The Islamic Values Implemented in the English Language Syllabuses for the First Three Grades in Jordan

The study aimed at investigating the Islamic values basically (faith, worship, moral, and social) that could be implemented in the English language syllabuses of the first three grades in Jordan. The researcher revised those three syllabuses and found some fundamental Islamic values which affect the students’ behavior. “Words, phrases and sentences” are taken as original units for analysis and investigations. The subject of the study consisted of all the English language textbooks (Student’s Books and Activity Books) of the first three grades in Jordan. The sample of the study is the subject of the study itself, since the researcher analyzes all the English language books for the three primary grades in Jordan. The selected values are important in realization of goals and behaviors of learning, in general and in learning English as a foreign language, in particular. For values have the power of developing personality, which in turn, makes learning more effective and permanent. The findings of the study show that some fundamental Islamic values were implemented in these textbooks with some variation from one grade to another and some others are totally absent as shown in the Tables (1-5). Based on the findings of the study, the researcher attempts to figure out some remarkable suggestions and recommendations.

The educational curricula are actually, remarkable base for value growth. Students, in various schooling stages acquire positive values through learning systematic experiences which are constructed and organized for them to get these positive and active values. As the youths of today will be the leaders of tomorrow, they have to be aware of all the surrounding changes and acquire systematic values which give them the correct opportunity to build a strong society (Al.khawaldeh, 1999). Finally, the role of the school as an educational institution isn't restricted to provide the students with theoretical knowledge only; it should also equip them with all experiences to acquire systematic values as well.

The Problem
Most of the learnt values (inherited or acquired) are created by human consciousness through practice and trials. The value itself is actually, found by a total system. Each value has its own role and its own concept which controls its acceptance among people. In most cases, learners acquire the values (inherited or acquired) without investigation. They take them as axioms, no chances or efforts to develop or modify. The school syllabuses may expose the new values to the students directly and do not present them in a well designed instructional sessions which may lead to better understanding and acceptance. The ignorance of any of the Islamic values may lead to the collapse of the total value system in the Islamic world. The students are terribly, in need to know their values and judge them accordingly. As well as they need to be aware of the values in their own society, they also need to know the values of the surrounding societies. If we examine the Arab and Islamic societies, we will find that they actually, suffer a horrible status of ethical, religious, moral, economical, political and social life.
A strong and consistent Arab and Islamic society should be a must in the present world. This can be achieved through changing individual behavior and building up a well organized Islamic values and passing them to the generations to come. These well-organized values play as a corner stone for building up a strong society. Since the values play remarkable roles for individual behavior and consistent society. However, this study attempts to investigate and analyze the Islamic values implemented in the English language syllabuses which have been taught to the first three grades in Jordan.

Importance of the Study
The importance of this study lies in the fact that it represents the importance of the Islamic values in its both, group and individual sides. The values are the main base to the unity of any social system, its consistence and its destination. The values are very important also for individual unity and its personality. They are actually, important for the new generation to present them properly for the future to come. The study is also important, since it sheds light on the foreign syllabuses that are taught to our kindergarten and their ability to provide them with the correct values they need. These positive Islamic values should be personalized for all students to prepare them for the life to come.
The importance of the study is clearly shown since it focuses on the Islamic values implemented in the www.scholink.org/ojs/index.php/wjer

Questions of the Study
Hence the study tries to identify the Islamic values that could be implemented in the textbooks of the first three grades in Jordan and their frequencies in these textbooks; it attempts to answer the following two questions: 1) What are the Islamic values that have been implemented in the English language syllabuses for the first three grades in Jordan?
2) How are they frequented in these syllabuses?

Objectives of the Study
The objectives of this study are concluded from the objectives of the Islamic values that are aimed to bring up generations equipped with high morals and good behaviors. These objectives could be summarized in the following points: -Archiving cognitive, intellectual and belief-related objectives.
-Implanting the foundations of moral education in the hearts of kindergarten and provide them with positive values and ideals.
-Achieving the social growth of individuals.
-Linking physical education with spiritual and moral education.

Subject of the Study
The subject of the study included all the EFL language syllabuses for the first three grades in Jordan.

Sample of the Study
The sample of the study is actually, the subject of the study itself, since the researcher reviewed and analyzed all the English language textbooks (Student's Book and Activity Books) for the first three grades in Jordan.

