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1. ISLAMIC IDENTITY IN ENGLISH TEXTBOOKS FOR JUNIOR HIGH SCHOOL Muhammad Sabaniyah 21210140000005 Supervisor I : Prof. Dr. Muhammad F arkhan , M.Pd Supervisor II : Prof. Didin N uruddin H idayat , MA. TESOL, P h.D

2. Background of the Study One of the second languages taught in I ndonesian schools is English. The textbook is the primary teaching tool in E nglish as a foreign language (EFL) classes in Indonesia. Unfortunately, most of the EFL textbooks used in junior high schools were produced abroad by foreign cultures outside the religious and cultural context, and the materials were not by I slamic principles ( C ahyo et al., 2019) Adnan (2022) explains that I slamic education has an essential role in developing children's potential, including aspects of science, technology, character, attitudes, appreciation, and practice of religious teachings

3. Research Gap This research fills the gap in the development and feasibility of materials that reflect I slamic identity in E nglish textbooks. When E nglish rings a bell for 7 th grade, when E nglish rings a bell for 8 th grade, and think globally act locally for 9 th grade E nglish textbooks in I ndonesia.

4. Limitation of the study This research is limited to I slamic identity

5. Research questions 1. How is Islamic identity material developed in English textbooks? 2. How feasibility is I slamic identity material in E nglish textbooks? Chap I

6. The objectives of the research 1. To explain how the development of I slamic identity materials in E nglish textbook 2. To describe the feasibility of Islamic identity materials in E nglish textbook

7. The significance of the research 1. English teachers Can help E nglish teachers make more informed decisions regarding which E nglish textbooks to use and how they can modify existing materials to improve students' understanding of religion 2. School policymakers The principal or deputy principal for curricular areas will decide on required or desired E nglish textbooks based on recommendations provided by teachers 3. Future studies Hopefully, this research can be useful as a reference and indicator for researchers who want to conduct similar research

8. Literature review Islam is a religion that comes from the arabic words aslama-yuslimu-islaaman , which means submission and obedience to Allah (Adnan,2022) Karimah (2022), the term identity comes from the latin word idem, which means same. The term identity has two main meanings: first, referring to absolute similarity, and second, relating to differences assumed within the framework of continuity and consistency Textbooks are essential in teaching and learning and usually affect pupils' attitudes regarding cultural values, conventions, social roles, and identities ( A ndini et al., 2023). Chap II

9. Previous related studies Adiantika (2019) the advantages and disadvantages teachers and students face in incorporating I slamic identity through I slamic values in speaking skills training. Schmidt (2004), characteristics of I slamic identity formation among the younger generation of Muslims in three western countries: D enmark, S weden, and the United S tates. Husein et al. (2022), the role of the institute for Islamic studies and practice (LPPI) at M uhammadiyah university of Y ogyakarta in improving the development of students' Islamic identity at Islamic universities. Hidayah et al. (2019), the influence of E nglish on the formation of I slamic identity among religious high school students and how students can maintain their identity as Muslims Harahap et al. (2020), construction of I ndonesian M uslim identity in photo news in the M edan city national newspaper.

10. Research methodology Method Descriptive qualitative, using content analysis Da ta sources When English rings a bell for grade 7 th , when English rings a bell for grade 8 th , and think globally act locally for grade 9 th Research instrument This research's primary tool is the researcher Chap III Setting Junior high schools in I ndonesia

11. Data collection procedure Document review Observation Data analysis procedure The researcher uses an interactive model analysis approach based on C reswell's (2015) theory to analyze research data Preparing data perusing Analyzing data classifying Reporting results tabulating Interpreting results interpreting

12. Research finding When E nglish rings a bell for grade 7 th Islamic identity information appeared 42 times Daily-life dialogues Occurring 22 times Visual illustrations appeared 13 times Informative text appeared 7 times When E nglish rings a bell for grade 8 th Islamic identity information appeared 38 times Daily-life dialogues Occurring 23 times Visual illustrations appeared 8 times Informative text appeared 7 times Think globally act locally for grade 9 th Islamic identity information appeared 38 times Daily-life dialogues Occurring 11 times Visual illustrations appeared 2 times Informative text appeared 4 times Elghazali (2022), identifies eight types of I slamic information: A) daily life dialogue B) texts presenting foreign attitudes and opinions. C) contextual writing task. D) informative text. E) idioms and collocations. F) sound recording. G) visual illustration. H) realia or pseudo- realia . Chap IV

13. Research finding Islamic identity characteristics related to I slam are the Q uran, I slamic clothing, prayer, and economic ( Darmayenti et al., 2021) When English rings a bell for grade 7 th The characteristics of I slamic identity throughout the textbook when E nglish rings a bell is used 49 times Most (98%) of these characteristics are muslim clothing Prayer only appears once (2%). When English rings a bell for grade 8 th The characteristic of I slamic identity that is most frequently presented is the image of M uslim clothing, which appears 42 times (42%). Think globally act locally for grade 9 th Muslims wearing I slamic clothing, which occurs 17 times (17%)

14. Discussion The first finding of this study is in agreement with (Berg et al., 2018) ; Mahardika (2019 ) a nd ( S ulak & G üneş , 2017). The second finding of this study agree with the findings of other studies, Rohmana (2020) ; ( Elfi , 2016) Chap IV

15. Conclusion Islamic identity in the EFL textbook when E nglish rings a bell for grade 7, grade 8, and think globally act locally for grade 9 presents Islamic identity, supported by dialogue about everyday life. This dialogue is ranked highest in describing I slamic identity It is also essential to create English language books that combine Islamic with themes such as wisdom from the Q uran and hadith, the prophet M uhammad, biographies of Islamic figures, traditional Islamic stories, and the lives of Muslims/ M uslim women worldwide Chap V

16. Suggestions Policymakers Teachers Students

17. Thank You