1 PB

Available online at IJEE (Indonesian Journal of English Education) Website:
http://journal.uinjkt.ac.id/index.php/ijee
INCORPORATING RELIGIOUS MODERATION VALUES INTO ENGLISH

LANGUAGE TEACHING:
A PORTRAIT OF AN INDONESIAN VOCATIONAL SCHOOL
Sri Wahyuningsih*, Anisa Munawaroh
Institut Agama Islam Negeri Kudus, Indonesia
(wahyuningsih@iainkudus.ac.id)
Received: 3th November 2022; Revised: 28th June 2023; Accepted: 30th December 2023
ABSTRACT
The present study explores the process of instilling religious moderation values in English teaching at an
Indonesian vocational school. Furthermore, challenges in instilling religious moderation values and
solutions are discussed. The qualitative case study method was used in this study. Data were gathered
through observation, semi-structured interviews with two English language teachers and two students
at an Indonesian vocational school, and documentation. The findings reveal that internalization of
religious moderation values can be incorporated through verbal stimulation (reminders and advice),
English material, teaching methods, teachers' behavior, and assignments. These values include tolerance,
discussion, justice, dynamics, creativity, and innovation. Meanwhile, challenges include students'
personality differences and a lack of English textbooks containing religious moderation values. Several
strategies were used to tackle the obstacles, including motivating students to participate actively in the
teaching and learning process and exploring English material dealing with religious moderation. The
implication of the study was discussed.
Key Words: english language teaching; learning process; religious moderation; Indonesian vocational
school
ABSTRAK
Penelitian ini bertujuan untuk mengeksplorasi proses penanaman nilai-nilai moderasi beragama dalam pengajaran
bahasa Inggris di sekolah menengah kejuruan (SMK) di Indonesia. Selanjutnya, tantangan yang dihadapi guru
bahasa Inggris dalam menanamkan nilai-nilai moderasi beragama, dan solusinya juga dibahas. Metode studi kasus
kualitatif digunakan dalam penelitian ini. Data dikumpulkan melalui observasi, wawancara semi terstruktur
dengan dua guru bahasa Inggris dan dua siswa SMK di Indonesia, dan dokumentasi. Hasil temuan menunjukkan
bahwa internalisasi nilai moderasi beragama dapat diwujudkan melalui stimulasi verbal (pengingat dan nasihat),
materi bahasa Inggris, metode pengajaran, perilaku guru, dan penugasan. Nilai-nilai tersebut antara lain toleransi,
diskusi, keadilan, dinamika, kreativitas, dan inovasi. Guru bahasa Inggris menghadapi tantangan karena perbedaan
kepribadian siswa dan terbatasnya sumber atau materi bahasa Inggris yang mengandung nilai-nilai moderasi
agama. Adapun beberapa strategi yang digunakan guru untuk mengatasi kendala tersebut antara lain memotivasi
siswa untuk berpartisipasi aktif dalam proses belajar mengajar dan mengeksplorasi materi bahasa Inggris yang
berhubungan dengan moderasi agama. Implikasi dari temuan dibahas dalam penelitian ini.
Kata Kunci: pengajaran bahasa inggris, proses pembelajaran, moderasi beragama, SMK Indonesia
How to Cite: Wahyuningsih, S. & Munawaroh, A. (2023). Incorporating Religious Moderation Values
into English Language Teaching: A Portrait of an Indonesian Vocational School. IJEE
(Indonesian Journal of English Education), 10(2), 409-427. doi:10.15408/ijee.v10i2.28946.
* Corresponding author
IJEE (Indonesian Journal of English Education), 10(2), 2023, 409-427
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://doi.org/10.15408/ijee.v10i2.28946
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)
IJEE (Indonesian Journal of English Education), 10(2), 2023
INTRODUCTION developing spiritual competence, while

