Instilling Religious Moderation Values in the EFL Classrooms in Islamic Universities: Teachers’ Perspective
Keywords:
critical discourse analysis, English language teaching, religious moderation
Abstract
This qualitative phenomenological study employed the Critical Discourse Analysis methodology developed by Fairclough. English lecturers at three Indonesian universities-Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Universitas Islam Negeri Antasari Banjarmasin, and Universitas Islam Negeri Sunan Ampel-are the main sources of data for this study. Data-documentation sources, such as literature reviews from research sources, including proceedings, journal articles, theses, and dissertations, provided secondary data for this study on discourse development. Fairclough created critical discourse analysis, which was utilized to analyze the research data. According to this discourse analysis, the English-speaking classes fully incorporate the aspects of moderate Islamic viewpoints that the Indonesian government advocates, such as national unity, tolerance, non-violence, and cultural groundedness. These characteristics of moderate religion are intentionally emphasized by lecturers through their ideological content and participative forms. In other words, by incorporating essential components into their texts and structures, the classes linguistically replicate state-mandated religious moderation. This indicates that English language instruction and the development of values that are required more generally in Indonesian higher education are in systematic agreement.
References
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Darmayenti, D., Besral, B., & Yustina, L. S. (2021). Developing EFL religious characters and local wisdom based EFL textbook for Islamic higher education. Studies in English Language and Education, 8(1), 157–180. https://doi.org/https://doi.org/10.24815/siele.v8i1.18263
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Hefner, R. W. (2019). Islam in an era of nation-states: Politics and religious renewal in Muslim Southeast Asia. University of Hawaii Press.
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Holdway, J., & Hitchcock, C. H. (2018). Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom. Teaching and Teacher Education, 75, 60–70.
Irawan, Y. (2020). Situating Islamic values in English language teaching: documenting the best practices in Indonesia. Islamika?: Jurnal Ilmu-Ilmu Keislaman, 20(1), 95–103. https://doi.org/https://doi.org/10.32939/islamika.v20i01.617
Jaya, E. Z., Haryanto, H., & Sultan, S. (2018). Teaching listening through Islamic storytelling. Universitas Negeri Makassar.
Krulatz, A., & Iversen, J. (2020). Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research, 64(3), 372–388.
Kustati, M., Indra, R., Ritonga, M., & Karni, A. (2023). The effect of national insight and religious moderation on radical behavior of secondary school students. Education Research International, 2023, 1–13. https://doi.org/https:// doi.org/10.1155/2023/2919611
Kusumaningputri, R. (2019). Responding to Islamic religious conducts: Situating morality through critical reading literacy task on cartoons for Indonesian EFL muslim learners. Indonesian Journal of Applied Linguistics, 9(1). https://doi.org/https://doi.org/10.17509/ijal.v9i1.11381
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Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. Palgrave Macmillan.
Miles, M. B., Huberman, ?A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebooks (3rd ed.). SAGE Publications, Inc.
Miranda, N., & Valencia Giraldo, S. (2019). Unsettling the “challenge”: ELT policy ideology and the new breach amongst state-funded schools in Colombia. Changing English, 26(3), 282–294.
Muhaemin, M., Rusdiansyah, R., Pabbajah, M., & Hasbi, H. (2023). Religious moderation in Islamic religious education as a response to intolerance attitudes in Indonesian educational institutions. Journal of Social Studies Education Research, 14(2), 253–274.
Mulyana, R. (2023). Religious moderation in Islamic religious educatiotextbook and implementation in Indonesia. HTS Teologiese Studies / Theological Studies, 79(1), 1–8. https://doi.org/10.4102/HTS.V79I1.8592
Naralita, V., & Azis, Y. A. (2020). Using Islamic songs and its effect in teaching English at an Indonesian Islamic university. EDULANGUE, 3(2), 127–149. https://doi.org/https://doi.org/10.20414/edulangue.v3i2.2830
Poncini, A. (2023). Standards setting in religious education: Addressing the quality of teaching and assessment practices. Religions, 14(3). https://doi.org/https://doi.org/ 10.3390/rel14030315
Rahmat, A., Boleng, D. T., Yusup, P. M., Sari, D. K., & Syahrizal, S. (2020). Deradicalisation values in developing instructional materials to prevent violent extremisms through citizenship education. Jurnal Cakrawala Pendidikan, 39(2), 309–321. https://doi.org/https://doi.org/10.21831/cp.v39i2.30740
Rohmah, G. N., Hanifiyah, L., Fitriyah, U., & Ningsih, A. A. (2019). Islamic values integration in English lesson at madrasah tsanawiyah: Teachers’ beliefs and practices. Jurnal Bahasa Lingua Scientia, 11(1).
