Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature GLENS: Global English Insights Journal
Rafiqa Rafiqa
Universitas Sulawesi Barat, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Implementing Pedagogical Competence in Developing ESP Curriculum at Vocational High Schools Mustaqimah Mustaqimah; M.N. Jamalia; Sri Fatta Meldawati; Rafiqa Rafiqa
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.743

Abstract

The implementation of the Merdeka Curriculum in Indonesian vocational education mandates a shift toward instructional autonomy and industry-aligned pedagogy. In fact, the transition from standardized English instruction to contextualized English for Specific Purposes (ESP) remains uneven across different institutional frameworks. This study aims to investigate how vocational English teachers integrate students’ needs and industry demands into curriculum development within the public and private school sectors. Following a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving five English teachers in Parepare, South Sulawesi. The findings indicate that while all participants attempt to synchronize their instruction with vocational requirements, their pedagogical agency is heavily mediated by institutional resources. Teachers in public schools demonstrate a designer approach, utilizing collaborative networks to develop customized modules. In contrast, private school teachers often adopt a consumer approach, relying on standardized textbooks while employing spontaneous improvisation to maintain classroom relevance. This study suggests that teacher agency is not merely an individual capacity but a situated achievement facilitated by professional learning communities. These results imply that policymakers must provide targeted material support and formalized collaborative time, particularly for resource-constrained private institutions, to ensure equitable curriculum innovation.
Empowering ESP Teacher with Technology: Pedagogical Innovations in Vocational High Schools Mustaqimah Mustaqimah; Rafiqa Rafiqa; Andi Adisaturrahimi Andi Adisaturrahimi
Journal of ELT, Linguistics, and Literature Vol 11 No 2 (2025): (December) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Universitas Uluwiyah Mojokerto, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/22jxsv75

Abstract

The strategic integration of digital technologies into English for Specific Purposes (ESP) instruction has emerged as a critical dimension of pedagogical competence, particularly in vocational education settings where contextualized language learning is essential. This study investigates the digital pedagogical practices of an ESP teacher at a state vocational high school in Indonesia, framed by the National Teacher Competency Standards (Permendiknas No. 16/2007), specifically Standard 5, which emphasizes the effective utilization of information and communication technology (ICT) in teaching. Employing a qualitative case study design, data were gathered through systematic classroom observations, semi-structured interviews, and document analysis. The findings indicate that the teacher demonstrated consistent and deliberate integration of digital technologies across all phases of instruction—including lesson planning, delivery, and assessment—using a range of tools such as mobile learning applications, interactive multimedia, and online evaluation platforms. The teacher’s approach was marked by a strong alignment between digital strategies and students' vocational profiles, resulting in increased learner engagement and contextual relevance. This study contributes to the growing discourse on digital pedagogy in ESP by providing empirical insights into how individual teacher can leverage technology not merely as an instructional aid, but as a transformative tool to support vocationally aligned, learner-centered education. It concludes by emphasizing the importance of targeted professional development in digital pedagogy that bridges technical skill and pedagogical depth, particularly for ESP practitioners in vocational education contexts
Co-Authors Andi Adisaturrahimi Andi Adisaturrahimi M.N. Jamalia Mustaqimah Mustaqimah Mustaqimah Mustaqimah Sri Fatta Meldawati