The document discusses designing an English curriculum for Islamic primary education from a multicultural perspective. It addresses two main problems: 1) How to apply multicultural perspectives in teaching English to enable students to communicate in English, and 2) How to develop teaching procedures and materials that promote students' communicative competence while appreciating diverse Islamic cultures. The proposed curriculum combines language skills, Islamic studies knowledge, and multicultural attitudes. Course contents cover topics on Islam and teach English grammar through language focuses. The conclusion emphasizes that curriculum and materials must integrate culture and language to effectively teach English as a foreign language from an Islamic multicultural perspective.

1. The 1st SULE International Conference
Palembang – INDONESIA
MULTICULTURAL PERSPECTIVE IN
DESIGNING ENGLISH CURRICULUM
FOR ISLAMIC PRIMARY EDUCATION
Dr. Naf’an Tarihoran
( IAIN Sultan Maulana Hasanuddin Banten)
Nafan

2. 2
Introduction
• During my time as a lecturer at some higher education
institutions, I found the students to be relaxed in their
expression of ideas about diversity.
• When I touched on the issues of multicultural, the
students showed interest.
• Unfortunately, no student who raised the questions,
making us chuckle. Lessons multicultural can be
stimulating for students, but how we teach it with Islamic
perspective?

3. Introduction
Islamic higher education as part
of the Indonesian higher
education system, therefore,
offers the English subject to be
taken by all of the students

4. Introduction
• In practice, teachers can assign students
with meaningful tasks such as a case study,
problem-solving approach and discovery
learning, which will help students
demonstrate universal values shared by
other religious and ethnic groups, and
critically analyze, weigh and evaluate
prejudices

5. Problem
1) How do the teachers apply
Multicultural Perspective in teaching
English that enable the students to
use English as communication?

6. Problem
2) How do teacher develop teaching
procedures and teaching materials
that are oriented towards the
development of the students’
communicative competence and
appreciate the various different Islamic
cultures?

7. Characteristics of Islamic Studies:
PENDIDIKAN
AGAMA
KETERAMPILAN
PENGETAHUAN
UMUM
Ruhiyyah Aqliyyah Jismiyyah
KETAKWAAN SKILLKECERDASAN

8. 8
TAXONOMY-ASK
Attitudes
(multicultural)
SKILLS
(English Language)
KNOWLEDGE
( Islamic Studies)

9. THE SYLLABUS OF ENGLISH FOR ISLAMIC STUDIES (EIS)
• Course Profile
• Program : Undergraduate (Strata 1)
• Subject : English-1
• Department : Islamic Primary Education
• Faculty : Education and Teacher Trining
• Credit : 2 Credit Units
• Curr. Element Code : General Stipulated Basic Courses (Mata Kuliah Dasar Umum)
• Subject Description : English is designed in such a simple way so as to provide the
• students important tools for communication, especially in English as Foreign Language Teaching and
Learning.
• Competency Standard: Students are able to use English in different situations for different communicative
purposes, and to read the textbooks and articles on Islam written in English.
• Basic Competencies : Basic competencies demanded by respective course contents
will be provided in detail in what so called separated Lesson Plan
•
• Indicators : Indicators of mastering every aspect , cognitive, affective as
• well as psychomotoric domains, of the course content are
• also will be explained in detail in the separated relevant
• lesson plan (SAP).
•
•

10. Course Contents
• Meet 1 : The Qur’an and the Prophet (Language Focus -LF: Nouns)
• Meet 2 : The Muslim World Today (LF: Articles)
• Meet 3 : The Responsibility of Ummah ( Verbs I)
• Meet 4 : The Five Pillars of Islam( Verb II)
• Meet 5 : Islam and Multicultural Society ( Pronouns )
• Meet 6 : The Religious Stimulus to Learning (Adverbs)
• Meet 7 : Education in Medieval Islam( Adjectives)
• Meet 8 : The Relation Between Education and Leadership (Conjunction I
• Meet 9 : Islam and Education Reforms ( Conjunction II
• Meet10 : Islam and Multicultural(Present Tense)
• Meet 11 : The Groundwork of Islamic Civilization(Past Tense )
• Meet 12 : Islamic Civilization(Future )
• Meet 13 : An Islamic language(Past Future Tense)
• Meet 14 : Some Remarks on Indonesia (Derivative words I)
• Meet 15 : Religion and Change ( Derivative words II)
• Evaluation….

11. Conclusion
• The success or the failure of any teaching English as a
foreign language in the context of integrating
multicultural specifically EIS, is influenced by many
factors. One of the important factors is the availability
of the appropriate syllabus and material designs. As
culture must be taught in conjunction with language,
and not as an adjunct.
• Materials which are produced must enable the
learner to gain exposure to selected reading in English
and authentic data from real time interaction.

12. Naf’an Tarihoran
Email: nafant@yahoo.com
@nafantarihoran
nafant
THANK YOU
Terima kasih
ARIGATOU
MERCI
ATUR NUHUN
DANKE SCHOEN