Rohmana, W. I. M. (2020). Immersing Islamic value in English language teaching: A challenge for English teachers. Scope?: Journal of English Language Teaching, 5(1). https://doi.org/https://doi.org/10.30998/scope.v5i1.6404
Sahyoni, D., A., L., & Siregar, S. D. (2021). Developing reading material based on Islamic values for the English teaching department of Stain Mandailing Natal. Jurnal Education And Development, 9(4), 632–637.
Shafwati, D. (2019). Teaching procedure text using Islamic tutorial video. 2nd International Conference on English Language Teaching and Learning “EFL Teaching and Learning for The Millennial Generation, 250–259.
Sholeh, M. B., Ahsin, N., Alany, Z., & Fatimah, F. (2021). The integration of religious moderation values in English language teaching in madrasah. Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021), 178–185. https://doi.org/https://doi.org/10.2991/assehr.k.220104.027
Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious moderation in Indonesian Muslims. Religions, 13(5), 1–11. https://doi.org/https://doi.org/10.3390/ rel13050451
Suprapto, S. (2020). Integrasi Moderasi Beragama dalam Pengembangan Kurikulum Pendidikan Agama Islam. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(3), 355–368. https://doi.org/https://doi.org/10.32729/edukasi.v18i3.750
Taufikin, T., & Nurshiam, N. (2023). Exploring the concept of religious moderation in education (Analysis of educational thought Ki Hadjar Dewantara). International Journal of Humanities Social Science and Management (IJHSSM), 3(3), 270–281.
The Ministry of Religious Affairs of Republic of Indonesia. (2019). Tanya Jawab Moderasi Beragama. Badan Litbang dan Diklat, Kementerian Agama RI.
Ulyani, M. (2021). Exploring Islamic school culture in the context of English language class. ISoLEC Proceedings, 5(1), 88–95.
Van Dijk, T. A. (2004). Ideological discourse analysis. Journal of Language and Politics, 4(1), 135–161. https://doi.org/https://doi.org/10.1075/jlp.4.1.08dij
Xiaoyan, O., & Honglian, C. (2021). The permeation of curriculum ideology and politics in college teaching. Journal of Frontiers in Educational Research, 1(6).
Ali, F. (2018). century learners in an English as a foreign language class. Edukasia Islamika, 18–31. https://doi.org/https://doi.org/10.28918/jei.v3i1.1676
Anshari, M. Z., & Widyantoro, A. (2020). Inculcating Islamic values contented in Qs. Luqman through English speaking materials. Journal of Education and Learning (EduLearn), 14(1), 62–68.
Asmuni, A. (2021). Islamic Moderation: From terminology to practical implementation strategy. Analytica Islamica, 10(1), 149–170. https://doi.org/https://doi.org/10.24042/ajis.v10i1.8420
Baa, S., & Jaya, E. (2018). Teaching listening through Islamic storytelling in Indonesian junior secondary school context. Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018), 446–451. https://doi.org/https://doi.org/10.2991/icla-18.2019.74
Benwell, B., & Stokoe, E. (2006). Discourse and identity. Edinburgh University Press.
Berlin, J. (1988). Rhetoric and ideology in the writing class. College English, 50(5), 477–494.
Brodin, A. (2017). Gender bias and teachers in the EFL classroom in 4-6.
Burhanuddin, N., & Khairuddin, K. (2022). The radicalism prevention through academic policies at state Islamic higher education in Indonesia. Ulumuna, 26(2), 363–391. https://doi.org/https://doi.org/10.20414/ujis.v26i2.511
Cherifi, A.-E., & Hadji, F. (2018). Power and ideology in teachers’ language use in the Cclassroom: The case study of EFL teachers in the department of English at Mouloud Mammeri University. Mouloud Mammeri University of Tizi-Ouzou.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education Inc.
Damayanti, D. F. (2021). The strategies of EFL teachers to integrate Islamic values in teaching English at English department of IAIN Madura. Universitas Islam Malang.
