89 In summary, Focus Group Discussions emerge as an effective technique for fostering critical thinking skills by encouraging interactive conversations, varied perspectives, and analytical thinking. Participants in FGDs are urged to question, evaluate, and construct well-reasoned arguments, all of which are fundamental components of critical thinking. FGDs contribute to the enhancement of effective communication, open-mindedness, and the capability to engage in thoughtful discussions. Whether utilized in educational or professional contexts, FGDs offer a valuable opportunity for individuals to improve their critical thinking abilities while actively engaging with others. In summary, the English language and critical thinking skills are interconnected, with proficiency in English enhancing critical thinking abilities. Project-Based Learning (PBL) promotes critical thinking through real-world projects and stimulates analytical thinking and creative problem-solving. Peer review fosters analytical thinking, effective communication, and opengch^_^h_mm [m mno^_hnm _p[fo[n_ j__lm’ qile [h^ _ha[a_ ch discussions. Focus Group Discussions (FGD) encourage critical thinking by facilitating structured conversations and diverse viewpoints. These methods empower students to become critical thinkers, effective communicators, and problem solvers, vital skills for academic and real-world success.
90 UNDERSTANDING English language subjects presents a range of challenges that span from the intricacies of grammar and vocabulary to the complexities of literary interpretation. For many learners, the labyrinthine rules of English grammar and syntax can be daunting, while expanding one's vocabulary to comprehend a vast lexicon is a constant endeavor. Idioms and phrasal verbs add further layers of confusion, as their meanings often defy literal interpretation. Cultural context also plays a significant role, as literature and language subjects often incorporate references that may elude those from different backgrounds. Reading comprehension demands the extraction of nuanced meanings, themes, and symbolism, often requiring deep analysis. Expressing ideas coherently and persuasively in written form can be a formidable task, as it necessitates the development of strong writing skills. Critical thinking, literary analysis, and interpretation of diverse forms of text, such as poetry, further compound the challenges. Moreover, the study of English literature spans various time
91 periods, styles, and literary theories, demanding a broad spectrum of knowledge. In sum, mastering English language subjects requires perseverance, practice, and an appreciation for the multifaceted nature of the language and its associated disciplines. Mastering English as a second language poses a multitude of obstacles, stemming from various sources. To start, the intricacies of English grammar, encompassing intricate regulations governing verb usage, tenses, word order, articles, and prepositions, can be particularly perplexing for those not born into the language. Pronunciation and phonetics present another layer of complexity; English boasts a wide spectrum of vowel and consonant sounds that can differ substantially across regions and accents, rendering pronunciation a recurrent hurdle for learners. Furthermore, the sheer expanse of English vocabulary, packed with synonyms, homophones, and idiomatic expressions, often becomes an overwhelming challenge when it comes to acquisition and retention. The abundance of idiomatic expressions and phrasal verbs in English adds an extra layer of difficulty, as these often possess figurative meanings that defy literal interpretation. Additionally, the unpredictable nature of English spelling and pronunciation can confound learners as words don't always adhere to phonetic expectations. Cultural context and the profound interconnection between language and culture further compound the learning journey, as comprehension hinges on understanding cultural references
92 and subtleties. A lack of immersion in an English-speaking environment, a common limitation for many learners, can hamper language acquisition, as it's one of the most effective ways to become proficient. Fear of linguistic errors and selfconsciousness about speaking English can hinder practice and progress. Grappling with the myriad dialects and accents worldwide, alongside language interference from one's mother tongue, adds another layer of complexity. Maintaining motivation and confidence can prove challenging amidst these linguistic hurdles, with frustration and self-doubt often acting as deterrents. Access to quality English language learning resources, including textbooks, courses, and skilled instructors, can be restricted in certain regions, exacerbating the challenge. Age can also influence language acquisition, as younger individuals tend to adapt more swiftly. Lastly, the learning environment itself plays a pivotal role; a supportive atmosphere with opportunities for English interaction is pivotal for success, yet not all learners are fortunate enough to possess such an environment. Conquering these challenges demands patience, unwavering dedication, and exposure to English in various contexts. Willingness to learn from mistakes is a key, as are effective language learning strategies like enrolling in language classes, engaging in language exchanges, immersing oneself in real-world experiences, and leveraging multimedia resources—all of which can assist significantly for learners in surmounting the formidable obstacles to English proficiency.
