The Implementation of English Curriculum at State Islamic College of Mandailing Natal: An Analysis of Challenges and Opportunities
DOI:
https://doi.org/10.46870/lets.v6i2.1477Keywords:
English curriculum, challenges, opportunitiesAbstract
English proficiency has become an essential skill that significantly influences academic achievement, professional opportunities, and cross-cultural communication. This study investigates the implementation of the English Curriculum at the State Islamic College of Mandailing Natal, focusing on the challenges and opportunities inherent in the current pedagogical framework. Employing a qualitative case study approach, data were collected through semi-structured interviews and classroom observations, involving two lecturers, and thirty students. The analysis revealed that traditional, lecture-based teaching methods, resource limitations of material, and fragmented curriculum delivery pose significant challenges to effective language instruction. Conversely, the study identified promising opportunities, such as the integration of interactive teaching strategies, enhanced use of digital tools, and ongoing professional development for educators, which could bridge the gap between theoretical content and practical application. The findings suggest that targeted curriculum reforms are essential to create a more engaging and effective learning environment, ultimately enhancing students’ English language proficiency and preparing them for academic and professional success.
References
Alam, S. (2023). The conceptual relevance of English as lingua franca in non-English speaking countries: Revisiting history, policies and praxis. Theory and Practice in Language Studies, 13(9), 2398–2405. https://doi.org/10.17507/tpls.1309.28
Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan UK. https://doi.org/10.1057/9780230290518
Beckett, G. H. (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59(2), 108–116. https://doi.org/10.1093/eltj/cci024
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Budianto, L., Hadi, I., & Zulaiha, S. (2022). Foreign teachers’ insights regarding teaching “conversation” in boarding school. Journey: Journal of English Language and Pedagogy, 5(2). https://doi.org/10.33503/journey.v5i2.1903
Çelik, F., & Baturay, M. H. (2024). The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling. BMC Psychology, 12(1), 58. https://doi.org/10.1186/s40359-024-01549-4
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Elmas, G., Aris, T. M., & Hidayati, N. (2023). Survey of ideal lecturer interested by students IKIP Budi Utomo Malang. Prosiding Seminar Nasional Pendidikan Jasmani dan Keolahragaan, 1(1), 410–418. https://doi.org/10.33503/prosiding_penjas_pjkribu.v1i1.2339
Emir, G., & Yangın-Ekşi, G. (2024). The role of telecollaboration in English language teacher education: A systematic review. Smart Learning Environments, 11(1), 3. https://doi.org/10.1186/s40561-024-00290-0
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning (pp. 3–21). Pfeiffer.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.
Kelch, K. (2011). Curriculum development in English language teaching: Innovations and challenges for the Asian context. International Journal of Organizational Innovation, 3(3), 22–42.
Kemaloglu-Er, E., & Lowe, R. J. (2023). Language teacher identity, world Englishes, and ELF: A duoethnography between a “native speaker” teacher and a “non-native speaker” teacher. Journal of Language, Identity & Education, 22(5), 478–491. https://doi.org/10.1080/15348458.2022.2141244
Kim, H. (2020). The efficacy of Zoom technology as an educational tool for English reading comprehension achievement in EFL classroom. International Journal of Advanced Culture Technology, 8(3), 198–205. https://doi.org/10.17703/IJACT.2020.8.3.198
Kurzer, K. (2018). Dynamic written corrective feedback in developmental multilingual writing classes. TESOL Quarterly, 52(1), 5–33. https://doi.org/10.1002/tesq.366
Macalister, J., & Akoyt, M. C. (2024). English in Timor–Leste. English Today, 40(2), 140–144. https://doi.org/10.1017/S0266078423000317
Magloire, J. (2010). Integrating general education into a communication curriculum: The bigger picture question. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 5(1), 23–32.