Darmayenti, D., Besral, B., & Yustina, L. S. (2021). Developing EFL religious characters and local wisdom based EFL textbook for Islamic higher education. Studies in English Language and Education, 8(1), 157–180. https://doi.org/https://doi.org/10.24815/siele.v8i1.18263
Destriani, D. (2021). Pembelajaran Pendidikan Agama Islam Berbasis Moderasi Beragama Menuju Society 5.0. Incare, 2(6). http://ejournal.ijshs.org/index.php/incare/article/view/356
Djamdjuri, D. S., Suseno, M., Tajuddin, S., Lustyantie, N., & Chaeruman, U. A. (2021). Multimodal approach in online EFL class using Islamic learning materials: Students’ perspective. International Journal of Language Education, 5(4), 337–355. https://doi.org/https://doi.org/10.26858/ijole.v5i4.22495
Emilia, E., Moecharam, N. Y., & Syifa, I. L. (2017). Gender in EFL classroom: Transitivity analysis in English textbook for Indonesian students. Indonesian Journal of Applied Linguistics, 7(1), 206–214.
Fairclough, N. (1989). Language and power. Longman Inc.
Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Routledge.
Fajri, K., & Muhtarom, A. (2022). Internalization of the Religious Moderation Values in Islamic Education (Strategical Studies of The Religious Moderation on Education). Annual International Conference on Islamic Education for Students (AICOIES 2022), 695–703.
Farah, R. R., Waloyo, A. A., & Sumarsono, P. (2021). Incorporating English and Islamic knowledge into workbook development for primary school students. IJOTL-TL, 6(2), 189–202.
Fauzan, U. (2023). Responding to western islamophobia through religious moderation in Indonesia: Fairclough and wodak’s critical discourse perspectives. Journal of Namibian Studies, 33, 1717–1730. https://doi.org/https://doi.org/10.59670/jns.v33i.588
Flowerdew, J. (2013). Discourse in English language education. Routledge.
Grinage, J. (2019). Reopening racial wounds: Whiteness, melancholia, and affect in the English classroom. English Education, 51(2), 126–150.
Hass, C. L. (2017). Learning to question the world: Navigating critical discourse around gender and racial inequities and injustices in a second and third grade classroom. University of South Carolina.
Hefner, R. W. (2019). Islam in an era of nation-states: Politics and religious renewal in Muslim Southeast Asia. University of Hawaii Press.
Hena, M. (2019). Exploring the integration of Islamic values in the teaching of elementary English: A case study of selected teachers in Dhaka, Bangladesh. http://studentrepo.iium.edu.my/handle/123456789/9437
Holdway, J., & Hitchcock, C. H. (2018). Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom. Teaching and Teacher Education, 75, 60–70.
Irawan, Y. (2020). Situating Islamic values in English language teaching: documenting the best practices in Indonesia. Islamika?: Jurnal Ilmu-Ilmu Keislaman, 20(1), 95–103. https://doi.org/https://doi.org/10.32939/islamika.v20i01.617
Jaya, E. Z., Haryanto, H., & Sultan, S. (2018). Teaching listening through Islamic storytelling. Universitas Negeri Makassar.
Krulatz, A., & Iversen, J. (2020). Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research, 64(3), 372–388.
Kustati, M., Indra, R., Ritonga, M., & Karni, A. (2023). The effect of national insight and religious moderation on radical behavior of secondary school students. Education Research International, 2023, 1–13. https://doi.org/https:// doi.org/10.1155/2023/2919611
Kusumaningputri, R. (2019). Responding to Islamic religious conducts: Situating morality through critical reading literacy task on cartoons for Indonesian EFL muslim learners. Indonesian Journal of Applied Linguistics, 9(1). https://doi.org/https://doi.org/10.17509/ijal.v9i1.11381
Maesaroh, D. T., Aridah, A., & Rusmawaty, D. (2022). Can Islamic stories be used as supplementary English materials at Islamic elementary schools? Southeast Asian Journal of Islamic Education, 4(2), 145–156. https://doi.org/10.21093/sajie.v4i2.4166
Martin, J. R., & White, P. R. R. (2005). The language of evaluation: Appraisal in English. Palgrave Macmillan.
Miles, M. B., Huberman, ?A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebooks (3rd ed.). SAGE Publications, Inc.