Instruments of the Study
To achieve the objectives of the study, the researcher employ the "words, phrases, and sentences" as satisfactory tools in his revision and analysis to describe the values that are implemented in the English language syllabuses of the three primary grades in Jordan. The content analysis was actually, based on a suggested checklist adapted from Al.Jallad (2010). A number of steps have been conducted to develop and ensure the validity and reliability of the checklist.

Limitations of the Study
The study is restricted only to review and analyze the English language syllabuses for the first three grades in Jordan.

Definition of Terms
 Islamic values: they are the main pillars on which life is built as it defined by the god, they are humanitarian aspects.
 English language syllabuses: they are the textbooks which are determined by the Ministry of Education to be taught to the first three grades in Jordan.
 First three grades: It is actually part of the basic stage education in Jordan which is limited by 10 years. The age of children in this stage is ranged from seven to nine years old.

Literature Review
Undoubtly, any person needs to be directed and advised in his life, so as to become an effective and values of the society is actually, inconsistent, irrelevant and undutiful to that society (Zoghool, 2004).
Since the values are very crucial for all communities, we must pay much attention to every single idea written or presented to students. By doing so, we are ready to initiate the proper citizen who loves respects and obeys the values of the society. The students, especially, those who are in the basic stage, embrace practices and positive values are eager to reach the truth, definitely, this is the output of these positive values (Deeb, 2002).

Importance of Values to Individuals and Communities
The values play a strong role in varying individuals and communities from each others. Researchers attempt to determine the importance and meaning of the concept value. For example, to Al-jallad (2010), the "value" is crucial to the individuals' faith, worship, moral, social, aesthetic, political and economical issues. The purpose and meaning of curriculum is apprehensive with culture, where knowledge, skills and values ensure the foundations of society are transmitted to the next generation (Bradly & Kennedy, 1999, p. 8).

Values Variation
Values are different from one person to another; the variation of values is related to the following elements: age, maturity, gender, abilities, educational experiences, economics, social status and cultural background. Instructional syllabuses have their own impact on the construction and modification of educational values for the students. These values help students to build up strong social relations and encourage them to organize their own social activities. The variation of values between people may be attributed to the social and professional variation, regardless, the individual's race or nationality. The change or development of values is, partially, contributed to the individual's affection with criterion background of his community (Al.khalaf, 1996).
The educational work is originally valuable, since it is based on selection and choice between given alternatives of information, ideas, aids, and methods and other value directions. It also, looks forward to achieving general social values not individual ones, for this reason, we can say that there is a strong ties between values and educational systems (Qonswah, 1998).
The educational institutions carry out the social initiations; the individuals in turn, embrace these values and then represent their communities. The educational values take the responsibility of constructing criterion rules which could be used to judge between right and wrong or good and evil (Ismael, 2002).

Acquiring Values
There are various means through which educators, teachers, institutions and societies employ to transfer their values to others such as: (presentation, interpretation, preaches, rules, promotions, symbols, punishments ..., etc.) Al.megdadi, 1996).

Type of Values
Values take the following types:  Social values: Naturally, the man is a social being that is different from other living creatures with a social consciousness helps him to recognize surrounding nature. This consciousness is actually a humanitarian value which defined through its various domains the type of society in which a human being is living. The social values are characteristics which prescribe an individual and his relations with other members of the society.
 Creation values: One of the most important characteristics of a human being is its thinking which represents his own self and leads him to do whatever he likes whenever he likes. Another characteristic of a human being is that he is the only creature who is responsible for his own behaviors in front of others. All these activities are derived actually, from his own self values which could be described as good values and good actions.
 Values variation: Each society has its own values. They are different from one society to another. You may find multi-values in one society. These values could be shown in two forms: absolute values: such as embracing good deeds and being innocent, these are unchangeable values. Second, proportional values; which could be adopted by any human being for its benefit, not for its necessity; it could be prescribed as beneficial values (Zyud, 2001).

