The Islamic Characters in Teaching English

This study aims to determine the Islamic character implemented by the English Tadris lecturer in the learning process in the English Tadris Study Program at IAIN Curup. The method used was descriptive quantitative by using inferential percentage formula. The sample of this research is 127 students taken from the total number of English Tadris students, 234 students using the Hery King homogeny. The results of this study indicate the first 60.6% of lecturers implement religious aspects of greeting is Islam such as “Assalamualaikum, bismillahirrohmanirrohim, alhamdulillahirrobilalamin, in starting and ending lessons. Second, 48.8% of the lecturers implements aspects the lecturer uses clothes according to the Institut Agama Islam Negeri (IAIN) Curup code of ethics. Third, 47.2% in aspect Appreciating Achievement, the statement used is that the lecturer gives high motivation to students to continue learning. Fourth, 44.2% in democratic aspect, and statement of this aspect namely lecturers are open in accepting student opinions. Fifth,43.3% is the spirit of nationality aspect, the statements in this aspect are the lecturers commemorate national (Indonesian Independence day, Heroes day, mother's day, etc) and Islamic day (Maulid of the Prophet Muhammad SAW, Halal bi halal, Islamic Miraj, Islamic new year).


Introduction
In this millennium era, education is one of the most important and valuable provisions for a better future. education is also one of the main keys to progressing whether or not a country. as we know that Education will definitely produce good quality Human Resources in terms of one's spiritual, intelligence and skills which is the process of printing the next generation of nations. In achieving educational success, there are several element that affects it. One of them is a teacher. Teachers have an important role in the education system itself. Because, they are directly involved in educational activities. Teaching like that and explain the lesson. On the other hand, people nowadays more aware of the importance of education, but more and more what's important is how education is carried out (Apriani 2017). To realize quality human resources in Kendiani, Apriani, Gusmuliana The Islamic Characters in Teaching English spiritual, intelligence and skill certainly character education plays a serious role in it. Character education or character education since the beginning of its emergence in education has been regarded as something that is inevitable by experts. John Dewey, for example, as quoted by Frank G. Goble in 1916, once said, "it is common in educational theory that the formation of character is the general goal of teaching and education of character in schools (Ainissyifa 2014). Character education in Indonesia has indeed run as in several other countries, such as in England, America and Finland. However, if you look at the results compared to the countries that have been mentioned, Indonesia is still far behind. This is because education in Indonesia currently emphasizes mastery of scientific aspects, intelligence and less attention or neglect of character education. Knowledge of the moral rules obtained in moral or ethical education in schools is now increasingly abandoned because of the government's lack of attention to character education. So don't be surprised if many millennials of Indonesia are trapped in free life, many consume drugs and have sex without ties. The character in education is the spirit in Islamic education. Islamic education and character in education for students with better character and values. It is clear that Islamic education with detailed guidance will never be separated from al-Qur ʻan and al-Sunnah in accordance with the character in education, for example building students with good morals (Apriani, Fathurrochman, and Harmi 2018). Education System, states that "National education functions to develop capabilities and shape the character and civilization of a dignified nation in the context of educating the life of the nation, aiming at developing the potential of students to become human beings who believe and be devoted to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become citizens who are democratic and responsible " (Fitri 2018). Character education in Islamic education institutions, may be better than the application of character education in other educational institutions, it's just whether it is in accordance with the views of the community, because Kendiani, Apriani,Gusmuliana The Islamic Characters in Teaching English 433 they are a group of people who feel about how character education is applied in Islamic educational institutions (Adu 2014).
