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Teacher's Needs Analysis for English Reading Modules in Junior High Islamic Schools Based on Integrated Curriculum Standard

Language Circle: Journal of Language and Literature · Vol. 20 No. 1 (2025) · pp. 387–399

DOI
10.15294/lc.v19i2.20584
ISSN
2460-853X, 1858-0157
Published
2025-05-01
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

English is an essential language used in various aspects of life, and formal education remains the primary setting where students learn English. In Indonesian Junior High Schools, English is commonly taught using resources provided by the school, with textbooks or learning modules serving as key materials. Most of these schools have adopted the Emancipated Curriculum (Merdeka Curriculum) while some, particularly Islamic schools, supplement it with the Integrated Islamic School Network (JSIT) Curriculum. The JSIT Curriculum combines an integrated learning system with a full-day school model, emphasizing Islamic values and character building. Given these unique educational settings, it is important to explore teachers’ specific needs for English reading modules that align with the characteristics and goals of Islamic schools. This qualitative study involved 25 English teachers from Islamic junior high schools in Magelang Regency. Data were collected through questionnaires and interviews. The results reveal that teachers encounter challenges in teaching reading comprehension, primarily due to a lack of suitable learning resources reflecting Islamic schools' identity and educational objectives. Therefore, there is a significant need to develop English reading modules tailored to the values, vision, and mission of Islamic education to enhance classroom instruction.

Keywords

Collaboration network of the authors

40 authors · 115 co-authorship links · 1 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • State University of Semarang
  • Gunadarma University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muhammad Syukri SadimantaraUniversitas Halu Oleo11
SRI REJEKIUniversitas Halu Oleo10
RH Fitri FaradillaAffiliation unknown10
Ansharullah AnsharullahUniversitas Halu Oleo8
Andi KhaeruniUniversitas Halu Oleo7
Hermanto HermantoUniversitas Halu Oleo6
Asnani AsnaniAffiliation unknown5
LA KARIMUNAUniversitas Halu Oleo4
Sigit PriatmokoState University of Semarang4
Tamrin TamrinUniversitas Halu Oleo3
Rudi HartonoAffiliation unknown3
Subiyanto Hadi SaputroAffiliation unknown3
Zulfa SakhiyyaAffiliation unknown3
Januarius MujiyantoAffiliation unknown3
Sri Wuli FitriatiAffiliation unknown3
Nur AsyikUniversitas Halu Oleo2
Sarinah SarinahAffiliation unknown2
Rahayu Puji HaryantiAffiliation unknown2
Yuni Dwi SusantiAffiliation unknown2
Abdurrachman FaridiAffiliation unknown2
Sri KadarwatiState University of Semarang2
F. ‪Widhi MahatmantiAffiliation unknown2
Harjito HarjitoAffiliation unknown2
Agung Tri PrasetyaState University of Semarang2
Jumaeri JumaeriAffiliation unknown2
Sri Endah WahyuningsihAffiliation unknown2
Muh Fakhrihun Na'amAffiliation unknown2
Kurnia FebiantiAffiliation unknown2
Sudawan SupriadiAffiliation unknown2
Nurul HidayatiAffiliation unknown1
Rudi TriyonoAffiliation unknown1
Rindi Anti Nur FadhilahAffiliation unknown1
LIANTO -Affiliation unknown1
Fitrianingsih FitrianingsihGunadarma University1
Safrika SafrikaAffiliation unknown1
Bagio BagioAffiliation unknown1
Rezqi MaliaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Teacher's Needs Analysis for English Reading Modules in Junior High Islamic Schools Based on Integrated Curriculum Standard</dc:title>
	<dc:creator xml:lang="en">Maryanti, Tri</dc:creator>
	<dc:creator xml:lang="en">Wahyuni, Sri</dc:creator>
	<dc:creator xml:lang="en">Widhiyanto</dc:creator>
	<dc:subject xml:lang="en">reading module</dc:subject>
	<dc:subject xml:lang="en">islamic value</dc:subject>
	<dc:subject xml:lang="en">Need Analysis</dc:subject>
	<dc:subject xml:lang="en">Reading Module</dc:subject>
	<dc:description xml:lang="en">English is an essential language used in various aspects of life, and formal education remains the primary setting where students learn English. In Indonesian Junior High Schools, English is commonly taught using resources provided by the school, with textbooks or learning modules serving as key materials. Most of these schools have adopted the Emancipated Curriculum (Merdeka Curriculum) while some, particularly Islamic schools, supplement it with the Integrated Islamic School Network (JSIT) Curriculum. The JSIT Curriculum combines an integrated learning system with a full-day school model, emphasizing Islamic values and character building. Given these unique educational settings, it is important to explore teachers’ specific needs for English reading modules that align with the characteristics and goals of Islamic schools. This qualitative study involved 25 English teachers from Islamic junior high schools in Magelang Regency. Data were collected through questionnaires and interviews. The results reveal that teachers encounter challenges in teaching reading comprehension, primarily due to a lack of suitable learning resources reflecting Islamic schools' identity and educational objectives. Therefore, there is a significant need to develop English reading modules tailored to the values, vision, and mission of Islamic education to enhance classroom instruction.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-05-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/20584</dc:identifier>
	<dc:identifier>10.15294/lc.v19i2.20584</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 20 No. 1 (2025): April 2025 Regular Issue; 387 - 399</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/20584/3837</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Language Circle: Journal of Language and Literature</dc:rights>
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