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All Journal Teaching English as a Foreign Language Journal
Yasir A. Alsamiri
The Islamic University of Madinah
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Bridging policy and practice: A needs analysis of primary school class teachers in designing contextualized English materials Sukarno Sukarno; Megan Jinabe; Fitriya Dessi Wulandari; Doni Dwi Hartanto; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Miftahurrizqi Insani; Shabrina Nahari Puteri; Arsyadania Faradisa; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri; Yue Xiong
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2413

Abstract

The reinstatement of English as a primary school subject in Indonesia has exposed a policy-practice gap. In Yogyakarta, around 90% of primary English teachers are generalist classroom teachers who lack formal training in English Language Teaching (ELT). This situation contributes to language anxiety and dependence on largely unadapted commercial English textbooks. This study investigated a six-month blended workshop-and-mentoring professional-development initiative designed to support non-specialist teachers in evaluating, adapting, and developing contextualized English materials. Guided by Needs Analysis, the study employed a convergent parallel mixed-methods design using baseline diagnostics, a post-intervention exit questionnaire, open-ended reflections and mentorship records. The findings indicate stronger self-reported understanding and confidence in materials evaluation and adaptation, while qualitative reflections suggest a perceived shift from passive textbook use toward more active evaluation, adaptation, and contextualization of materials. Teachers also identified longer-term needs for shared digital resource repositories, localized Communities of Practice, equitable university support, and future-ready pedagogical development. The study concludes that primary EFL curriculum reform should be accompanied by sustained, ecologically responsive professional-learning systems rather than one-off training.
Co-Authors Arsyadania Faradisa Dewi Nur Widiyati Doni Dwi Hartanto Fadhl Mohammed Awadh Gharamah Fitriya Dessi Wulandari Ihtiara Fitrianingsih Megan Jinabe Miftahurrizqi Insani Shabrina Nahari Puteri Shabrina Yumna Azhra Sukarno Sukarno Yue Xiong