ELT for Inclusive Character Education: Religious Moderation Practices in Southwest Papua Islamic Schools

Misnariah   Idrus; Hasbulllah Hasbulllah; Toja Rumauw Rumauw; Vera   Venita

doi:10.31849/xmn2qf21

Authors

Misnariah Idrus Institut Agama Islam Negeri Sorong, Sorong, Indonesia. https://orcid.org/0009-0008-2456-451X
Hasbulllah Hasbulllah Institut Agama Islam Negeri Sorong, Sorong, Indonesia. https://orcid.org/0000-0003-0200-0154
Toja Rumauw Rumauw Institut Agama Islam Negeri Sorong, Sorong, Indonesia.
Vera Venita Institut Agama Islam Negeri Sorong, Sorong, Indonesia.

DOI:

https://doi.org/10.31849/xmn2qf21

Keywords:

Religious moderation, Integrated values, English language teaching, State Islamic school , Islamic Boarding Schools

Abstract

English language teaching (ELT) is increasingly positioned as a pedagogical space where language competence, intercultural awareness, and inclusive character formation are developed together. In Islamic schools, ELT concerns not only listening, speaking, reading, and writing proficiency, but also how learners use English to negotiate difference, express respect, and participate responsibly in plural societies. Yet, empirical studies on religious moderation in Indonesian ELT remain limited, particularly in Southwest Papua, and few systematically connect moderation values with specific language skills. This study examined the integration of religious moderation values in English learning at MAN Kota Sorong and Darul Hufadz Islamic Boarding School in Sorong Regency, Southwest Papua. Using an explanatory sequential mixed methods design, data were collected from 52 proportionally selected students out of 522 through a 40 item Likert scale questionnaire, followed by semi structured interviews with six purposively selected students. The study focused on national commitment, tolerance, nonviolence, and acceptance of diverse traditions as integrated into listening, speaking, reading, and writing. The findings showed high implementation (M = 4.21), with tolerance as the strongest indicator (M = 4.40) and speaking as the most prominent skill domain (M = 4.35). Conversely, acceptance of diverse traditions (M = 4.12) and writing (M = 4.09) required stronger support through localized materials, reflective prompts, and clearer scaffolding. This study offers an original ELT based integration model that positions English classrooms as sites for moderation oriented communication, curriculum innovation, teacher preparation, and peaceful intercultural engagement in multilingual and multicultural education.

Author Biographies

Misnariah Idrus , Institut Agama Islam Negeri Sorong, Sorong, Indonesia.

Misnariah Idrus is a lecturer in the Department of English Education at the State Islamic Institute of Sorong, Sorong, Indonesia. She is actively involved in teaching English language skills, language pedagogy, and academic communication for higher education students. Her professional interests include English Language Teaching (ELT), language assessment, intercultural communication, and the internationalization of higher education. Through her academic and institutional engagement, she is committed to strengthening students’ linguistic competence, intercultural awareness, and readiness to participate in global academic and professional contexts.
Hasbulllah Hasbulllah, Institut Agama Islam Negeri Sorong, Sorong, Indonesia.

Dr. Hasbullah is a lecturer in the Department of English Education at the State Islamic Institute of Sorong, Sorong, Indonesia. His academic interests include curriculum development, religious moderation, multicultural education, and language teaching. His research focuses on the educational, social, and cultural contexts of Papua, particularly in relation to curriculum implementation, multicultural learning, and the promotion of religious harmony in diverse communities. He is actively involved in teaching, research, and community engagement activities that support educational improvement and social development in the region.
Toja Rumauw Rumauw, Institut Agama Islam Negeri Sorong, Sorong, Indonesia.

Toja Rumauw is a student and researcher at the Department of English Education at the State Islamic Institute of Sorong, Sorong, Indonesia. His interest area in communicative competence, effective teaching strategies, educational technology, and intercultural communication aspires to contribute to the advancement of English education and to support learners’ growth in both local and global contexts.
Vera Venita , Institut Agama Islam Negeri Sorong, Sorong, Indonesia.

Vera Venita is a researcher and student at the Department of English Education at the State Islamic Institute of Sorong, Sorong, Indonesia. She is passionate about English language learning, language teaching, and educational development. Throughout her studies, she has actively engaged in academic activities that support the development of her linguistic competence and teaching skills. Her academic interests include English language education, classroom instruction, learner-centered pedagogy, and the role of language in fostering intercultural communication.

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