93 Effective learning techniques are essential for improving English language skills. Firstly, regular and immersive practice is crucial. Engaging in conversations with native speakers or fellow learners helps build fluency and confidence. Secondly, reading extensively in English, whether books, newspapers, or online articles, exposes learners to master diverse vocabularies and understand sentence structures comprehensively. Additionally, watching English-language movies, TV shows, and listening to podcasts or music can enhance listening comprehension and familiarize learners with colloquial speech. Thirdly, systematic vocabulary building through flashcards or vocabulary apps aids retention. Fourthly, grammar exercises and quizzes provide opportunities for refining grammatical accuracy. Writing regularly, such as keeping a journal or composing essays, hones composition skills. Moreover, participating in English language courses or finding a language exchange partner for regular conversation practice offers structured learning and valuable feedback. Finally, self-assessment is vital. Tracking progress and setting achievable goals ensures continuous improvement. By incorporating these techniques into their language learning routine, individuals can make significant strides in enhancing their English skills.
94 There is a wealth of resources available to individuals seeking to practice and improve their English proficiency. Firstly, language learning apps and websites like Duolingo, Memrise or Babbel offer interactive lessons, vocabulary exercises, and pronunciation practice. Secondly, online platforms like FluentU provide access to a vast library of authentic videos with subtitles, making it easier to grasp conversational English. Thirdly, podcasts such as "EnglishPod101" or "BBC Learning English" provide a convenient way to enhance listening skills and learn from real-life conversations. Additionally, online language exchange communities connect learners with native speakers for conversation practice via platforms like Tandem or HelloTalk. For those who prefer structured learning, numerous MOOCs (Massive Open Online Courses) on platforms like Coursera or edX offer comprehensive English language courses from top universities. Traditional resources like textbooks and workbooks are also widely available, covering grammar, vocabulary, and writing skills. Finally, local language schools and conversation clubs provide in-person practice and interaction opportunities. The abundance of resources ensures that learners at all levels and with varied preferences can find effective tools to hone their English languages.
95 Common mistakes in English language learning often stem from the complexity of the language and the influence of one's native tongue. Grammar errors, such as misusing verb tenses or failing to observe subject-verb agreement, are prevalent among learners. Pronunciation blunders arise due to the vast array of vowel and consonant sounds in English, which can vary by dialect. Vocabulary misuse or limited vocabulary is another frequent issue, with learners sometimes opting for imprecise words or failing to distinguish between synonyms. Idioms and phrasal verbs often confound learners, as their figurative meanings aren't always apparent. Spelling and pronunciation inconsistencies, like the famous "ough" words with different pronunciations, add to the complexity. Cultural nuances and context can be challenging to grasp, leading to misunderstandings. Additionally, translating directly from one's native language can result in awkward phrasing and unnatural expressions. Overcoming these common mistakes requires patience, practice, and a willingness to learn from errors. Immersion in English-speaking environments and seeking feedback from proficient speakers can also help rectify these issues. Overcoming challenges in English language learning requires a combination of effective strategies and a deter-
96 mined mindset. Firstly, consistent and immersive practice is a key. Engaging in regular conversations with native speakers or fellow learners helps build fluency and confidence. Secondly, diversifying learning sources is beneficial. Reading extensively in English, watching Englishlanguage media, and listening to podcasts can enhance vocabulary, comprehension, and colloquial language skills. Thirdly, systematic vocabulary building through flashcards or vocabulary apps aids retention. Grammar exercises and quizzes provide opportunities to refine accuracy. Writing regularly, whether through journals or essay compositions, strengthens composition skills. Additionally, enrolling in English language courses or finding a language exchange partner for structured learning and constructive feedback can be valuable. Self-assessment and setting achievable goals help track progress and maintain motivation. Ultimately, patience and willingness to learn from mistakes are crucial, as it is recognizing that language proficiency is an ongoing journey. By employing these strategies and maintaining a dedicated approach, learners can effectively surmount the challenges of English language acquisition. In the quest for mastering the English language, learners face a range of obstacles, encompassing intricate grammatical rules, pronunciation intricacies, vocabulary expansion, cultural subtleties, and more. Nonetheless, a combination of effective strategies and unwavering commitment can surmount these challenges.
