprehensive and depth. The goal formula is

translated into more specific objectives with the

selection of learning materials that are more suited to

that purpose. Contributions in the findings of various

sciences, psychology, sociology, science and other

sciences can be utilized as well as possible in an effort

to achieve the goal of education. Religion regulates

all aspects of the life of its adherents as individuals,

members of society and their environment. When

talking about religion, it will never be separated from

education. Religion is always educational because

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there is a transfer of dogmatic knowledge in it.

Otherwise, talking about education is not always

related to religion, but education must be in line with

religion in the educational process and they must also

complete each other so that the output generated by

education is comprehensive. (Ashraf, 1991, p. 35).

Based on the discussion above, it is seen clearly

that education and religion cannot be separated from

human life. Therefore, the research on students’

interest on the use of Islamic teaching materials in

English language teaching is really necessary to be

conducted to increase the awareness of English

teachers, lecturers and students about the importance

of religion in English education, and also to inspire

and motivate teachers and lectures to integrate

religion more willingly in English learning activities.

3 ELT IN SOME MUSLIM

COUNTRIES

As English has become International communication

amongst most of the countries, it is important for

Muslim country to put their priority in English

language teachings. In Turkey for example, from

primary school to the university, English is taught as

a foreign language in all education levels. It is nearly

a rate of 100% English has been taught as a foreign

language in state high schools and private high

schools (Grocer, 2015). Although some issues convey

that teachers viewing little interest in the excellence

of work that they put into exercise at their schools,

one of the central reasons is that teachers’ deficiency

the time and vitality to devise communicative

teaching resources and actions due to their substantial

workload (Zekariya Ozsevik, 2010).

In Kingdom of Saudi Arabia (KSA), though

Arabic is the authorized language of Saudi Arabia and

separately from some colleges it is the regular of

instruction up to the university level, English is taught

as a foreign language. Previously a little importance

was given in teaching and learning of English in the

Saudi education system. Nowadays it was presented

as a compulsory subject from class seven. The

students had been given any emphasis in obtaining

the competence in English; instead they only

considered it as a language to pass in the examination

(Rahman & Alhaisoni, 2013).

Moreover, currently Saudi Arabia established

various committees and bodies for the English

education. These were setup by the government to

develop appropriate curriculums for the different

levels of education. The government, with the help of

the educational institutes, is spending billion dollars

time to time for English teachers’ recruitment,

language labs, curriculum development and teachers’

training. Currently English is the medium of

instruction in technical education, medicine and many

other colleges. Besides it, the students have realized

that English is no longer a language to pass in the

examination, but an important subject for higher

education, international communication and business

and trade. They consider the value of English as

highly practical; opportunistic and prestige. As a

result, a tremendous growth of students’ enrollment

has been taken place in various English language

institutes (Rahman & Alhaisoni, 2013).

Still in Saudi, in Taif, the study was applied to all

English teachers in embodied by 103 parameter

international sample of the study. After analyzing the

respondents’ responses, the results showed that in the

elements of the curriculum, there were many

problems such as: - The curriculum does not

emphasis on the cultural aspects and it generates

problems regarding using English outside

classrooms. - The content does not inspire student

self-learning. - There is a lack of content of

interesting themes and its length does not equal with

the reserved time. - There is an insufficiency of

modern teaching aids (Khankar, 2001).

In Jordan, study investigates a new paradigm of

teaching and learning English as a foreign language.

Among of the solutions to the problem that were

recommended are that by paying attention to the

following points: (a) the methods need is a

combination of methods that enable students to

master the four English basic skills (b) teachers of

English should be as the following: should understand

the intimate relation between a language and its

culture. It is necessary for an understanding of the

culture and (c) One aspect in curriculum should

include a variety of subjects some of which

anecdotes, folk-tales, short stories and short plays

which appeal to their attitude and background, as well

students should read things which they understand

and be pleased by reading it (Alodwan, 2012).

