CHALLENGES IN INTEGRATING ENGLISH FOR SPECIFIC PURPOSES INTO THE INDONESIAN TEFL CURRICULUM: A LITERATURE STUDY
(1) English Language Education Department, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung Indonesia
(2) English Language Education Department, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung Indonesia
(3) English Language Education Department, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung Indonesia
(*) Corresponding Author
Abstract
This study examines the challenges of integrating English for Specific Purposes (ESP) into Indonesia's Teaching English as a Foreign Language (TEFL) curriculum. As language teaching evolves, ESP integration addresses learners' professional linguistic needs but faces significant obstacles. Based on a literature study from peer-reviewed journals and academic databases, the analysis identifies key challenges, including teacher qualifications, instructional methods, theoretical frameworks, varied learner proficiency, inadequate materials, institutional policies, and the lack of curriculum guidelines and assessment strategies. The study emphasizes the crucial role of teachers in overcoming these issues, noting a gap between theoretical concepts and practical application in ESP teaching. Addressing these challenges is essential for improving language learning outcomes. The findings highlight the need for teacher professional development and collaborative efforts to establish comprehensive ESP integration frameworks. This study contributes to the discourse on language education in Indonesia, offering insights for future research to enhance teaching practices and outcomes.
Keywords
Full Text:
PDFReferences
Abdullah, A., Alim, A., Andriyadi, F., & Burga, M. A. (2023). Application of Multicultural Education in Strengthening Community Solidarity in Indonesia. Jurnal Ilmiah Peuradeun, 11(3), 1173–1198.
Ahyanuardi, & Efronia, Y. (2022). Pedagogical Competence of Teachers in Planning Vocational High School Learning. Journal of Education Research and Evaluation, 6(3), 468–474. https://doi.org/10.23887/jere.v6i3.41556
Alemdag, E., Cevikbas, S. G., & Baran, E. (2020). The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre. Studies in Continuing Education, 42(2), 213–239.
Aliverti, J. (2021). Constructing a New Educational Model: Empathy Building as a Component of Pluricultural Awareness. In Journal of Foreign Languages, Cultures and Civilizations (Vol. 9, Issue 1). https://doi.org/10.15640/jflcc.v9n1a1
Basuki, S. (2023). ESP : THE DEVELOPMENT AND THE CHALLENGES. 8(2), 187–196. https://doi.org/10.37110/jell.v8i2.178
Damayanti, I. L., & Febrianti, Y. (2020). Multimodal literacy: Unfolding reading path in children’s picture book and its potential for EFL classrooms. Indonesian Journal of Applied Linguistics, 9(3), 616–627.
Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431–441.
Dou, A. Q., Chan, S. H., & Win, M. T. (2023). Changing visions in ESP development and teaching: Past, present, and future vistas. Frontiers in Psychology, 14, 1140659.
Drew, S. V., & Sosnowski, C. (2019). Emerging theory of teacher resilience: a situational analysis. English Teaching, 18(4), 492–507. https://doi.org/10.1108/ETPC-12-2018-0118
Drotar, D. (2019). Student-Centered Language Teaching in the East Asian Context. Thesis. Multnomah Bible College and Biblical Seminary.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge university press.
Entesari, E., Yousefi, M. H., & Eslami, H. (2020). A mixed-method study of Iranian EFL teachers’ achieving resiliency: implications for teacher development. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00096-w
Fitria, T. N. (2020). Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT). Jet Adi Buana, 5(01), 55–66. https://doi.org/10.36456/jet.v5.n01.2020.2276
Fitria, T. N. (2023). Teaching english for specific purposes (ESP): Teachersâ€TM role and their challenges. PRIMACY Journal of English Education and Literacy, 2(1), 54–70.
Gani, S., Khairisman, K., & Samad, I. (2018). Investigating rural students’strategies in English learning. International Journal of Education, 11(1), 68–77.
Gon, S., & Rawekar, A. (2017). 8454-16768-3-PB.pdf. MVP Journal of Medical Sciences, 4(June), 19–25. https://doi.org/10.18311/mvpjms/2017/v4i1/8454
Hadi, A. (2019). Exploring preparation of pre-service teachers’ english proficiency and pedagogy: Stories from an EFL teacher education program. The Qualitative Report, 24(8), 1946–1966.
Hutchinson, T. (1987). English for specific purposes. Cambridge University Press.
Hyland, K., & Jiang, F. K. (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25.
Johnson, G. M., & Andrew, H. J. (2005). Change in Pre-Service Teacher Attitudes toward Contemporary Issues in Education. Online Submission.
Kaul, S., Akbulut, B., Demaria, F., & Gerber, J. F. (2022). Alternatives to sustainable development: what can we learn from the pluriverse in practice? Sustainability Science, 17(4), 1149–1158. https://doi.org/10.1007/s11625-022-01210-2
Kharismawati, S. A. (2022). Development of Educational Innovation Through Learning Media. In Social Studies Conference Proceedings (pp. 327–334).
