Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Jurnal Celtic TOFEDU: The Future of Education Journal
Elisa Ratih
Akademi Teknik Alat Berat Indonesia, Malang, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring English communication needs in the heavy equipment industry: Insights from industry practitioners Elisa Ratih; Dita Lupita Sari
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.42210

Abstract

The heavy equipment industry requires employees to possessnot only technical expertise but also adequate Englishcommunication skills to interact effectively in multinationalworkplaces. This study aims to explore the Englishcommunication needs of professionals in the heavy equipmentsector as a basis for designing an industry-oriented Englishcurriculum. Data were collected through semi-structuredinterviews with industry practitioners from leading heavyequipment companies in Indonesia. The findings reveal thatEnglish is primarily used in technical documentation, safetycommunication, and daily interaction with expatriates, withwriting and speaking skills being the most crucial. Furthermore,specific vocabulary related to machinery operation,troubleshooting, and safety procedures emerged as essentialfor workplace communication. The results suggest that anEnglish curriculum for heavy equipment engineering programsshould integrate task-based activities, workplace simulation,and multimodal strategies to bridge the gap betweenacademic instruction and industry demands. This studyprovides valuable insights for curriculum developers, vocationaleducators, and policymakers in aligning English teaching withnational human capital development goals.
The Paradox of High Achievement: When an Outstanding EFL Student Struggled to Graduate on Time Elisa Ratih
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2112

Abstract

High-achieving students are commonly associated with strong academic performance and timely graduation. However, not all academically successful students are able to complete their studies without obstacles. This study explores the experiences of an outstanding English as a Foreign Language (EFL) pre-service teacher who struggled to graduate on time despite her remarkable academic achievements. Employing narrative inquiry, this study investigates the participant’s lived experiences, focusing on the factors contributing to her delayed graduation. The findings reveal that financial difficulties, problematic academic supervision, and mental health challenges significantly influenced the participant’s demotivation and prolonged study completion. These challenges also affected her motivation, social life, academic productivity, and emotional well-being. Despite these obstacles, the participant gradually regained motivation through personal support systems and self-driven strategies. This study highlights that academic achievement does not necessarily protect students from educational and psychological struggles. The findings contribute to broader discussions on student well-being, academic support, and higher education completion among high-achieving EFL students.
Co-Authors Dita Lupita Sari