In short, many things have to be noticed in ELT

such as the methods need is a combination of methods

that empower students to master the four English

basic skills, significance training of competent

language teachers, a variety of subjects which appeal

to the learners’ attitude and background. Careful

determination of the strategy and the method which

will be followed during the learning and teaching

process, and making the environment interesting for

the students can be shaped with the knowledge and

experience of the teachers (Grocer, 2015). As well,

Students’ Interest on the Use of Islamic Teaching Materials in English Language Teaching

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this research tries to convey students’ respond on the

use of Islamic teaching materials.

4 QUR’AN AS THE SOURCE OF

KNOWLEDGE AND SCIENCE

3.1 Islamic Scientific Philosophy of

Knowledge

According to (Husaini, 2013), Islamic epistemology

is important in its relation with the sources of

knowledge and how human acquires the knowledge.

Epistemology is usually defined as a branch of

philosophy which discusses the knowledge globally

or generally and fundamentally. Knowledge is

something fundamental in human life. Islam is a

religion that praises the knowledge and Qur’an gives

its huge attention toward the activity of thought and

knowledge. We can find 823 times the word ‘al-ilm’

which means knowledge occurs in the Qur’an.

Moreover, the first lessons which were taught to

Prophet Adam were the names of things. In QS. Al-

Baqarah verse 31, the first command was ‘iqra’

(read!) and activity of writing was symbolized with

‘qalam’ (pen). The process of learning (read and

write) should not being separated with the foundation

of faith. Everything should be based in the Name of

Allah, so that from the beginning, Islamic scientific

tradition should be always in the frame of ‘tawheed’

or Islamic monotheism.

The effect of Islamic scientific philosophy which

is based on revelation of Allah as sources of

knowledge leads the knowledge tradition into

inseparable knowledge and action (conducts). Islamic

knowledge tradition was being known put the

morality or Islamic behavior and good deeds into

their precious position. This condition is so different

from the reality of secular scientific tradition in the

west (Husaini, 2013). West against all sources of

knowledge from the holy books (God’s revelation) so

that west only based their findings of seeking the

origin of nature and human from senses (positivism)

and ratio (rationalism). In the contrary, the concept of

Islamic worldview bore the integrated and compact

knowledge which be based on hereafter orientation.

This is one of the precious concepts in Islam. West

epistemology is only based on empiric and

rationalism whether in Islam there are four sources of

knowledge: senses, ratio, intuition and divine

revelation of God. As al-Attas stated: “God is not a

myth, an image, a symbol, that keep changing with

the times, He is reality itself, “as cited in (Husaini,

2013). Belief has cognitive content, and one of the

main points of divergence between true religion and

secular philosophy and science is the way in which

the sources and method of knowledge are

understood” (Husaini, 2013). Recently, the damage of

understanding toward knowledge especially Islamic

knowledge is being so general. Ignorance of religious

knowledge is being extent. Some scholars could not

read holy Qur’an well. In fact, knowing and

understanding Islam is a must. It is obligation from

Allah. We can find so many evidences from the

Qur’an about the importance of knowledge.

3.2 The Connectivity of Knowledge

and Adab (Islamic Character)

In relation with Islamic teaching materials, it is

important to discuss the connectivity of knowledge

and ‘adab’ (morality or Islamic behavior), because

one of the aims of using Islamic teaching materials is

to enhance students’ good behavior by accustomed to

the good characters immersed in the teaching. In

Islam, ‘adab’ or good characters become one of some

important issues. They are being integrated each other

such as two inseparable sides of a coin. Knowledge

without Islamic behavior is just like a mango tree or

a pineapple tree without their fruits. In the contrary,

behavior without knowledge is just like a traveler

making a journey without any direction. Moreover,

knowledge and Islamic behavior are two of the

important points as result of beneficial knowledge.

Allah the Almighty commanded Prophet Muhammad

to always asking for the beneficial knowledge (QS.

Taha verse 114). Ibn Uyainah said that Prophet

Muhammad was always asking for beneficial

knowledge till the end of his life. Ibn Katheer stated

that Rasulullah never asked addition of anything

except the additional of useful knowledge due to the

prayer that always asking by Rasulullah (Husaini,

2013).