Regarding character education, it can be seen from the function of Islamic education, which is to make humans able to develop all their potential so that they function optimally in accordance with the rules outlined by Allah.
And Rasulullah SAW. which will eventually be realized as a whole human being (insan kamil). Here, the function of Islamic education is a manifestation of the ideals of life to preserve, instill, and transform Islamic values to the next generation so that the religious cultural values aspired to continue to function and develop in accordance with the progress of the times and technology (Fitri 2018).
Therefore the development of Islamic character is very necessary to create a generation who is polite in speaking words and having a good character. As the Prophet said Rasulullah SAW: It means: "Indeed, I was sent only to perfect noble character." From these words it has been said to perfect noble morals for mankind.
Therefore, an important role as educators / lecturers is the success or failure of learning depends on the accountability and ability of educators in carrying out their duties (Sabila 2015). Educators are recognized as a major factor in the process of education without educators, the education process will not be realized, other than that increasingly. The better the quality of the educator, the better the education process, especially the interaction process of educators and students, which are the main activities in the education process.
Reality lately shows how many problems include educators so that the educational process has not run as expected. Of all the problems that exist in educators is that most of the people who carry the teaching / teacher profession are merely professions that have not been engraved in their souls as educators, also most of the educators have not acted as real educators but only as transferred of knowledge. the Islamic soul is a mua'llim who acts as a person who transfers knowledge to students at the same time he is also a mu'addib who prepares students to be responsible for developing a quality of Kendiani, Apriani, Gusmuliana The Islamic Characters in Teaching English life in the future, he is also a religious teacher, murshid, mudarris and mudarrih (Aziz 2015).
As long as these values do not conflict with Islamic values, that's certainly not why. However, cultural differences and thoughts that are not in accordance with what Islam has taught must be explained by English teachers so that their students do not just imitate these values. The whole learning process should be a means for the realization of an integrated investment in Islamic values. If teachers provide assistance during cultural transfer, students are expected to be more careful when they are dealing with TV or the internet so that they can filter and not just copy what is witnessed from the media (Amelia 2012).
Institut Agama Islam Negeri (IAIN) Curup is one of the Islamic-based tertiary institutions. Certainly different from public universities. In the IAIN Curup profile website, that this Islamic tertiary institution will foster and educate members of the community so as to produce Islamic, Intellectual and Professional Moral Scholars in their fields and be useful for the development of the nation and state in the future. Everything is directed at the development and empowerment of the Tri Dharma of Higher Education, namely the dharma of education and teaching, the dharma of research, and the dharma of community service. one of Curup other study programs that received "A" accreditation was the English Study Program. In teaching and learning English, there are four language skills that students must master; they read, listen, speak and write (Gusmuliana andFitri 2016, Diani, et . al 2019;Syafryadin, 2020;Syafryadin, et al;2020), but in this study all learning is taken from English. With this accreditation, it demands that lecturers of English study programs not only be intelligent intellectual but also demand good character, especially Islamic characters. The characters that must be possessed by lecturers according to the Ministry of Education and Culture and in line with Islamic teachings are 18 characters namely religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love of the motherland, respect for achievement, friendship or communicative , love peace, love to read, care about the environment, care about social, responsibility. Yuliyawati (2010) stated that there were seven positive female lecturers known, namely patient, kind, conscientious, tolerant, friendly, caring, and neat

