INTERNALIZATION OF ISLAMIC VALUES INTO ENGLISH TEACHING MEDIA ( SONGS ) FOR TEACHING ENGLISH IN PESANTREN

This current research is to modify songs for teaching English vocabulary by inserting Islamic values (sholawat) in them. The Hannafin and Peck Model was applied. The first phase reveals thatPesantren are mostly characterized by Islamic values and santris’ main weaknesses concern with basic English vocabularies and pronunciation. In the second phase,the sholawat songs the santris liked were modified to teachirregular verbs and uncountable nouns. The songs were chosen because most of the santris had already been familiar with them. The third indicated that the santris gave positive responses to the songs and could remember the vocabularies easily.


INTRODUCTION
In this globalization era, English plays an important part in conducting communication almost on every side of field.English has been an official language in many business institutions.
It also becomes language of instructions in many schools and scientific communities.Many articles and books are written in English.According to Nunan(2003), "English will remain the dominant global language for at least the next 50 years because of its pre-eminent position as the language of science, technology, tourism, entertainment and, the media".It has already been clear that English is one of foreign languages which must be mastered by Indonesian students, including students (santris) in pesantren.This study was conducted at one of pesantrens in Jombang, namely PondokPesanrenDarulUlum, since the pesantren is one of the pesantrenthat obligated its santris to learn English.
English is one of foreign languages which must be learned in pesantren (Fanani, 2015), but in many  (2000)stated that all skills of English could be improved by using songs, including reading, writing, listening and speaking.Eken (1996) mentioned some functions of using songs in teaching.
They could be useful for: Therefore creating teaching media which make use of sholawat songs would be worthwhile in order to make the santris more easily learn English vocabulary.

FINDING AND DISCUSSION
One of simple ways to create an effective English learning is using The respondents were also asked about some sholawat songs which they liked the most and had been memorized.
From the interview, it was known that every santri was fond of singing the Hannafin and Peck Design Model that were implemented in this research were as follows.The first phase was need analysis.The need analysis in this research was conducted by interviewing santris and teachers about the teaching materials considered difficult to learn (there were 10 santrisand 2 teachers interviewed).From the interview, specifically with the santris, it also revealed the sholawat songs which the santrislikedand had memorized.The next phase was product design.In general, the design of the songs was matched with the needs identified in the first phase.The process of designing the songs was conducted by combining and omitting some lyrics in the sholawat songs and adding them with English material based on santri's needs.In this study there were two topics addressed, they were irregular verbs and uncountable nouns.The validation of the contents of the songs was done by an English expert.santris).The implementation was begun by showing the santristhe teaching material which was going to be taught.Teachers listed all the English materials in the song and gave an example of how the students should sing the song.Next, the teachers asked the santris to sing the same way.This phase was conducted to see the santris' responses on the songs.The data collection was done by interviewing them to see whether they liked the songs or not and on which part of the songs they liked much and which parts they did not like.Besides a test was conducted to assess their achievement of the words inserted in the songs (their pronunciation and remembrance).
songs.In pesantren, songs which the santris like much and memorize easily issholawat songs.Sholawat songs in pesantren are usually combined by certain kinds of Islamic musical instruments, called banjari, usually played by some people around 6 to 10 with 1 or 2 singers.In this research, the first phase in the Hanaffin and Peck's design model, need analysis, was started by interviewing some santris and teachers about the English materials which were considered difficult for the santristo master.Based on the interview, the English materials considered difficult Maisarah Maisarah.................................. were irregular verbs and uncountable nouns.
's rhythm which the santrisfamiliar about, it enables them to memorize and study the material excitingly.The santriscan also keep reciting sholawat through this song which were existed in the middle and the end of the song.The last phase in the Hannfin and Peck model is assessment.The assessment in this research was conducted to some groups of santris.Firstly the santriswere asked to give their opinions on the songs.In general their responses were positive.They said that they liked the songs because the songs made them enjoy learning English.Secondly the santris were tested for their vocabulary mastery after memorizing the songs.As result, they showed great achievement (97% of the words in the songs could be remembered by the santris).They could remember as well as pronounce wellmost of the English vocabularies inserted in the songs.4. CONCLUSION From the explanation above, it can be clearly seen that learning English in pesantren should consider the characteristics of its learners.Arabic is dominantly taught and learned in pesantren since the language has rooted deeply in pesantren's culture as well as symbolized Islam.Teaching English in pesantren was not an easy job since English is less important to learn rather than Arabic.Teaching English in pesantren should be internalized by Islamic values to be easily accepted by santri, one of them is through modifying sholawat songs.The modification of sholawat songs for teaching English in pesantrenwould be an alternative way for stimulating the students to learn English.It was because most of santris liked such kind of song and therefore would be more ready to accept such kind of song in learning process.The sholawat songs that can be modified for teaching English based on santris' needs were MawlaYaShol(for teaching irregular verbs), YaRasulallahSalamun 'alaikand Yabatrotim(for teaching uncountable nouns).The songs were chosen because most of the santris had already been familiar with them.Based on the third phase of this research (product assessment), it is suggested that teachers working in Islamic schools or pesantren use such kind of songs (sholawat songs) in teaching English vocabulary because most of the santrisshowed positive responses on the songs.Moreover, the students seemed to be able to pronounce and remember more easily the words being presented in the songs.
fashion), pesantren has its own characteristics which are different from other institutions including its educational system.This contradiction attracts many researchers to study about pesantren deeply to get better understanding.Educational system in pesantren has rooted deeply.Mastering Arabic is one of the success benchmarks which characterize santris in pesantren.In other words, students who have mastered Arabic after their graduation from pesantren can be categorized as successful students.That is why teaching foreign languages like English is not an easy job.The teaching method should be matched with pesantren background and culture if we want to succeed in teaching foreign languages.found in the internet and books are not suitable with pesantren culture.In pesantren, the songs which the santris like, learn and sing are sholawat songs.The main objective of this current research was modifying sholawat songs for teaching English vocabularies.By modifying such kind of songs, it was expected that the santris would be able to learn English in a more enjoyable way and hence could remember more English words.obligations based on shari'ah, (2) adab, which refers to manner among others, Internalization.........................................