The useful or beneficial knowledge will call iman

or faith. Faith leads one to act good deeds or good

characters. The integration of these two most

important points in Islam lead to the straight path. We

can say if one has knowledge without good deeds

mean his knowledge is not useful. And it means he

went astray. Ibn Jauzy stated that the useful

knowledge affects ‘khashyah’ or feeling scary or

frightening toward Allah. This feeling guides a

believer to have obedience, dignity to Allah and feel

His Mercy. In addition, Imam Shafi’I stated that Iman

is not only what we memorize but what we actualize

in the form of good behavior and give benefits. The

important of Islamic behavior reinforced some of

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Muslim intellectual to write the concept of knowledge

and Islamic behavior comprehensively. Imam

Bukhary (194-256 H.) with his Adab al-Mufrad, Ibn

Sahnun (202-256 H) with his book entitled Risalah

Adab al-Mu’allimin, Al Qabisi (324-403 H.) with his

book Risalah al-Mufaasilah li Ahwal al-

Mu’ta’allimin wa Ahkam al-Mu’allimin wa

Muta’allimin, Al Mawardi (d. 450 H.) wrote a book

entitled Adab al-Dunya wa al-Diin and Adab al-

Wazir, etc (Husaini, 2013).

Moreover, Adab or character education is one of

the noble tasks preached by the Prophets and

Messengers. As cites in the Qur’an surah Al-Jumuah

verse 2 which means, it is He (God) who had sent

among them the unlettered messenger originated

from themselves, to rehearse to them His signs, to

bless them, and to educate them in Scripture and

Wisdom although they had been, before, in obvious

error. As well as in surah Al-Baqarah verse 129

which means: “Our Lord, and send among them a

Messenger from themselves who will recite to them

Your verses and teach them the Book and wisdom and

purify them. Indeed You are the Exalted in Might, the

Wise.”

Those verses from two surah in the Qur’an

stating the important position of character and could

not be separated from human, as (Syafri, 2014, p. 68)

stated that moral character distinguishes man from

other creatures. Moreover, current study shows 80 %

of states have mandates regarding character

education. These states trend reflect the public

expectation that school be places where children gain

support for the formation values such as honesty (97

%), respect for others (94 %), democracy (93 %),

respect for people of different races and backgrouds

(93 %) (Nuccy & Narvaez, 2008).

As one important teaching in Islam, Islamic

behavior, good deeds or good character have central

function in Education. Islamic behavior should

become prior attention of those who concern their life

with knowledge. Among the Islamic behavior are:

Behavior of a scholar or scientist towards his-self,

Behavior of scientist in teaching process, Behavior of

scientist toward his students, Behavior of those who

seek the knowledge: Behavior of students toward

him-self, toward his teachers, toward the lesson,

toward the tools, etc. (Husaini, 2013). Moreover, due

to teacher vigorous role, a teacher should prepare

himself with acquaintance, skills, good character,

behavior and attitude to encourage themselves as a

good teacher as well as a Muslim with good qualities

and appearances (Lubis, 2015). So that the use of

Islamic teaching materials in ELT as one of good

efforts to immerse good characters (adab) towards

student’s personality. Furthermore, it is become one-

way solution since it has been mentioned that

Indonesia today confronted moral issues and very

serious character damage whereas the good resolution

is integrating Islamic values into all aspects has

become trends (Djamdjuri & Rohmah, 2014).

5 AUTHENTIC MATERIALS

The use of authentic materials in the form of the

Islamic materials becomes one way to bring the real

language context into the classroom interaction. The

real context of the materials is being a good model for

students to apply the language inside and outside of

the classroom. The ability of the students to read, to

understand the structure, to imitate the form of the

materials will improve much better by using the

authentic materials. Advantages claims by the experts

for authentic materials are having a positive effect on

learner motivation, providing authentic cultural

information about the target culture, providing

exposure to real language, relating more closely to

learners’ needs, supporting a more creative approach

to teaching (Philips and Shettlesworth. 1978; Clark

1989; Peackok 1997) as cited in (Richards,

Curriculum Development in Language Teaching,

2005).

Some experts stated: “Authentic material refers to

the use in teaching of the texts, photographs, video

selection and other teaching resources that were not

specially prepared for pedagogical purposes,” as

Richards stated (Richards, 2005). Moreover,

Kilickaya assumed: “Authentic materials enable

learners to interact with the real language and content

rather than the form. Learners feel that they are

learning a target language as it is used outside the

classroom. Moreover, he claimed that: “Considering

this, it may not be wrong to say that at any level

authentic materials should be used to complete the

gap between the competency and performance of the

language learners, which is a common problem

among the nonnative speakers” (Ferit, 2012).