Khodi, A. (2016). From an appraisal of Iranian ESP courses to curriculum development. Research in English Language Pedagogy, 3(2), 13–20.
Kusumaningputri, R. (2010). English for specific purposes diuniversitas jember: tantangan dan solusi. Jurnal Pengembangan Pendidikan, 7(2), 210263.
Le, L. P. (2017). Aligning specialist English language curriculum in higher education with development imperatives and workplace communication needs in Vietnam: A case study of the Vietnamese petroleum industry. Queensland University of Technology.
Massouleh, N. S. (2012). Needs Analysis : ESP Perspective on Genre. 3(6), 60–71.
Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Call-Ej, 21(2), 204–219.
Murray, D. E. (2020). The world of English language teaching: Creating equity or inequity? Language Teaching Research, 24(1), 60–70.
Nabung, A. (2023). Improving EFL Learning Outcomes by Using Interactive Multimedia Approach. Premise: Journal of English Education and Applied Linguistics, 12(1).
Nabung, A. (2024). Exploring teacher professional development in English for specific purposes among tertiary EFL educators in Indonesia. ESP International Journal of English Literature and Linguistics Research (ESP-IJELLR), 2(2), 1–8.
Nabung, A., Ni, L., & Edu, A. L. (2022). An Analysis of the Digital Transformation-Based Learning Implementation System in the Era of Disruption. Jurnal Basicedu, 6(3), 4265–4271.
Nasr, M., Bagheri, M. S., Sadighi, F., & Rassaei, E. (2019). Iranian EFL teachers’ assessment for learning practices and barriers: Do textbooks taught and teaching context matter? Cogent Arts & Humanities, 6(1), 1646691.
Nguyen, T. C. N. (2017). Aligning English for Specific Purposes (ESP) curriculum with industry needs: Language practices for Vietnam’s globalised workplaces. Queensland University of Technology.
Oo, C. Z., & Alonzo, D. (2023). Developing pre-service teachers’ skills in assessment for learning (AfL): A plan using design-based research. Issues in Educational Research, 33(2), 693–712.
Rahmatunnisa, E., Mujiyanto, J., & Bharati, D. A. L. (2021). The Implementation of Professional Competence in Teaching ESP at Four Private Vocational Schools in Grobogan. English Education Journal, 11(2), 256–264.
Rambe, S. L. V. (2022). Exploring interaction patterns in efl teaching and learning context. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(2), 2211–2223.
Sato, M., & Storch, N. (2022). Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research, 26(5), 919–942.
Septiana, I. (2018). The Challenges of teaching for English specific purposes in higher education. Jurnal Ilmiah Bina Bahasa, 11(1), 22–31.
Smith, E. B. (2009). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. Multicultural Education, 16(3), 45–50.
Stoller, F. L., & Robinson, M. S. (2018). Innovative ESP teaching practices and materials development. Key Issues in English for Specific Purposes in Higher Education, 29–49.
Subandi. (2011). Qualitative Description as one Method in Performing Arts Study. Harmonia, 19, 173–179.
Swales, J. M. (1990). Genre analysis. Cambridge university press.
Takagi, A., & Moeller, A. J. (2022). Developing Critical Cultural Awareness in the ELT Classroom. Journal of Asia TEFL, 19(1), 247–256. https://doi.org/10.18823/asiatefl.2022.19.1.16.247
Tarmizi, M. H. M., & Janan, D. (2022). Application of Dudley-Evans & St. John Model in Malay Language: The Needs Analysis Phase. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(7), e001628–e001628.
Teng, M. F. (2020). Language learning through captioned videos: Incidental vocabulary acquisition. Routledge.
Turmudi, D. (2023). Understanding the Indonesian EFL Zen students’ synchronous engagement in research course. Pegem Journal of Education and Instruction, 13(1), 20–30.
Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622.
Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 9(3), 967–977.
Yung, K. W. H., & Chiu, M. M. (2023). Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective. Language Teaching Research, 27(4), 907–929.
Yusra, K., Lestari, Y. B., & Hamid, M. O. (2022). Teacher agency and the implementation of CEFR-like policies for English for tourism and hospitality: insights from local vocational high schools in Indonesia. Current Issues in Language Planning, 23(3), 233–253.
Zein, M. S. (2017). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education, 43(2), 293–313.
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523.
Zhang, F., & Liu, Y. (2014). A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. Language Teaching Research, 18(2), 187–204.
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790.
DOI: http://dx.doi.org/10.24127/pj.v13i3.9972
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by Universitas Muhammadiyah Metro
Scientific Publication Unit (UPI)
Gd. HI, Lt1 Kampus 1 Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara 116 A
Kota Metro Lampung 34145 Indonesia
Email : help.upi@ummetro.ac.id
Phone : +62-725-42445
Fax : +62-725-42454
Mobile : +62-8570914-1060
Certificate of Accreditation (Volume 11 No 1, 2022-Volume 15 No 2, 2026
