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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education The Journal Of English Teaching For Young And Adult Learners
Haris Munandar
Universitas Darussalam Gontor
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Voices From the Classroom: Students’ Perceptions of CEFR-Based English Materials in an Islamic Higher Education Context Haris Munandar; Faiz Rizki Muhammad; Dinar Dipta
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v14i1.24756

Abstract

This study aimed to investigate students’ views toward English classroom materials used in the Language Class Program (LCP) at Universitas Darussalam Gontor. It also examined the process of selecting English teaching materials implemented in the program. This research employed a qualitative descriptive approach involving twenty freshmen students as participants. The data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings revealed that the process of selecting English materials in the LCP was primarily based on international standards, particularly the Common European Framework of Reference (CEFR), and relied on materials adapted from the British Council. The material selection focused on students’ academic needs, language proficiency levels, and the development of four language skills, with greater emphasis on speaking and listening skills. However, some materials were considered less suitable for pesantren context and required further adaptation by the tutors. Furthermore, the study identified four main themes regarding students’ perceptions of the English materials: understanding of the materials, material suitability, skill difficulty, and students’ motivation in learning using the materials. Overall, students perceived the materials as relevant and useful for their academic needs, although differences were found in levels of comprehension, difficulties in certain language skills, particularly listening and writing, and fluctuating learning motivation. Therefore, this study suggests that English teaching materials should be continuously developed and adapted to better suit students’ needs and the educational context of the institution.
FROM GLOBAL FRAMEWORKS TO LOCAL CLASSROOMS NEGOTIATING CEFR-BASED ENGLISH MATERIALS IN A PESANTREN-BASED UNIVERSITY Faiz Rizki Muhammad; Haris Munandar; Dinar Dipta
The Journal Of English Teaching For Young And Adult Learners Vol. 5 No. 02 (2026): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jeeyal.2026.5.2.1

Abstract

The adoption of the Common European Framework of Reference for Languages (CEFR) has become increasingly prevalent in higher education institutions seeking to enhance educational quality and align language learning outcomes with international standards. However, the implementation of CEFR-based materials in culturally distinctive educational environments requires continuous negotiation between global frameworks and local realities. This study investigates how a pesantren-based university in Indonesia adopts, adapts, and implements CEFR-oriented English materials within its Language Class Program (LCP). Using a qualitative case study design, data were collected through semi-structured interviews with program administrators and tutors, classroom observations, and document analysis. The findings reveal three major themes: (1) CEFR as an institutional strategy for internationalization, (2) the localization of imported CEFR materials within the pesantren context, and (3) the mediating role of tutors in translating global standards into meaningful classroom practices. The study demonstrates that CEFR implementation is not a process of direct adoption but rather a dynamic negotiation in which global language policies are reinterpreted according to local educational values, institutional goals, and learners’ needs. The findings contribute to discussions on curriculum internationalization, language policy enactment, and material localization in Islamic higher education.
Co-Authors DINAR DIPTA Faiz Rizki Muhammad Faiz Rizki Muhammad