Studies have shown that a tendency the second is concerned with developing
to intolerance occurs in society, as seen social competence (Rohmah et al., 2019).
among university students and high Students are not only taught
school students. According to a study intellectual competence but also moral
conducted by the Institute for Peace and competence, as demonstrated by the
Religious Studies, 48.9% of junior and character's adherence to norms and
senior high school students in 59 private rules. It is possible to conclude that
schools and 41 public schools tend to education is one of the most effective
participate in radical actions (Azzam & means of spreading religious
Dianti, 2018). This situation is extremely moderation values. Then, it is expected
dangerous to the nation's unity (Tsa Tsa that instilling religious moderation
& Santosa, 2020). values in education will encourage the
Teaching religious moderation development of smart generations who
ideals to the next generation can benefit will embed religious moderation values,
them by preventing intolerance and tolerance, love, and peace and avoid
radical behavior (Baidawi et al., 2020). extremism and radical action.
The elaborations above suggest that Tremendous studies in line with
internalizing religious moderation English teaching in Indonesian schools
norms can help prevent extremism and have been undertaken by some scholars.
radical behavior. Setyono & Widodo (2019) investigated
As reported by Ali (2018), education the multicultural values embedded in
has a significant impact on the character the Indonesian English language
of learners and society. Likewise, Kamal teaching textbook. They found only four
(2017) reported that the dissemination of values included in the textbook, which
the ideals of tolerance, moderation, are respecting various ethnic groups,
respect, and empathy is based on the respecting indigenous people, avoiding
strategic pillar of education as well as friction, and respecting innovative
the development of a nonviolent products. Meanwhile, multicultural
attitude in learners. Curriculum 2013 materials from various countries and
states that the integration of the first and multimodal materials need to be
second core competencies is required. included in the ELT textbook. In terms of
The curriculum encourages schools to English teaching practice at Indonesian
help students with religious issues. The schools, Nue et al., (2022) reported that
first core competence is concerned with English teachers need to develop their
410-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license
identity and reflective teaching for better Referring to the above elaborations,
English teaching. These elaborations studies on religious moderation values
depict that in terms of English teaching were mostly in Indonesian Islamic
in Indonesian high schools, some schools and higher education contexts
teachers tend to focus on utilizing where they are more familiar with
English textbooks provided by the Islamic values. Meanwhile, studies
government, where the materials do not about integrating religious moderation
cover all religious moderation and values into ELT settings in public
multicultural values. Moreover, English vocational schools, including practices,
teachers need to increase their challenges, and strategies to tackle the
professional development. challenges, have not yet been explored.
The present study, therefore, aims to
More specifically, studies about
elaborate on the practices of integrating
instilling religious moderation into
religious moderation values in ELT, as
subjects' schools have been done by
well as the challenges and strategies to
scholars. Baidawi et al., (2020) reported
overcome them.
the ways of instilling religious
moderation values in teaching speaking
using group work activity at an METHOD
Indonesian Islamic higher education,
resulting that some values such as The present study mainly explores
tolerance and creativity can be inserted the ways of incorporating religious
in speaking class. Likewise, employing a moderation values in English language
qualitative meta-data analysis, Rizal teaching in the Indonesian vocational
(2021) investigated the study of school context, challenges, and their
integrating religious moderation values solutions. The qualitative case study
into English language teaching in the method was utilized in this study. As
Islamic higher education context. The emphasized by Creswell (2009), the
findings show that Indonesia is the only qualitative case study refers to the
country integrating moderation values approach that focuses on an experience,
in the ELT context. Meanwhile, in a place, setting, time, and others by using
school context, Husna & Thohir (2020) inductive ways of gathering, describing,
elaborated on the study about instilling analyzing, and interpreting the data and
moderation values in learning Islamic information related to practices of
education, resulting in three values: religious moderation values in ELT
fairness, balance, and moderation. setting in Indonesian vocational school.
http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

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Research design collected from January 2021 to April

