Exploring Teachers’ Perspectives on Morality in EFL Pedagogy

Novawan, Adriadi and Aisyiyah, Siti and Miqawati, Alfi Hidayatu and Wijayanti, Fitri and Indrastana, Nodistya Septian (2020) Exploring Teachers’ Perspectives on Morality in EFL Pedagogy. Journal of ELT Research, 5 (1). pp. 81-93.

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Abstract

As a language of international communication, English is taught and learned in the contexts which are not neutral from morality or values both ESL and EFL. In the classroom contexts, there are interplays among diversity with regard to beliefs, religions, cultures, races, genders, ages, individual dispositions, and others. In Indonesia, values inculcation is nationally managed in the curriculum to accompany the offering subjects including English. However, to what extent it has been effectively incorporated in the EFL classroom has little been investigated. This research was aimed to reveal the reality of morality included in the EFL teaching in higher education based on the lecturers’ perspectives. Interviews were done to ten lecturers who were experienced in EFL teaching in a higher education institution. The findings revealed a solid consensus on the need of morality inclusion through EFL pedagogy and its materials; nevertheless, its practices remained implicit. The study implied the need for specific studies on theoretical frameworks and instrumentation which guide teachers to incorporate values inculcation more sufficiently and sustainably into EFL teaching. Key words: EFL education, higher education, lecturers’ perspective, morality or values

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