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All Journal Lingua Cultura Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Aditia, M. Rifki
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Humanities Education Languange, Linguistic, Communication & Media Other

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English Language Teaching Materials and Religious Moderation in Indonesian Primary Schools: A Narrative Case Study Ghufron, M. Ali; Rohman, Taufiqur; Aditia, M. Rifki
Lingua Cultura Vol. 18 No. 1 (2024): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v18i1.11982

Abstract

The research observed the gap in understanding how English Language Teaching (ELT) materials in Indonesian primary schools promoted religious moderation and fostered values such as tolerance and respect for diversity. Utilizing a narrative case study approach, it examined the role of ELT materials in advancing religious moderation. Through an analysis of ELT textbooks and supplementary resources, the research evaluated the representation of religious moderation themes and explored teachers’ perceptions and use of these materials in their classrooms. The research contributed to the broader discourse on education’s role in fostering peace and tolerance, providing insights for policymakers, educators, and curriculum developers. Applying a qualitative narrative case study design, the research captured the experiences of English language teachers from three primary schools in diverse settings in Pekalongan, Central Java, Indonesia. Data were collected through in-depth interviews, document analysis, and classroom observations, with validation techniques such as triangulation and member checking ensuring credibility. Thematic analysis was used to systematically analyze the data. Findings reveal both the potential and limitations of ELT materials in promoting religious moderation. While textbooks feature characters from diverse cultural and religious backgrounds, they often lack explicit integration of religious moderation values, focusing more on language skills. Teachers address these gaps with supplementary strategies, including additional stories, activities, and discussions that emphasize religious diversity and interfaith tolerance. The research highlights the need for curriculum developers to prioritize religious moderation in educational materials and for policymakers to support professional development initiatives for teachers. Implementing these recommendations can better equip students with values essential for fostering a harmonious and inclusive society.
The Relevance of English Teaching Materials for Primary Schools with Religious Moderation Values: A Review Ghufron, M. Ali; Rohman, Taufiqur; Aditia, M. Rifki
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.10971

Abstract

This research aimed to evaluate the relevance of the English teaching materials in the textbook “My Next Words (For Elementary School 5)” concerning the values of religious moderation as adopted in primary schools. The textbook has received endorsement from the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, highlighting the importance of evaluating its alignment with the government's religious moderation standards. The research methodology employed content analysis of the textbook to identify content related to religious moderation values. Surveys and interviews with elementary school teachers using this textbook provided insights into its utilization and its reflection of religious moderation values in teaching practices. The results indicated that the textbook primarily focuses on language skills, with limited integration of religious moderation values. It lacks sensitive language usage and activities promoting interfaith understanding. However, it does feature diverse character names associated with specific religious groups and incorporates some aspects of cultural diversity. Educators expressed the importance of integrating religious moderation values into English language teaching materials, but they found the current materials lacking in this regard. In conclusion, the textbook “My Next Words: For Elementary School” for Grade V requires improvements to better integrate religious moderation values. These enhancements will contribute to a more inclusive and relevant English language learning experience for elementary school students, fostering tolerance and interfaith harmony.
Co-Authors M. Ali Ghufron Taufiqur Rohman