2021.
The present study employed a
qualitative case study. Data were
garnered through observation, semi-
Data collection and analysis
structured interviews with two English
teachers and two students at an Data were gathered through
Indonesian vocational school, and observation, semi-structured interviews,
documentation to explore in detail the and documentation to explore in detail
practices of incorporating religious the practices of incorporating religious
moderation values into English moderation values into English
language teaching in the vocational language teaching in the vocational
school context. school context.
Associated with conducting the
observation, we made an observation
Research site and participants
sheet as a guide to gain information
Regarding the participant selection, related to the practices of incorporating
we recruited two female English religious moderation values. The ways
language teachers and two students to conduct observation include
from a public vocational school in preparing the materials to conduct
Indonesia. These teachers were observation, participating in English
categorized as Teacher 1 and Teacher 2. language teaching class, and observing
Meanwhile, the students consisted of a the situation of the teaching and
male student categorized as Student 1 learning process to know how the
and a female student categorized as English language teachers internalized
Student 2. religious moderation values in English
class. Finally, we noted the information
These participants were recruited
in the observation sheet. Further, an
for the reason of accessibility, openness,
interview guide was also used to
and availability. In addition, they were
interview the participants of this study.
chosen as the participants who were able
to give data related to the practices of In the process of analyzing the data,
incorporating Religious moderation we transcribed the data from interviews
values in English language teaching at to support the data reduction and
an Indonesian vocational school. To coding process. In conducting a deeper
maintain confidentiality, the names analysis, we read the results of the
were pseudonyms. The data were transcription of the interview data

thoroughly to gain the main results. In technological advancement, in

addition, the data analysis proposed by particular, has a significant impact on
Widodo (2014) was adopted, including how students behave. As a result, it
listening to a recording repeatedly, justifies the application of teaching her
transcribing the interview data to gain class values of religious moderation. The
more insights and knowledge of the development of the student's character
participants' explanation, interpreting through the teaching and learning
the data, building communication with process is necessary because becoming
participants to match the data; and intelligent without having good
ensuring data validity by pursuing some character is insufficient.
feedback on analyzing data from the
When religious moderation values
participants.
are included in English teaching, it
signifies that English teachers have
incorporated religious moderation
FINDINGS AND DISCUSSION
ideals into the teaching and learning of
Findings English. Along with imparting
Practices of Religious Moderation knowledge of the English curriculum,
Values Incorporation into English teachers also help students develop their
Language Teaching character. An aspect of Western culture
that is highly distinct from Eastern
In addition to helping students
culture, particularly Indonesian culture,
succeed academically, teachers also help
is English. If the students' adaptation to
shape their characters. Every
Western society does not match with
educational institution has been urged
Indonesian culture, particularly Muslim
by the National Education Ministry to
culture, that issue becomes the teachers'
build the character of its students. As a
anxiety. To safeguard students from
result, it will produce students with
adverse effects that could cause them to
noble character and intellectual aptitude
lose their national or religious character,
in the classroom. The English instructors
it is necessary to integrate religious
at the public vocational school in
moderation ideas into the classroom.
Indonesia understood how crucial it was
Even if students pick up other
to establish the students' personalities.
languages, particularly English, they do
Teachers have a responsibility to
not necessarily have to adapt to every
develop the character of their charges to
aspect of that culture. In this matter, they
prepare them for life in the modern
can choose the positive aspects. In
world. Teacher 1 (2021) asserts that