Previous Studies
A study was conducted by (Mukhtar, 2006) aimed at presenting the educational values which are implemented in the Islamic syllabuses for seventh and eighth grades of the basic stage in Sudan. The researcher followed the analytical descriptive method which is convenient to the nature of such studies. registered some suggestions and recommendations. Some of the most interesting findings were: there are a lot of educational values implemented in these syllabuses, pointing out that these values could be taught to the students directly from the Holy Quran. At the end of the study, the researcher recommended for more studies on this respect covering other higher stages. Awad (2006) conducted another study which aimed at recovering the value system which is implemented in the Islamic syllabuses for the forth, fifth and sixth grades in Saudi Arabia. The subject of the study included the Islamic syllabuses of the three grades and the sample of the study is the subject of the study itself. After developing a value system by the researcher, he submitted it to a group of university staff members to be sure of its validity and reliability. Then, he started analyzing the contents of the syllabuses taking the sentence as an analytical instrument. Some of the findings were: the total frequencies of the values implemented in the syllabuses were (1767). On the top of these were the faith values with (668) frequencies which represented (37.8%) percent of the total value frequencies.
The researcher recommended for more concentration on the value system especially the faith values in the Islamic syllabuses in Saudi Arabia.
Al.shoha (2003)  Mu'men (1992) in his evaluative study of PETRA textbooks for seventh and eighth grades displayed that these textbooks need modification concerning the long irrelevant comprehension passages, the inappropriate writing activities and tasks were of limited type and the readers did not sufficiently meet the student's national, or even Islamic values. Also, Mu'men found out that the investigated textbooks didn't fulfill the social, scientific and technological needs of the students. Masri (2003) showed that the teachers of English for the first graders in Palestine need more training in the field of pedagogy. The content of textbooks is valid for the first graders provided that it should contain more Arabic or Islamic names and more relevant pictures that reflect the students' culture. Al-jarah (1987) regarded that the content of the textbooks should accomplish the students' needs, the teachers prospects, Islamic values, educational goals, and psychological and pedagogical strains.
However, when referring to the previous views and studies, we find that some The present study is consistent with the above studies in their content, since it aimed at recognizing the Islamic values implemented in the English language syllabuses for the lower basic stage in Jordan. It is also a unique study. To the best knowledge of the researchers, it is the first study which deals with the Islamic values implemented in the EFL syllabuses for the first three grades in Jordan.
Similar to the assumptions of this study, literature account highlights the fact that textbooks writers should gear their tendencies towards student-value approach. The researcher agrees that effective infusing of the new syllabuses with values derived from the students' own culture may improve their attainment of the foreign language as being endowed with building their personality.

Methodology
The study followed the descriptive quantitative approach to study the Islamic values implemented in the English language syllabuses of the first three grades in Jordan. The researcher used 'words, phrases

Analysis Process
The researcher analyzed all dialogues, reading passages, and activities on the level of word, phrase and sentence. The content analysis was based on a checklist adapted from Al-jallad (2010 groups. Then, they were converted into quantitative analyzed data.
When reviewing and analyzing the first grade's English textbooks, the researcher found the following points which could be related to the Islamic values: -Some of the names hold Islamic symbols such as: Mohammad, Fatima, Ali …, etc.
-Greetings: students are encouraged to greet one another whenever and wherever they meet each other.
-Asking for permission and requests is another social Islamic value which is shown clearly throughout the English textbooks, e.g., "May I come in … Excuse me, let me explain …, etc." The textbooks confirm also a kind of social interaction among the students such as: visiting, meeting and helping each other which considered to be one of the major aspects of Islamic life.
When reviewing the second grade English textbooks the researcher found some Islamic values which spread through the two textbooks; students' Book and Activity Book. The students are urged to greet one another all the time. Some of the Islamic rituals are also noticed through both textbooks such as: talking about mosques and prayers and how to behave well inside the mosques. The benefits of fasting the holy month of Ramadan. The researchers noticed that the second grade English syllabuses urge the students to be cooperative at home and help their parents and elder brothers with everyday works. The students are motivated to be punctual in all their works such as: when coming to classes in the morning, when leaving the school and when making appointments and they should be committed to their promises all the time. Social communications are also emphasized throughout the textbooks. Students are motivated to visit, meet each other and they are urged to participate actively in all social occasions such as: birthday parties, wedding parties, funerals and other social activities. The syllabuses try to confirm a kind of gratitude among the students like exchanging letters and thanks especially when they practice writing skill inside the classroom, e.g., "This letter for you uncle Issa, Thank you … that is very kind of you".
When reviewing the third grade English textbooks the researcher found the following Islamic values clearly throughout the two courses: -Health and cleanliness for example, are apparently focused on in the textbooks especially, in the student book. Students are advised many times to follow the best food habits and they should wash themselves all the time before and after the meals. They are advised to select the healthy foods and to punctuate their meals. Students are also urged to practice physical exercises daily in order to be fit and healthy.
-Cooperation is another important element which is highly focused on in both textbooks. Students are urged to help fathers in the fields and their mothers at home, particularly, in the kitchen. They are also encouraged to help each other inside and outside the school e. g. cleaning classes and yards, the streets, working in the school garden, doing their assignments and collecting the wastes and putting them in the dustbins … etc.
-Good study habits, is another value which is highly recommended in the students' book. Students are guided to choose the correct time and place to study. By choosing the correct time and place for their studies, they are actually saving the time and effort and making their studies easier and more effective.
The researcher found also some other advices which have something to do with the Islamic values such as: younger students are encouraged to respect and honor elder people whenever and wherever they meet them, e.g., "You must respect you teacher, you must obey him". They are advised to behave properly with the surrounding environments. They shouldn't through rubbish in the streets or in the school yards, e.g., "You must put rubbish in the bin, you mustn't hurt or climb trees and fences, and you must be tidy". The syllabuses urge the students also to be generous and hospitable. There are many sites in the students' book, particularly, which call the students to invite their classmates to food parties, e.g., birthday parties, wedding parties, Eid Al.fider and Eid Al.Adha parties and other social ceremonies.
Finally, the researcher discovered many sites throughout the English textbooks of the first three grades which emphasize many good Islamic values beside their emphasis on showing the younger students to behave respectively with their parents and other elder members of the society. But he, simultaneously, noticed that some of the major Islamic values of faith, worship and moral are totally excluded from the EFL textbooks as clearly shown in the Tables (1-3).