McFadden, J. R., & Roehrig, G. H. (2017). Exploring teacher design team endeavors while creating an elementary-focused STEM-integrated curriculum. International Journal of STEM Education, 4(1), 21. https://doi.org/10.1186/s40594-017-0084-1
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Molate, B., & McKinney, C. (2024). Resisting the coloniality of language through languaging and making of a multilingual ikhaya in South Africa. Journal of Multilingual Theories and Practices, 4(2), 201–222. https://doi.org/10.1558/jmtp.26058
Muluk, S., Habiburrahim, Zulfikar, T., Orrell, J., & Mujiburrahman. (2019). Developing generic skills at an Islamic higher education institution curriculum in Aceh, Indonesia. Higher Education, Skills and Work-Based Learning, 9(3), 445–455. https://doi.org/10.1108/HESWBL-06-2018-0064
Nasakina, S., & Maiev, A. (2023). Intersubject connections in the focus of teaching English in higher education institutions. Teaching Languages at Higher Institutions, 43, 71–85. https://doi.org/10.26565/2073-4379-2023-43-05
Nation, I. S. P., & Macalister, J. (2019). Language curriculum design (2nd ed.). Routledge.
Oishi, J., Sato, T., Miller, R. T., Nagata, S., Fuchikami, M., Shimizu, S., Matsumoto, T., Yamaguchi, T., & Kim, S. E. (2024). Japanese graduate students’ experiences in online international development and peace through sport courses using English-medium instruction during the COVID-19 pandemic. International Journal of Educational Reform, 33(2), 221–245. https://doi.org/10.1177/10567879221094302
Pun, J. K. H., Fu, X., & Cheung, K. K. C. (2024). Language challenges and coping strategies in English medium instruction (EMI) science classrooms: A critical review of literature. Studies in Science Education, 60(1), 121–152. https://doi.org/10.1080/03057267.2023.2188704
Rana, M. S., & Shaikh, R. (2024). The role of English speaking-skills in career progression: A case study among Sudanese undergraduate EFL students. World Journal of English Language, 14(2), 349. https://doi.org/10.5430/wjel.v14n2p349
Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press.
Richards, J. C. (2021). Key issues in language teaching. Cambridge University Press.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rudolph, J., et al. (2023). War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie and beyond. The new AI gold rush and its impact on higher education. Journal of Applied Learning & Teaching, 6(1). https://doi.org/10.37074/jalt.2023.6.1.23
Sahan, K., & Şahan, Ö. (2024). Investigating student and alumni perspectives on language learning and career prospects through English medium instruction. Teaching in Higher Education, 29(1), 194–215. https://doi.org/10.1080/13562517.2021.1973407
Sakkir, G., Dollah, S., & Ahmad, J. (2021). E-learning in COVID-19 situation: Students’ perception. EduLine: Journal of Education and Learning Innovation, 1(1), 9–15. https://doi.org/10.35877/454RI.eduline378
Seixas, B. V., Smith, N., & Mitton, C. (2017). The qualitative descriptive approach in international comparative studies: Using online qualitative surveys. International Journal of Health Policy and Management, 7(9), 778–781. https://doi.org/10.15171/ijhpm.2017.142
Shi, H., & Cheung, L. M. E. (2024). Storytelling for understanding: A case study of an English-language digital storytelling service-learning subject for refugee children in Hong Kong. Journal for Multicultural Education, 18(1/2), 81–97. https://doi.org/10.1108/JME-10-2023-0116
Smith, M. D., & Samuell, C. (2024). Neoliberalism and the social imaginary: Interpreting study abroad policy in Japanese higher education. Pedagogy, Culture & Society, 32(1), 163–181. https://doi.org/10.1080/14681366.2021.2024591
Thorne, S. (2013). Applied linguistics and digital literacies. Routledge. https://doi.org/10.4324/9780203807197
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zheng, Y., & Qiu, Y. (2024). Epistemic (in)justice in English medium instruction: Transnational teachers’ and students’ negotiation of knowledge participation through translanguaging. Language and Education, 38(1), 97–117. https://doi.org/10.1080/09500782.2023.2248968
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Muhammad Ari Saputra, Zelly Putriani, Rizky Yolanda, Weni Ratnasari, Taqiyuddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