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essence, they continue to maintain their the way of conveying an announcement

own culture and religious teachings. effectively, respecting others, and
paying attention to the person
Starting from the opening, main,
delivering the announcement (Teacher
and closing activities, the practices of
1, 2021). Furthermore, the instructional
instilling religious moderation ideals are
approach may help students internalize
applicable. The implementation could
religious moderation values. This can be
take place in one or more stages. As a
accomplished by holding discussions or
class facilitator, the teachers are
group activities during learning
responsible for the learning process.
activities that might advance the values
They can incorporate values through
of tolerance and respect for others, build
verbal or nonverbal stimuli. The verbal
students' self-assurance, and foster their
stimulation consists of conversations
creativity in presenting information.
with the students as well as suggestions,
Additionally, because all students have
instructions, warnings, and other things.
the same opportunities and privileges,
At the same time, non-verbal cues can be
teachers do not discriminate among
seen in the behavior of teachers since
students during the discussion session.
they are role models who should act
The teachers gave every student an
appropriately. She regularly reminded
equal opportunity before praising the
the students to always be kind to others,
ones who have expressed an opinion. In
respect others, and remind the students
this sense, egalitarianism and fairness
about worship activities as ways of
are incorporated.
internalizing the values of religious
moderation (Teacher 1, 2021). As asserted by Teacher 2,
internalizing religious moderation
Through the use of English-
values is necessary. By instilling
language materials, the teachers also
religious moderation principles into the
students, teachers must place more
concepts. Since there is no special topic
emphasis on character development
on religious moderation values, Teacher
than only on the student's proficiency in
1 (2021) reported that internalizing
English (Teacher 2, 2021).
religious moderation values might also
be accomplished by specifically Referring to the findings of the
implementing English content. For interviews, the English teachers
instance, when addressing internalized the virtues of religious
announcement-related content, the moderation through building
values that can be incorporated include interactions with students, both inside

and outside of the classroom. For

instance, they always welcomed
students to class and talked about
current events to inspire them to be
better people. Through the English
curriculum, the teachers also fostered
religious moderation principles.
The opening, main, and closing
stages of the lesson were all observed by
the authors. The course was delivered
through a distance learning program
known as online learning. The teachers
in this study used Google Classroom as
Figure 1. The opening Activity of Teacher 1
the online learning platform to facilitate
the learning process. The class activities Like Teacher 1, Teacher 2 welcomed
were elaborated as follows: the students using a greeting
"Assalamualaikum wr wb." By advising
the students who were not fasting to
Opening Activity respect those who were fasting, the
Since all students are Muslims, the teachers were fostering tolerance in their
teachers began a class by greeting them students at this stage. In this part,
with "Assalamualaikum" (peace be upon tolerance is, therefore, the value of
you). The teachers then inquired about religious moderation. The teachers then
the student's health and hoped that guided everyone in a group prayer. The
everyone was in excellent health. The student's character will be shaped to be
class began with a prayer in the hope of religious; thus, it is a good habit to
receiving Allah's kindness and implement during the teaching and
blessings. The illustration below learning process. Additionally, the
explains the opening. teachers drilled accountability in
students. The finding reported the
students completed all of their
homework within a week after they had
written their names and students' ID
numbers. The documentation for
opening the class is provided in figure 2.

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Figure 3. Instruction of Teacher 1
On Google Classroom, many

students actively participated in the
Figure 2. The Opening Activity of Teacher 2 conversation. They presented their
viewpoint on the lesson learned from
the life of the Prophet Muhammad,
Main Activity PBUH. Additionally, teachers said
In the main activity, the teachers "good job" or "well done" as a sign of
told a motivational story about the respect for the student's responses and
Prophet Muhammad, PBUH. "The engagement. This finding implied that
Prophet Muhammad and a Blind Jewish teachers fostered the importance of
Beggar" is the title of the story. The equality and respect for others. The
teachers asked the students to read the replies from the students and the
text. Students were asked to discuss teachers during the conversation are
what lesson they could take from the reported in figure 4.
text after reading it and apply it to their
daily lives by leaving comments in the
comment section. The Prophet
Muhammad's life story and the
discussion activity promoted the virtues
of religious moderation. Tolerance and
dialogue are the values of religious
moderation. The elaboration below
shows how Teacher 1 led students in the
main activity.