Results of the Study
The findings of the study will be displayed in light of the research questions: What are the Islamic values that have been implemented in the English language syllabuses of the first three grades in Jordan?
How are they frequented in these syllabuses? However, the selected values are: faith, worship, moral and social as shown in the Tables (1-4). If we take a look at the Table 1 above, we will see that the faith values are extremely few and even some of them are totally absent, e.g., belief in angels, prophets, judgment day and divine predestination.
This may be due to the authors of these textbooks. As we know, most of the EFL textbooks in Jordan  As it is clearly shown on Table 2, some value items are absent from the contents of the textbooks e. g.
(Testimony of faith, Giving the needy), others are so limited. In Islam, the term "worship" covers any action that one does in accordance with the will of Allah. It can be mental, physical, spoken or even  Table 3, below, retrospectively, shows that some of the main moral values such as: loyalty, patience and tolerance are totally absent from the content of the EFL textbooks, even though, other moral values are so limited and not enough for the needs of Muslim youths. Topics that integrated to these values were that related to protecting the animals, natural resources and environmental pollution. In Islam, the value of mercy, for instance, is strongly stressed; the prophet made it clear that mercy is given to all those who perform this value. "Allah will not give mercy to anyone, except those who give mercy to other creatures".
(Al.Bukhari, 1400H, 5997). As obviously, seen on the Table, grade thee comes at the top with a total number of 9 values and 3.96 percentage followed by grade one and grade two. This may be justified on the basis of the purpose of language teaching. Communication which is one major goal of teaching language involves interaction and cooperation among learners. Johnson and Smith (2006) maintained those motives for cooperative base learning are relevant to enhancing students' attainment; building positive liaison between students and their teacher; enhancing emotional health. Zakaria and Ihsan (2006) stressed that cooperative learning is rather emphasized in all subjects.
For example, in maths, cooperative learning is grounded in the belief that learning is most effective when students are actively involved in sharing ideas and work cooperatively to complete academic www.scholink.org/ojs/index.php/wjer tasks. In Islam, Muslims are obliged to cooperate; in the Holy Quran we read: "Help ye one another in righteousness and piety, but not help ye not one another in sin and rancor: fear Allah: for Allah is strict in punishment" (Al.Ma'dah, verse 2).
However, visiting the sick is the lowest percentage of all and it is even absent in the textbooks of grade two. Actually, we have no justification for this absence. Grade three comes at the top with 79 values and 34.76 percentage, followed by grade two and grade one.

Summary and Discussion of the Results
It is claimed that the EFL textbooks of the first three grades in Jordan include a lot of Islamic values, but when revising and analyzing these textbooks we find the opposite. From the 20 Islamic values the study focused on, we find 9 of the major values are totally absent, e.g. (believe in angles, believe in profits, believe in the day of judgment, believe in the divine of predestination, testimony of faith, giving the needy, loyalty, patience and tolerance). Some of them are very few or not enough to nurture or behave the Muslim youths. However, as shown on Table 5 below, grade thee occupies the first step over other grades with a total number of 104 frequencies and a percentage of 45.76. Grade one occupies the lat step with a total number of 58 and a percentage of 25.52.