6 INTEREST AND MOTIVATION

Good defines interest as a subjective objective

attitude, concern or condition involving a perception

or idea in attention and a combination of intellectual

and feeling consciousness may temporary or

permanent, based on native curiosity, conditioned by

experience (Good, 1959). Interest as a feeling of

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curiosity or attentiveness, it cannot be defined as the

power to arouse curiosity or attentiveness also,

something that has such power. Interest is a feeling of

wanting to know or learn about something where

someone has a positive attitude towards something

him or her really like and enjoy.

Hansen, et.al. categorized interest into four types,

namely: a) expressed interest; b) manifest interest; c)

tested interest and d) inventoried interest. Manifest

interest is displayed by participation in an activity or

occupation. In manifest interest an individual does not

express his or her interest through words, rather he or

she does it through action what is observable, in this

case, is the individual’s participation in a given

activity, this type interest, however, can also

misleading, for participation in a given activity may

be necessary for certain fringe benefit to occur. It is

usually valuable to observe activities related to the

events as well as individual’s participation to

determine the degree of manifest interest. Lack of

participation not means lack of interest. Factor like

cost or time may affect participation and manifest

interest (Hansen, 1982) .

In tested interest, someone's interest is measured

by objective test which are based on subjective self-

estimates or it can be ascertained by measuring the

knowledge of vocabulary or other information on the

examiner has in a specific interest area. The measures

assume that interest result in the accumulation of

relevant information as well as specialized

vocabulary. Inventoried interest is determined by

interest checklist. Someone’s interest is measured by

asking him or her to answer a number of particular

questions or to choose certain activities that have

been prepared. An examination usually is asked to

check whether she or he likes or dislike certain

activities or situations. Patterns of high and low

interest normally result so that test taken can begin to

determine areas of liking and disliking.

There are two factors which can affect students'

motivations as well as their interest in learning,

namely, “Extrinsic motivation” and “intrinsic

motivation”. Extrinsic motivation is concerned of

factors outside the classroom while intrinsic

motivation is concerned what take place in the

classroom. As well as basically, there are two factors

that can influence the students' motivation as well as

their interest in learning. They are internal factors

such as students’ attitude towards a subject and the

students’ aptitude. While external factors such as

school factors can involve the teachers, the students

and the lesson material. In addition, Ostrov states that

the more a student relates her interest to what she needs

to study, the more successful she can be (Ostrov,

2003). To extent Ostrov claims, if a reader is interested

in something, it is usually meaningful to him/her. With

interest and enjoyment for motivation, the mind finds

it much easier to learn and recall the data.

Moreover, a study had been conducted at School of

English Language Studies, Universiti Sultan Zainal

Abidin, Terengganu, Malaysia. The paper is a study

of the reading trends and perceptions of Muslim

Malaysian undergraduate students towards Islamic

English websites as pedagogical materials in English

language classrooms. Data was collected through a

set of questionnaires to 180 students from the

International Islamic University Malaysia (IIUM)

and Universiti Sultan Zainal Abidin (UniSZA). The

findings exposed that the students were self-

motivated to read the materials to increase spiritual

knowledge and to use the knowledge to covenant with

personal challenges. It also shows that the students

declare that the materials are used for pedagogical

purposes in the learning of the English language. The

study proposed kind of texts that bring enjoyment,

inspiration, spiritual knowledge and personal

development are used as reading materials in English

lessons for Muslim students. This would heighten the

motivation to read more whilst enlightening the

English language proficiency (Khairuddin, Shukry, &

Sani, 2014).

7 METHODOLOGY

The method applied in this research is descriptive

qualitative approach (Gay, Mills, & Airasian, 2006).