Figure 4. Students' Participation in Learning Figure 5. Instruction of Teacher 2

Process
Teacher 2 strengthened what has

The assignments that the students
been said before. In this main activity,
submitted via WhatsApp group are
she assigned the students the
listed below.
responsibility of creating a few
sentences that describe their daily
activities throughout the month of
Ramadan. Students' use of creativity
was highlighted by the teachers
(Teacher 2, 2021). As a result, it can foster
honest behavior. The job is turned in via
WhatsApp group after the teachers
specify a one-week deadline.
Incorporating energetic, creative, and
inventive qualities, as well as religious Figure 6. Results of Students' Assignments
moderation values, are badly needed.
The teachers' methods of instruction
provide evidence of it. Google The aforementioned explanations
Classroom served as a learning platform are strengthened by students' claims
used by instructors to help the teaching that teachers model religious
and learning process. The photograph moderation for their charges by
depicts Teacher 2 when presenting a fostering positive behavior patterns and
lesson. reminding them of them while they are

417-427
being taught and studying. She The figure 7 demonstrate that the
continued that by acting appropriately practices of religious moderation values
in front of the students, the instructors have been done in the English learning
also serve as good role models (Student process reflected in the opening, main,
1, 2021). Another student asserted that and closing activities. Further, the
the teachers instilled the virtues of selection of materials, lesson plans, and
religious moderation in their charges by learning methods were associated with
stressing the value of tolerance for the principle of religious moderation
others (Student 2, 2021). values during the English teaching and
learning activities. More importantly,
some religious moderation values are
Closing Activity reflected in the learning activities,
The teachers concluded the class by including tolerance, respect for others,
repeating "Alhamdulillah" once those innovation, creativity, discussion,
exercises were completed. Since the honesty, promotion of local culture, and
Prophet Muhammad PBUH is the best others. In terms of materials selection,
example for all Muslims worldwide, the teachers adopted materials from
they also advise the students to emulate various sources, such as English
his conduct. After accomplishing this textbooks provided by the Indonesian
phase, the teachers thanked the students government, the Internet, YouTube,
for their thoughtful attention and videos, and modules containing
comments as a sign of respect for their religious moderation values.
involvement in class. Interestingly, considering the status of
the vocational school is a public school
and not considered an Islamic one, the
teachers can incorporate religious
moderation values while teaching
English and promote numerous
multicultural values to their students.
Challenges in Incorporating Religious

Moderation Values into English
Language Teaching
Figure 7. The Closing activity of English The results of the interview indicate
Teaching that there are certain challenges in

internalizing the value of religious infrastructures. Furthermore, the lack of

moderation. According to Teacher 1 English textbooks promoting religious
(2021), one of the challenges to moderation and multicultural values
internalizing values is the lack of became a challenge in the process of
motivation in learning English students. teaching and learning. This may be
Some of them were unresponsive when caused by the lack of support from the
learning, and they did not focus when government in providing English
teachers presented the information. The textbooks, especially for the vocational
students' circumstances could make it school level containing religious
challenging to internalize moderate moderation and multicultural values.
Islamic beliefs since they were less Therefore, teachers should strive to find
motivated and passive during the appropriate English materials from
teaching and learning process (Teacher various sources, including textbooks,
2, 2021). YouTube videos, modules, and others.
Moreover, they should be creative in
The next challenge is the difficulty
designing English materials based on
in finding English textbooks promoting
the student's needs.
religious moderation values. As stated
by Teacher 1 (2021), she found it a little
challenging to integrate the concepts of
Strategies for Overcoming the
religious moderation through the Challenges in Incorporating Religious
English material because the English Moderation Values into English
textbook does not contain the relevant Language Teaching
content. In addition, Teacher 2 (2021)
The difficulties of introducing
concurs that there is a dearth of English-
religious moderation values into English
related content that promotes religious
language instruction are handled in a
moderation. It is possible to infer from
variety of ways. These include
the foregoing explanation that English
providing the students with a specific
teachers face the same challenges in
approach and giving motivation. The
instilling religious moderation in
teachers further stated that since they
students.
must establish the students' character,
The lack of student motivation in they should be patient in the process of
learning English could be caused by the teaching and learning (Teacher 1, 2021).
lack of facilities provided by the school, By encouraging the students to be more
including an English laboratory, a serious and engaged in the teaching and
supportive environment, and other learning process, the second instructor