97 Engaging in consistent and immersive practice, diversifying learning resources, and methodically enhancing vocabulary and grammar skills represent essential components of this journey. Seeking structured learning through courses or engaging with language exchange partners, coupled with self-assessment and goal-setting, are pivotal for monitoring progress and sustaining motivation. It is worth emphasizing the value of viewing mistakes as stepping stones for personal growth within the learning process. The acquisition of language proficiency is an ongoing expedition that demands patience and enduring dedication.
98 The ability to communicate effectively in English has \_]ig_ hin ihfs [ p[fo[\f_ mecff ch ni^[s’m afi\[fct_^ qilf^, but also a necessary for success. English proficiency not only opens doors to educational opportunities but also paves the way for career advancement and enriches cross-cultural interactions. Hiq_p_l, [m I l_`f_]n ih gs diolh_s `lig gs \[]b_fil’m degree in English language education program, I have come to realize that acquiring English language skills, while undeniably important, is no longer sufficient to succeed in a rapidly evolving professional landscape. The complex demands of modern education require educators to possess a diverse skill set that extends beyond language fluency. During my college years, I was exposed to a range of crucial skills that complemented my English language education. These skills included micro-teaching, the ability of
99 designing and developing instructional media, expertise in assessment and evaluation, the ability to design curriculum and materials, and more. These competencies have proven to be essential in the field of English language education and beyond. In the field of English instruction, teachers are required to excel not only in their communication skills in English but also in their ability to effectively transfer knowledge to their students. Teachers go beyond the role of knowledge carriers, because they are the designers of linguistic proficiency and communicative competence. In an increasingly interconnected world, they hold the key to unlock their mno^_hnm’ jin_hnc[f. Tbcm ch`fo_h]_ l_`f_]nm hin ihfs ch nb_cl language learning outcomes but also in the broader personal and professional journeys of their students. The responsibilities of educators extend beyond simply passing on information. It necessitates a deep understanding of the theoretical underpinnings that support the need for educators to be well-prepared for teaching English. This section explores into the theoretical foundations that shape the landscape of educator preparation in the context of English language instruction. We explore relevant theories in language acquisition, pedagogy, and instructional design, revealing the principles that guide effective language instruction. These theories support the role educators play in fostering language development and communication skills and transforming them from mere instructors to designers of linguistic proficiency.
100 Within the field of English language instruction, educators must acquire diverse competencies to succeed. This section identifies and elaborates on the essential competencies that educators need to deliver effective English instruction. We explore into areas such as linguistic proficiency, cultural awareness, communication skills, classroom management, and assessment strategies. Through concrete examples, we illustrate how these competencies translate into practical teaching skills. Educators equipped with these skills are better prepared to guide their students toward fluency in language and proficiency in intercultural communication. As education continues to change, the methods and plans for getting educators ready to teach English must also evolve. This part talks about different plans and methods that schools can use to make sure educators are fully ready. We look at how formal education, workshops, programs for professional growth, and working together with colleagues can all help in preparing educators. Also, we emphasize the important part that technology plays in improving how educators get ready and trained, and allowing them to make the most of modern tools for teaching effectively. While the effort to prepare educators is admirable, it comes with its share of difficulties. In this section, we tackle the common issues encountered when preparing educators for the intricacies of teaching English. We explore problems tied to limited resources, reluctance to adapt, and differing levels of previous experience among educators. Most importantly, we provide possible solutions and approaches to