Miranda, N., & Valencia Giraldo, S. (2019). Unsettling the “challenge”: ELT policy ideology and the new breach amongst state-funded schools in Colombia. Changing English, 26(3), 282–294.
Muhaemin, M., Rusdiansyah, R., Pabbajah, M., & Hasbi, H. (2023). Religious moderation in Islamic religious education as a response to intolerance attitudes in Indonesian educational institutions. Journal of Social Studies Education Research, 14(2), 253–274.
Mulyana, R. (2023). Religious moderation in Islamic religious educatiotextbook and implementation in Indonesia. HTS Teologiese Studies / Theological Studies, 79(1), 1–8. https://doi.org/10.4102/HTS.V79I1.8592
Naralita, V., & Azis, Y. A. (2020). Using Islamic songs and its effect in teaching English at an Indonesian Islamic university. EDULANGUE, 3(2), 127–149. https://doi.org/https://doi.org/10.20414/edulangue.v3i2.2830
Poncini, A. (2023). Standards setting in religious education: Addressing the quality of teaching and assessment practices. Religions, 14(3). https://doi.org/https://doi.org/ 10.3390/rel14030315
Rahmat, A., Boleng, D. T., Yusup, P. M., Sari, D. K., & Syahrizal, S. (2020). Deradicalisation values in developing instructional materials to prevent violent extremisms through citizenship education. Jurnal Cakrawala Pendidikan, 39(2), 309–321. https://doi.org/https://doi.org/10.21831/cp.v39i2.30740
Rohmah, G. N., Hanifiyah, L., Fitriyah, U., & Ningsih, A. A. (2019). Islamic values integration in English lesson at madrasah tsanawiyah: Teachers’ beliefs and practices. Jurnal Bahasa Lingua Scientia, 11(1).
Rohmana, W. I. M. (2020). Immersing Islamic value in English language teaching: A challenge for English teachers. Scope?: Journal of English Language Teaching, 5(1). https://doi.org/https://doi.org/10.30998/scope.v5i1.6404
Sahyoni, D., A., L., & Siregar, S. D. (2021). Developing reading material based on Islamic values for the English teaching department of Stain Mandailing Natal. Jurnal Education And Development, 9(4), 632–637.
Shafwati, D. (2019). Teaching procedure text using Islamic tutorial video. 2nd International Conference on English Language Teaching and Learning “EFL Teaching and Learning for The Millennial Generation, 250–259.
Sholeh, M. B., Ahsin, N., Alany, Z., & Fatimah, F. (2021). The integration of religious moderation values in English language teaching in madrasah. Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021), 178–185. https://doi.org/https://doi.org/10.2991/assehr.k.220104.027
Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious moderation in Indonesian Muslims. Religions, 13(5), 1–11. https://doi.org/https://doi.org/10.3390/ rel13050451
Suprapto, S. (2020). Integrasi Moderasi Beragama dalam Pengembangan Kurikulum Pendidikan Agama Islam. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 18(3), 355–368. https://doi.org/https://doi.org/10.32729/edukasi.v18i3.750
Taufikin, T., & Nurshiam, N. (2023). Exploring the concept of religious moderation in education (Analysis of educational thought Ki Hadjar Dewantara). International Journal of Humanities Social Science and Management (IJHSSM), 3(3), 270–281.
The Ministry of Religious Affairs of Republic of Indonesia. (2019). Tanya Jawab Moderasi Beragama. Badan Litbang dan Diklat, Kementerian Agama RI.
Ulyani, M. (2021). Exploring Islamic school culture in the context of English language class. ISoLEC Proceedings, 5(1), 88–95.
Van Dijk, T. A. (2004). Ideological discourse analysis. Journal of Language and Politics, 4(1), 135–161. https://doi.org/https://doi.org/10.1075/jlp.4.1.08dij
Xiaoyan, O., & Honglian, C. (2021). The permeation of curriculum ideology and politics in college teaching. Journal of Frontiers in Educational Research, 1(6).
Published
2025-11-04
How to Cite
Fauzan, U., & Nadia, N. (2025). Instilling Religious Moderation Values in the EFL Classrooms in Islamic Universities: Teachers’ Perspective. Indonesian Journal of EFL and Linguistics, 10(2), 365-377. https://doi.org/10.21462/ijefl.v10i2.882
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