419-427
addresses the issue relating to the Promoting religious moderation among

student's character (Teacher 2, 2021). young people is one strategy that could
The next strategy is to empower be used to tackle it. The educational
creativity in designing English materials system could be used to instill these
related to religious moderation principles. In this case, the teaching and
principles in response to the dearth of learning process could embrace the
English resources incorporating these religious ideals of moderation. Several
values. They cannot solely rely on the educational institutions, particularly
English textbook in this regard. those in higher education, should play a
However, they may use the internet to strategic role in preventing
search for more information from radicalization. This could be
different sources. Another strategy is to accomplished by adding religiously
utilize various teaching methods based moderation values in English
associated with English learning based classes and other topics so that students
on the student's needs. In this sense, learn about moderation and practice it in
teachers used some teaching methods their daily lives.
such as discussion, project-based
The English language teachers have
learning, demonstration, and others.
Interestingly, the teachers had
values in teaching and learning
integrated technology utilization with
processes, including in the opening,
English teaching and learning activities.
main, and closing activities, by the
For instance, students were asked to
practices of incorporating the religious
create videos containing self-
moderation values in English language
introduction in English that promotes
teaching in the context of an Indonesian
religious moderation values such as
vocational school. More precisely,
greeting, respecting others, showing
tolerance, dialogue, fairness, creativity,
honesty, tolerance, creativity, and so on.
invention, and egalitarianism are some
Then, they were asked to send their
religious moderation principles
assignment to Google Classroom.
incorporated in ELT classrooms.
The English language teachers used
Discussion English-language resources to
Radicalization and terrorism- incorporate the concepts of tolerance
related issues are widespread around into their lessons. This can be achieved
the globe. To solve these issues, this by encouraging students to participate
condition needs substantial solutions. in the teaching and learning process by