101 address these issues, ensuring that educator preparation stays flexible and responsive. In each section, we delve deeper into the diverse domain of educator preparation for teaching English, shedding light on the theoretical foundations, competencies, strategies, and challenges that shape this crucial aspect of education. The theoretical foundations for educator preparation in Indonesia are shaped by several factors, including the education system, curriculum, and prospective teachelm’ motivations. Understanding these theoretical foundations is crucial for comprehensive teacher training or preparation. The Indonesian curriculum aims at developing individuals who apply the spirit of Pancasila, the five principles, served as the foundation for education (Mukminin et al., 2019). The goal is to provide an equitable and equal education to all students, regardless of their characteristics, by fostering their intellectual, social, and personal potential. This can be achieved with a strong focus on student _ha[a_g_hn [h^ n_[]b_lm ch]iljil[ncha nb_cl mno^_hnm’ voices. These principles underpin educator preparation, emphasizing moral and ethical education. In the process of transforming the curriculum into actual practice, teacherm’ reflections also play a crucial role. These reflections include both conscious and unconscious ethical considerations (Helleve, 2010). Teachers are encouraged to engage in ongoing reflection and self-assessment to improve
102 their teaching methods and adapt to the evolving needs of their students. Moreover, the motivations of future teachers in Indonesia are influenced by various factors. A study conducted by Suryani, Watt, and Richardson (2013) on _r[gchcha Ih^ih_mc[h `onol_ n_[]b_lm’ j_lmj_]ncp_m `ioh^ that some of the reasons for choosing a teaching career include the desire to contribute to society, the influence of family members who are teachers, and the belief that teaching is a noble profession. Continuous teacher professional development (TPD) is essential for ensuring that teachers have the capacity to plan and implement quality teaching and learning. However, based on Lim, Juliana [h^ Lc[ha’m research (2020), n_[]b_lm’ access to quality TPD in Indonesia is a challenge due to geographical limitations, gender, special needs, marginalized communities, and government policies or lack of policies regarding teachers. Teacher learning centers (TLCs) play a role in enb[h]cha n_[]b_lm’ []]_mm ni ko[fcns TPD, qcnb Information and Communication Technologies (ICT) mediating the professional learning activities, learning resources, learning support, and assessments. UNESCO (2020) outlines countries assess teacher preparedness in two main ways: first, by verifying if they have the necessary qualifications, meaning they hold the expected academic credentials according to national standards; and second, by checking if they have received appropriate teacher training, regardless of their qualifications. Teacher training involves acquiring
103 pedagogical knowledge and professional skills, and in some cases, subject-specific expertise. Apart from their theoretical knowledge, educators play a central role in nurturing language development and communication abilities. They create an environment where language thrives, providing students with opportunities for genuine conversations that reinforce language acquisition theories. Through carefully planned activities and interactions, educators support the development of listening, speaking, reading, and writing skills, and guide students toward fluency. Moreover, educators shape students into proficient communicators and prepare them for a world where intercultural interactions are commonplace. Effective communication goes beyond just language skills; it includes cultural awareness, active listening, and the capacity to convey ideas clearly. In this section, we have delved into the theoretical foundations that underscore the importance of educators being well-prepared for teaching English. We have explored _f_g_hnm mo]b [m nb_ ]ollc]ofog, n_[]b_lm’ gincp[ncihm, [h^ theories related to teacher professional development (TPD). Additionally, we have emphasized the pivotal role of educators in nurturing language development and communication skills. These foundational aspects provide the basis for the competencies and strategies we will explore in subsequent sections, empowering educators to effectively navigate the intricate landscape of English language instruction.