Kendiani, Apriani, Gusmuliana
The Islamic Characters in Teaching English and four negative characters, namely angry, vindictive, talkative, and easily offended (Yuliyawati, 2010). Eliyyil (2015)   stated that the lecturer ensures that each student understands the lecturer material. Then, there are 40 students with percentage of 31,7% stated that the lecturer always give grades according to students and can be justified.

Discussion
The term character which in English is usually called this character according to Wynne in 1991 comes from Greek which means "to mark" and focuses on how to apply the value of goodness in the form of action or behavior. In other words, the term character is very closely related to one's personality where someone can be said to be a person of character if his He added that basically the character can be formed early so that the person has mental, moral, and moral qualities that are in accordance with the norm.
From the two opinions above, we can conclude that the characters contain two things, namely values and personality. Meanwhile, in terminology the character words according to the Big Indonesian Dictionary in 2008 are interpreted as psychiatric, moral or moral characteristics that distinguish one person from another; character or character (Arif 2017).
Character education is a system of character values that includes components of knowledge, awareness or will, and actions to carry out these values, both to God Almighty, self, others, the environment, and nationality (N 2005). As for character education according to Megawangi is an effort to educate children so they can make decisions wisely and practice them in everyday life, so they can make a positive contribution to its environment (Fathurrochman and Apriani 2017). In harmony with moral education is a conscious and unconscious effort undertaken by an educator to shape character. Strengthening character education in the present context is very relevant to overcoming the moral crisis that is happening in our country.
Recognized or not recognized when there is a real and worrying crisis in society by involving our most valuable possessions, namely children,crime against friends, teen theft, cheating habits. Our youthful behavior is also colored by cheating, bullying habits at school, and brawl. The consequences are quite serious and can no longer be considered a simple matter because this action has led to criminal acts (Karolina 2018).
Based on the 2013 curriculum, that creates a quality and moral generation. Through the curriculum, students will be encouraged to become creative, productive, innovative and affective people through balanced competence between spiritual, knowledge, attitudes, and skills ( The first highest aspect is the religious aspect. This percentage is 60.6%. The statements used are "assalamualaikum, bismillahirohmanirrohim and alhamdulill ahirrobbil alamin" in starting and ending learning. This proves that the lecturer has applied this aspect in the teaching and learning process. Lecturers always apply the pronunciation "assalamualaikum warrohmatullahi wabarokatu" in teaching English courses which then only starts with greetings "good morning, or good afternoon. Alhamdulillahirrobilalamin, this is in line with the theory put forward by CY Glock and R. Stark in his book, American Devotion: Religious Commitment Maturity. There are five dimensions in religiosity (Yanuarti 2018).
Religious practice (Ritual Dimension) is the extent to which a person performs ritual obligations in his religion, such as pursuing prayer, fasting, almsgiving, etc.
that is, seeing one's religion from carrying out ritual obligations in religion or harmony God, where that person is always obedient to the teachings of his religion (Swandar 2017).
The second highest aspect out of 18 aspects is the discipline aspect with a percentage of 48.8%. The statement of these aspects is that the lecturer uses clothes according to the IAIN Curup code of ethics. This proves that the English teacher has applied clothes according to the IAIN Curup code of ethics. In line with disciplinary action that shows orderly and obedient behavior in various rules and regulations. Lickona explained that: the moral education approach to discipline uses discipline as a tool to teach the values of respect and responsibility. That is, learning the value of discipline using discipline as a tool to teach the values of respect and responsibility (Apriani, Wangid, and Yogyakarta 2015).
The third highest aspect is the Aspect Appreciating Achievement with a percentage of 47.2%. The statement used is that the lecturer gives high motivation to students to continue learning. this is proof that lecturers of English study programs always provide motivation to learn for students to continue to improve their learning achievement, especially English is a subject related to learning a foreign language and to be able to communicate using English. In  (Fitriah, Muchyidin, and Sahrodi 2015).
The fifth highest aspect is the spirit of nationality aspect with a percentage of 43.3%. statements in this aspect are the lecturers commemorate national (Indonesian Independence day, Heroes day, mother's day, etc) and Islamic day (Maulid of the Prophet Muhammad SAW, Halal bi halal, Islamic Miraj, Islamic new year, etc). This proves that the lecturer has implemented aspects of the spirit of nationality in teaching English. In line with in The character of the spirit of nationalism is a way of thinking, acting and having insight that places the interests of the nation and the State over the interests of themselves and their groups. The value of the spirit of nationalism is a way of thinking, acting and insight that places the interests of the nation and state above self and group interests. The value of patriotism is a way of thinking, acting and acting that shows loyalty, care and high respect for the language, physical environment, social, culture, economy and politics of the nation (Muchtar and Suryani 2019).

Conclusion
From these explanations there are 18 aspects of Islamic character but in the results of the presentation it can be seen that the English tadris lecturers in the English study program at IAIN Curup only apply 5 aspects, namely religion, discipline, achievement awards, democracy, and the spirit of nationalism. while 13 other aspects, namely honesty, tolerance, hard work, creative, independence, curiosity, love the motherland, friendly or communicative, peace-loving, like to read, care about the environment, social care, responsibility, is still not implemented in the learning process . which aspects should be important in the formation of character for students, but the lecturer can be categorized as not implementing it in the learning process. From the results of this study the values of Islamic character applied by the tadris language lecturers are still very few or even less than 50% of the 18 aspects according to the Ministry of Education and Culture. So, this proves that the English tadris lecturer is still lacking in applying his Islamic character. which should be implemented more by lecturers when teaching because remember they are lecturers within the scope of Islamic-based tertiary institutions.
therefore, from this study English lecturers at IAIN Curup must be further improved in implementing Islamic character values in the teaching and learning process of English courses.