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All Journal PROJECT (Professional Journal of English Education) Journal of Education and Religious Studies
Supriatna, Deri
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Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Moral Values in the Indonesian EFL Textbook ‘English for Nusantara’: A Critical Discourse Analysis Supriatna, Deri; Fikri, Fakhri; Irawan, Bambang; Sulaeman, Dedi
Journal of Education and Religious Studies Vol. 5 No. 02 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.arykqs59

Abstract

This study explores the representation and integration of moral values in English for Nusantara, an official English as a Foreign Language (EFL) textbook used in Indonesian secondary schools. Utilizing a qualitative research design grounded in Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA), this research analyzes how moral values are constructed through textual features, discursive practices, and sociocultural contexts. Data were collected by systematically examining reading texts, dialogues, exercises, and visual materials across all units of the textbook. The analysis followed three stages: textual analysis, interpretation of discursive practices, and explanation of sociocultural implications. The findings reveal two dominant patterns: (1) the implicit and explicit embedding of moral values through character-driven scenarios and cultural narratives, and (2) the integration of local wisdom and universal values fostering multicultural awareness. These findings underscore the textbook's dual function as both a language learning tool and a medium for moral education, in line with Indonesia’s character education policy. The study offers implications for curriculum developers, textbook authors, and language educators in designing culturally grounded and value-oriented EFL materials.
Evolving Selves: A Narrative Inquiry Into The Role of Reflective Journaling in Shaping Experienced EFL Teachers’ Professional Identity Maulana, Arli; Supriatna, Deri; Sulaeman, Dedi; Ruminda; Imani, Anugrah
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study explores the evolving nature of professional identity among experienced English as a Foreign Language (EFL) teachers, with a specific focus on the role of reflective journaling. While much of the existing literature has emphasized the identity development of pre-service or novice teachers, this research highlights how identity continues to transform throughout a teacher’s career. Using a qualitative narrative inquiry approach, the study involved six experienced EFL teachers who responded to open-ended reflective questions. Data were analyzed thematically, drawing from both participant narratives and NVivo-style coding, to identify patterns in reflective practice and professional self-understanding. The findings reveal that reflective journaling, whether formal, informal, or mental, serves as a powerful mediational tool for self-awareness, pedagogical growth, and emotional resilience. Participants reported that reflection helped them navigate institutional pressures, revise teaching philosophies, and reaffirm their commitment to student-centered learning. Themes such as motivation, personal values, emotional tension, and adaptability emerged as central to their reflective narratives. Additionally, teachers offered peer-oriented advice, further reinforcing reflection as a shared and generative practice within the EFL community. This study contributes to the discourse on lifelong teacher development by emphasizing the transformative and sustaining role of reflective practice in shaping teacher identity beyond the early stages of teaching.
Co-Authors Fikri, Fakhri Imani, Anugrah Maulana, Arli Ruminda Ruminda Sembiring, Rinawati Sulaeman, Dedi