BukuProgramICPIE_2019-13Sept2019
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INTERNATIONAL CONFERE NCE ON PEDAGOGY AND INCLUS I VE EDUCATI ON I CPIE <strong>2019</strong><br />
. FACTORS AFFECTING READINESS TO INTEGRATE ISLAMIC<br />
KNOWLEDGE IN CLASS: AN INVESTIGATION ON ENGLISH<br />
TEACHERS<br />
Norshilawani Shahidan*<br />
Zetty Nurzuliana Rashed<br />
Julia Madzalan<br />
Natasha Ariffin<br />
Kolej Universiti Islam Antarabangsa Selangor<br />
norshilawani@kuis.edu.my<br />
ABSTRACT<br />
In order to cope with development in the education system, aspects related<br />
to the teachers should be given focus. This is because teachers are the<br />
agents in the learning process. Teachers’ readiness is one of the significant<br />
aspects which need to be given attention. This study, therefore, investigates<br />
the factors that affect English teachers’ readiness in applying knowledge<br />
integration in their classes. This study was conducted on 47 English<br />
teachers in Religious Integrated Primary Schools (SRAI) in Selangor. This<br />
study applied quantitative method of data collection by using<br />
questionnaires. The factors stated were divided into two which were<br />
internal and external (references, time, money, peers and authority). The<br />
findings showed that the factors that affect teachers’ readiness mostly came<br />
from internal aspects. The factors that least affected them were money. This<br />
study was an effort in exploring issues related to knowledge integration in<br />
Malaysian context. It is anticipated that the findings can contribute to the<br />
enhancement of integrated school curriculum with respect to English<br />
subject.<br />
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