The instrument is a set of questionnaires contained 20

items of related questions. Population of the research

is the college students of English Education program

in the Faculty of Teachers Training and Educational

Science, Bogor Ibn Khaldun University. The sample

is taken from two classes of Reading for General

Communication course consist of 60 students. The

students are in the same background level since they

are at the same semester within the second semester

of the first-year study. The questionnaire used to

obtain information about the students’ interest or

perception on the use of Islamic teaching materials. It

is distributed to the students after the treatments are

given. The data from the questionnaire are classified

used Likert scale and then analyzed in percentage to

see the students’ interest toward the used of Islamic

teaching materials (Sugiono, 2008).

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8 FINDINGSANDDISCUSSION

According to the research problem: “How are the

students’ interests toward the use of Islamic teaching

material in English language teaching?” In order to

know whether the students are interested in the use of

Islamic materials, the researcher distributed a set of

questionnaire to the students. The questionnaire was

distributed to the students after they experienced

treatment. The questionnaire contains 20 closed items

which are hoped to invite students’ interest in reading

activity by using Islamic materials. The expressions

of the interest are: (1) strongly agree, (2) agree, (3)

un-decide, (4) disagree, (5) strongly disagree.

The result proves that, the Islamic teaching

materials are able to motivate the students to be

interested in learning more. Such spiritual text would

heighten the motivation to read more whilst

enlightening the English language proficiency

(Khairuddin, Shukry, & Sani, 2014).

The data displays the students’ interest in learning

English through Islamic materials. There are 12

students or 40 % out of thirty students are categorized

into very high interest classification, 16 students or

53.33 % are categorized into high interest

classification, 2 students or 6.66 % out of thirty

students are categorized in moderate interest

classification. It means that from group A 100 % of

the students are interest to learning English through

Islamic materials. There is none of the thirty students

from class A are categorized into very low and low

interest classification.

Likewise, in group B it shows that there is none of

the thirty students are categorized into very low and

low interest classification. There are 14 students or

46.67 % out of thirty students are categorized into

very high interest classification, 14 students or 46.67

% are categorized into high interest classification, 2

students or 6.66 % out of thirty students are

categorized in moderate interest classification. From

the total amount of the students, they show their

interest on the Islamic materials since basically, there

are two factors that can influence the students'

motivation as well as their interest in learning. They

are internal factors such as students’ attitude towards

a subject and the students’ aptitude as well external

factors (Ostrov, 2003). The results show that teaching

materials containing spiritual values are interested to

the students because interest is a feeling of wanting to

know or learn about something where someone has a

positive attitude towards something him or her really

like and enjoy. Group B shows 100 % of the students

are interesting to learning English through Islamic

teaching materials.

Furthermore, from the calculation of the data

shows that by providing 20 items of questionnaire to

the 60 students from both group A and B as

respondents with maximum score is 5 for each item,

from group A it gets sum 2405 with the mean score

of students’ interests is 80.16, whether in group B

with 30 respondents of interest it gets sum 2468 with

the mean score of interest is 82.26. So, the mean score

of the students’ interest of both group A and B are

classified in the high category of interest. Both groups

are interested in learning English using Islamic

materials. If a reader is interested in something, it is

usually meaningful to him/her. With interest and

enjoyment for motivation, the mind finds it much

easier to learn and recall the data (Ostrov, 2003).

Because of this research is limited and focused on

students’ interest toward the use of Islamic teaching

materials, so the research has been conducted well

and the result has been displayed. By this, it has been

proved that choosing Islamic teaching materials

becomes one of the important factors enhanced

students’ interest in learning English.

9 CONCLUSION

We gain the mean score from the calculation of the

students’ responses. The mean score of the students’

interest based on the mean score and category of

group A is 80.16, it indicates that students are

interested in learning English using Islamic materials.

As well as the mean score of the students’ interest

from experimental group B is 82.26, it indicates that

students from group B are also interested in learning

English using Islamic materials.

So, it is strongly recommended to use the Islamic

teaching materials in English Language Teaching,

because by learning English through the Islamic

teaching materials, students can attain character

values or positive attitude, besides can comprehend

what they have read easier because most of the

Islamic students have background knowledge about

the Islamic teachings. The use of Islamic teaching

materials is interesting to the students as well affects

positively toward the students’ achievements.

Moreover, the use of Islamic teaching materials has

been proved is bringing the positive character into

students’ real life.

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