104 English educators should be equipped with a diverse set of competencies that enable them to excel in the dynamic field of language instruction. These competencies go beyond mere language proficiency and extend into various critical areas for delivering high-quality education. In this section, we outline several key competencies that English educators should cultivate, including linguistic, pedagogical, interpersonal, personal, and emotional proficiencies. Linguistic competence is crucial. Therefore, English educators in Indonesia should demonstrate a solid grasp of the English language and encompass grammar, vocabulary, and pronunciation. Moreover, they should be skilled in different types of English texts and adept at effectively conveying them. The ultimate goal is to empower students to communicate fluently, both in written and oral forms, while also provide guidance on grammar, vocabulary, word stress, and pronunciation, recognizing that these areas may be new to the students (Mubarok and Sofiana, 2022). In addition to mastering language skills, English educators should possess a sound comprehension of impactful teaching methodologies and strategies for instructing English as a foreign language. They should be proficient in designing comprehensive lesson plans, formulating assessments, and offering constructive feedback to students. This is in line with Sulistiyo (2016) that teachers are tasked with essential pedagogical responsibilities, including the design and planning of teaching and learning
105 activities employing diverse approaches and strategies, including the integration of ICT to enhance student learning. Social competence refers to the ability to interact effectively with others. English educators should be able to create a positive classroom environment that fosters learning and encourages students to participate. Teachers must cultivate students' higher-order thinking abilities, empower them to become agents of change and adept problem solvers and start this skill-building process within the school environment by not only delivering educational content but also by offering best practices and serving as inspirational role models (Priyadi et al., 2021). They should also be able to communicate effectively with parents, colleagues, and other stakeholders. Personal competence extends to educators' ability for effective self-management. English educators should not only excel in linguistic and pedagogical skills but also demonstrate the capability to manage their own affairs efficiently. This encompasses the skill to wisely allocate their time, effectively prioritize tasks, and maintain a consistently positive attitude towards teaching. Additionally, they should possess the capacity for self-reflection which enables them to assess critically for their teaching practices and try constantly for self-improvement. Educators do not only enhance their own professional growth but also serve as ideal models for their students in matters of organization, resilience, and commitment to learning. Emotional competence encompasses the proficiency in managing emotions, a pivotal aspect of effective teaching. English educators should be able at not only comprehending
106 and regulating their own emotional responses but also at perceiving and responding properly to the emotions showed by their students. It also involves creating a classroom environment that develops emotional well-being. Educators should aim to establish a supportive atmosphere where students feel secure in expressing their emotions, thereby fostering their emotional development. This competence empowers educators to navigate the emotional intricacies of teaching, improve positive relationships with their students and foster a conducive learning environment. In summary, English educators must possess a broad range of competencies, extending beyond language proficiency. These include expertise in effective teaching methods, the ability to foster a positive learning environment, and the skill to interact proficiently with students, parents, and peers. Additionally, educators need personal competence to manage their time, maintain a positive teaching attitude, and continuously self-improve. Emotional competence is _mm_hnc[f `il oh^_lmn[h^cha [h^ l_mjih^cha ni mno^_hnm’ emotions and creating an emotionally supportive classroom. As educators develop these competencies, they not only enhance their own professional growth but also become inspirational models for their students. Strategies and approaches for educators preparation encompass a range of methods, programs, and practices aimed at equipping teachers with the knowledge, skills, and dispositions needed for effective teaching. These strategies
107 and approaches can vary by country, institution, and educational context. In this section, we will explore teacher education programs, field experience, pedagogical training for teachers, cultural competence training, and global crosscultural training. Teacher education programs come in various forms. Traditional university-based programs, available at both undergraduate and postgraduate levels which offer a comprehensive education in pedagogy, subject expertise, and hands-on teaching experience. These programs may also be available partially or fully online, expanding their accessibility. On the other hand, alternative certification programs are tailored for those with non-education bacb_fil’m ^_al__m nb[n jlipc^_ an accelerated route to teaching certification by blending coursework with practical training. Field experience and practicum opportunities are crucial components of teacher preparation. Student teaching places aspiring educators in actual classrooms, where they apply pedagogical theories and gain practical experience under the guidance of seasoned teachers. Additionally, internships in educational settings offer teacher candidates valuable handson experience in some instances. These experiences are instrumental in developing effective teaching skills and preparing future educators for their roles in the classroom. Teacher pedagogical training encompasses various crucial components. Pre-service teachers acquire Pedagogical Content Knowledge (PCK) which enables them to effectively translate their subject matter expertise into engaging teaching strategies. They receive training in diverse
108 instructional methods, including inquiry-based, cooperative f_[lhcha, [h^ ^c``_l_hnc[n_^ chmnlo]ncih, ni ][n_l ni mno^_hnm’ diverse needs. Additionally, educators are prepared to integrate technology seamlessly into their teaching practices, incorporating digital tools and online resources. Incorporating technology into instruction has the potential to boost student engagement and improve learning results. Teacher training initiatives should guarantee that emerging educators are equipped to employ technology efficiently within their teaching environments. This encompasses the utilization of artificial intelligence (AI) tools, the integration of technology into lesson designs, and instructing students on the responsible use of technology. Cultural competence and diversity training are emphasized, equipping teachers to address the unique requirements of students from various cultural, linguistic, and socioeconomic backgrounds. Access to professional development is crucial for teachers to grow continuously for their skills and effectively use different teaching strategies in their classrooms. They learn effective assessment techniques and data analysis to tailor instruction to individual learning needs. Continuous professional development is fostered through workshops, seminars, conferences, and collaborative efforts among peers. Mentorship programs provide guidance and support for novice teachers early in their careers. Collaboration within Professional Learning Communities (PLCs) is encouraged, enabling educators to share best practices, analyze student data, and tackle challenges collectively.