encouraging them to explain something appreciate others' points of view. The

from their viewpoints. Additionally, the students will encounter a range of
English language instructors used the perspectives and different ideas during
motivational tale "The Prophet the discussion activity. Further, the
Muhammad and a Blind Jewish Beggar" by learner receives instruction on how to
reading it aloud, having the students respect different points of view.
read it, and then having a discussion on
The tolerance value is internalized
the lesson that could be drawn from it.
through verbal stimulation, such as
This tale illustrated the virtues of
admonitions or reminders. Teachers
tolerance. The Prophet Muhammad's
urged students who were not fasting to
constant kindness to everyone he
respect others by refraining from eating
encounters might be seen as evidence of
in front of those who were fasting.
this. He also treated the beggar well,
Teachers serve as change agents in this
even though he was Jewish, and the
environment and are crucial to student
Prophet was treated nicely.
learning as well as character
Additionally, they included the development. As a result, teachers
value of tolerance through their teaching should set a good example for their
strategies. The English language students (Prasetyo et al., 2020;
instructors claimed that they held class Wahyuningsih, 2017). The radical
discussions using Google Classroom. behavior and conflict that frequently
They shared a motivational tale with the occur in our society may be caused by
class and then were asked to others' intolerance. Thus, tolerance
comprehend it before talking about the allows for the peaceful life of people
moral of the tale. The comment box on who hold a variety of values and
Google Classroom is a medium for the opinions (Almerico, 2014; Wattimena &
students to express their opinions. One Perwita, 2017). To encourage a peaceful
of the educational strategies that might life, it is essential to include the value of
encourage students to think critically is tolerance for future generations. Briefly
discussion. Discussions in educational stated, tolerance is a mindset that
activities can help students grow in their appreciates diversity in both religious
ability to tolerate others. It is and several other facets of life, such as a
strengthened by Akpan et al. (2020), tolerant mindset toward differing ideas
who state that the discussion technique (Islami & Aziz, 2018; Nirwana &
encourages students to communicate Darmadali, 2021).
more effectively and to become more
tolerant as they learn to accept and
421-427
The English language teachers used fairly when incorporating the religious
several teaching strategies to moderation value of fairness. Indeed,
incorporate the debate value while they encourage, support, and provide
maintaining religious moderation. The direction to individuals who genuinely
importance of using the method in the need learning assistance. In light of this,
teaching process is emphasized by Patel the teachers promoted the importance of
& and Jain (2008), who report that justice and consideration for others. The
teaching methods and approaches play teaching approach used by the English
a crucial role in English language teachers demonstrates how dynamic,
teaching. It gives teachers instructions creative, and innovative principles have
on how to effectively educate students. been incorporated. As a way to reduce
In addition, they should be crowding during the COVID-19
knowledgeable about a range of pandemic, online learning has emerged
instructional methods and strategies. As as a popular teaching strategy.
a result, they were able to employ an According to Teacher 1 and Teacher 2,
effective teaching strategy to improve the class was delivered online utilizing
students' understanding, motivation, Google Classroom as the teaching tool.
and knowledge. Discussion is one of the Through assignments, they fostered the
instructional techniques. It is a virtues of creativity and innovation. It
technique whereby the instructor will be apparent when English teachers
encourages or supports the students in provide students with the responsibility
sharing their ideas or opinions to jointly of writing a text about their experiences
identify and resolve problems (Yusuf et during the month of Ramadan. Further,
al., 2016). This approach can aid the teachers also emphasized that the
students in honing their critical students should be creative in the
thinking, communication, and ability to learning process. The students were not
evaluate differing points of view (Akpan permitted to copy or paste assignments
et al., 2020). The students were asked to from other students and the internet. As
consider what lesson they may learn a result, this educational activity fosters
from the text that had been uploaded on originality and creativity.
Google Classroom based on the findings
The English teachers embraced the
of the interviews conducted by the
principle of equality by incorporating it
teachers. They respect one another
into their lessons and instruction. They
despite having different points of view.
made use of English-language resources
Besides, the English language that upheld egalitarian and religiously
teachers have handled their students moderate beliefs. The manuscript was

then shared among them, and it told the materials that are connected to religious
tale of the Prophet Muhammad and a moderation values from various
blind Jewish beggar, which illustrated sources. Moreover, they could not
the importance of egalitarianism. merely rely on an English textbook
Because of his charisma and his noble (Suciati et al., 2022). The need to use
nature, the Prophet Muhammad PBUH various learning methods in
is a well-known figure adored by the incorporating religious moderation
whole Makkah society. Through their values is also in line with the study
behavior, English teachers also conducted by Ekawati et al. (2019),
internalized the importance of which results in the crucial role of
egalitarianism. It is evident when they multicultural learning methods.
respect students' right to voice their
To stimulate the student's interest
viewpoints.
and motivation in learning English, they
Some challenges were found by the intended to employ technology-
teachers while incorporating religious integrated English materials (Balchin &
moderation values, including the Wild, 2020; Dhawan, 2020;
students' varied personalities and Wahyuningsih & Afandi, 2020, 2022,
backgrounds, the limited English- 2023; Wahyuningsih & Maisyanah,
language resources that promote 2021). Social media and online learning
religious moderation, and the students' tools like Facebook, Instagram,
lack of desire for learning and teaching YouTube, Twitter, Edmodo, and others
activities. This finding is strengthened could be used to improve English
by Rohmana (2020), who reports that it language instruction.
would be challenging to find English-
Briefly speaking, the findings of the
language information with religious
study reported that incorporating
moderation.
Some methods were employed to language teaching needs better
implement religious moderation values preparation from all aspects, including
to overcome these difficulties. These lesson plans, teaching materials,
include encouraging students to actively teaching methods, teaching activities,
participate in the teaching and learning technology utilization, and others. As
process, understanding the students' reported previously, the English
personalities by employing the proper language teachers found challenges in
techniques, and fostering innovation promoting religious moderation values,
and creativity in the design of English particularly the difficulties in finding