109 Lastly, teachers are prepared for global and crosscultural contexts, promoting their competence in diverse and international educational settings. These comprehensive training components equip educators with the skills and knowledge needed to excel in the dynamic field of teaching. According to American Association of Colleges for Teacher Education (AACTE) (2010), educator preparation programs ought to synchronize their program objectives, methods, contents, and procedures to assist educators in promoting 21st-century skills in students. This encompasses cultivating skills like critical thinking, problem-solving, communication, and collaboration. Additionally, teacher educators should display adaptability and seize new prospects to respond to the needs of 21st-century learners. These strategies and approaches can be adapted and combined to create comprehensive educator preparation programs that align with the specific needs of teachers and the educational context in which they work. Additionally, effective educator preparation is often an ongoing process, as teachers continue to learn and grow throughout their careers. As we progress through the complex realm of educator preparation, we have laid the basis by exploring the theoretical foundations, essential competencies, and various strategies and approaches that contribute to the development of skilled English educators. Now, our attention shifts towards the challenges that frequently accompany the journey towards educator excellence and the innovative solutions that enlighten the path forward. These challenges
110 are not insurmountable obstacles but rather opportunities for growth and adaptation within the sphere of educator preparation. In this section, we delve into the common obstacles encountered by educator preparation programs and unveil the strategies that have proven transformative in overcoming these challenges. Limited funding and resources can indeed hinder the development and implementation of effective educator preparation programs, presenting a significant challenge. This issue is particularly noticeable in the current educational landscape, where one of the most important concerns facing teachers is the lack of adequate funding. For example, the certification exams that teachers need to pass are quite costly, especially for individuals with limited financial resources (Schwarts, no date). To address this challenge, a varied approach is recommended. Seeking external funding, forging partnerships with educational organizations, or securing government support can provide the necessary financial resources. Crucially, these resources should be allocated thoughtfully, prioritizing program goals and requirements to maximize their impact. Resistance to change is another significant challenge, often coming from educators, institutions, or policy makers who may be hesitant to adopt new teaching methods or modernize curricula. This resistance can be illustrated by the persistence of traditional, outdated syllabi and evaluation methods that are not aligned with the evolving educational landscape. To lessen this challenge, proactive measures are essential. Building awareness regarding the benefits of change through research and evidence-based practices can be
111 effective. Involving educators in the decision-making process and providing comprehensive professional development to support the transition can help overcome resistance. Additionally, encouraging educators to collaborate with students and incorporate their voices can inspire positive change. Moreover, the diversity of prior knowledge and educational backgrounds among participants in educator preparation programs poses its own unique challenge. Educators need to be equipped with the skills in many methods of instruction to meet the individual needs of their students. To address this, the implementation of differentiated instruction and assessments adjusted to accommodate varying levels of prior knowledge is crucial. Differentiated instruction involves customizing teaching methods to suit the unique requirements of each student. When necessary, providing additional support and resources to help participants catch up is essential to ensure that no one is left behind. The integration of technology into educator preparation presents both opportunities and challenges. Many educators currently lack the requisite training and resources to effectively incorporate modern technologies into classroom teaching. The challenge lies in the complex nature of integrating technology effectively into educator preparation. If teachers do not receive adequate and beneficial training regarding new technologies, they will not be able to utilize them to their maximum capacity (Johnson et al., 2016). A potential solution involves comprehensive technology training for both educators and students. It is because
112 integrating technology into teaching holds the promise of enhancing student engagement and improving learning outcomes. Collaboration with technology experts and staying informed about best practices in tech integration in education are essential steps. Lastly, encouraging educators to embrace lifelong learning and ongoing professional development throughout their careers is a commendable goal. To address this challenge, it is essential to develop a culture of continuous learning within the education community. Motivations for ongoing professional development should be established, and educators should have easy access to relevant resources to support their growth. The availability of professional development opportunities plays a pivotal role in enabling teachers to continually enhance their skills and effectively implement diverse teaching strategies in their classrooms. The field of educator preparation faces a spectrum of challenges, from resource constraints to resistance to change and the need for continuous professional development. However, solutions such as seeking external funding, involving educators in decision-making, and promoting a culture of continuous learning can effectively address these challenges. It is important to recognize that educator preparation is an evolving process, and by aligning resources, embracing change and prioritizing ongoing development, we can ensure that educators are equipped with the skills and knowledge needed to excel in the dynamic landscape of education, ultimately benefiting students and fostering positive educational outcomes.