423-427
relevant English textbooks containing all some challenges in incorporating

religious moderation and multicultural religious moderation values into English
values. In addition, the tasks and language teaching, including the lack of
activities designed in the textbook were motivation among students in teaching
not discussed closely. This problem is and learning activities, the students'
strengthened by the previous studies different characters and backgrounds,
emphasizing that multicultural and the limited English materials
materials from various countries and containing religious moderation values.
multimodal materials need to be To overcome the challenges, they used
included in the Indonesian ELT textbook strategies including motivating students
(Setyono & Widodo, 2019; Sulistiyo et to actively participate in the teaching
al., 2021). More importantly, activities and learning process, understanding the
and tasks need to be presented more students' character by using appropriate
closely in the textbook. approaches, and developing innovation
and creativity in designing English
materials related to religious
CONCLUSIONS AND SUGGESTION moderation values from various
The values of religious moderation sources.
are incorporated in several ways, The limitation of the study was that
including the English material, teaching it was conducted at an Indonesian public
method, verbal stimulation, task giving, vocational school, and the limitation was
and teachers' behavior. In incorporating the participants' recruitment (two
the value of tolerance, the English English teachers and two students). It is
teachers designed English teaching highly suggested that future researchers
materials containing religious undertake studies of religious
moderation values and used verbal moderation viewed by various schools
stimulation. Furthermore, they and participants. By undertaking this
incorporated the values of discussion, study, we could gain more insights
dynamics, and innovation through regarding the ways of incorporating
teaching methods. Meanwhile, to religious moderation values into English
internalize the values of justice and language teaching in detail in the
egalitarianism, they reflected in their vocational school context. This study
behavior during the teaching and promotes the implication of the need for
learning process. Interestingly, task- incorporating religious moderation
giving is utilized to enhance creativity values into the educational sector,
among students. However, they find including in English language teaching,

particularly in the context of vocational Speaking through Group Activity.

schools, to establish better young PANYONARA: Journal of English
Education, 2(2), 137.
generations in the future.
https://doi.org/10.19105/panyona
Acknowledgments ra.v2i2.3667
We would like to say thanks to the Balchin, K., & Wild, C. (2020). Exploring
the role of context and collaboration
students and English language teachers
in normalizing technology use in
at an Indonesian vocational school with English language teaching in
whom we had the opportunity to secondary schools in Malaysia.
conduct this study. Indeed, they have Computer Assisted Language Learning,
given us insightful information related 0(0), 1–21.
https://doi.org/10.1080/09588221.
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INCORPORATING RELIGIOUS MODERATION VALUES INTO ENGLISH

INTRODUCTION developing spiritual competence, while

410-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

Research design collected from January 2021 to April

412-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

thoroughly to gain the main results. In technological advancement, in

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

essence, they continue to maintain their the way of conveying an announcement

414-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

and outside of the classroom. For

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

Figure 3. Instruction of Teacher 1

On Google Classroom, many

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Figure 4. Students' Participation in Learning Figure 5. Instruction of Teacher 2

Teacher 2 strengthened what has

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

Challenges in Incorporating Religious

418-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

internalizing the value of religious infrastructures. Furthermore, the lack of

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

addresses the issue relating to the Promoting religious moderation among

420-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

encouraging them to explain something appreciate others' points of view. The

422-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

relevant English textbooks containing all some challenges in incorporating

424-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

particularly in the context of vocational Speaking through Group Activity.

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

Pendidikan Islam, 14(1), 199–222. https://doi.org/10.18510/hssr.202

426-427 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

textbook for senior high school classroom during the Covid-19

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v10i2.28946

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