113 In conclusion, the field of preparing educators is crucial in shaping the future of education. As we have explored the theoretical foundations, essential competencies, and various strategies for educator readiness, it is clear that effective preparation involves not noly sharing knowledge but also developing the skills [h^ [nncno^_m l_kocl_^ ch ni^[s’m ^sh[gc] teaching environments. Despite challenges such as limited resources, resistance to change, and diverse prior knowledge levels, these obstacles are not impossible to overcome. By employing strategic solutions and a commitment to lifelong learning, educators can continually improve their practice and meet the evolving needs of students. The journey of educator preparation is an ongoing one, marked by constant growth and adaptation, eventually ensuring that educators are well-equipped to motivate and empower the learners of the future.
114 ( ) In life, experience is valuable lesson that can make the person experiencing it grow. The learning process starts from the moment we are born into the world. Learn to understand situations, understand the purpose of everything, or you could say learn to understand everything that happens in life. Nothing happens without a cause and without any change caused by it. The more time develops, the more people's thinking develops. To be able to understand things around me, I believe that education plays an important role for every human being born on earth. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs and habits (Suardi, M., 2018; Hodson, D., 2009). Through education, people can have an understanding of something that makes them human beings who are critical in thinking and acting. The success of an
115 education cannot be separated from the involvement and role of teachers as educators, students as learners, learning materials taught, teaching methods and infrastructure provided. The meaning of education should not be as narrow as just "learning at school". More than that, education is a bridge to open all knowledge. My teacher in elementary school once said that "Education is currency that applies throughout the world". At that time, I did not really understand the meaning of what he said. But gradually, after delving into continuing education with the aim of being able to get a job, a decent life, and not become an idiot in the surrounding environment. As someone immersed in continuing education, mindsets also continue to change and develop. Initially, my life plan was only about self and family, but the more I learn, the more I understand that life continues and requires a human figure who understands the importance of social life in life, if there must be a continuation so that development will continue. If everyone thought like I did before, who only cared about themselves, the world civilization would disappear. The essence of the educational process is learning and not just getting recognition in the form of a diploma. More than that, education plays an important role in guiding humans as processors, thinkers and creators of information. The learning process helps someone to think more rationally about life and gain deeper knowledge. Learning can occur through various kinds of lessons, both formally at schools, institutions, and informally in the surrounding environment
116 or through organizations and communities. To ensure the effectiveness of learning, planning is needed so that this process is in accordance with educational objectives. In the Indonesian context, education is an important focus, as stated in the Constitution with the sentence "to make the nation's life intelligent." Innovation in education continues to develop from time to time to achieve these national goals. One important strategy is to design a learning process that develops according to learner needs and the demands of the times. The curriculum plays a central role in regulating education, and has undergone an evolution from the 2006 Curriculum (KTSP) to the 2013 Curriculum (K13) until the Merdeka Curriculum emerged in 2022. The Independent Curriculum is an important step in changing education in Indonesia. The concept of "Merdeka Belajar" or "Freedom of Learning" gives schools and students greater autonomy in designing their learning experiences. This is a response to the need for education that is more relevant, inclusive and adaptive to the needs of students in the current era. In the context of cultural differences in Indonesia, implementing the Independent Curriculum is an interesting challenge. The implementation of this curriculum relies on recognition of cultural diversity and the use of approaches that are sensitive to students' cultural backgrounds. While this is an important step in creating inclusive education, there are still several challenges that need to be overcome, especially in ensuring that all students, regardless of their cultural background, receive an education that meets their needs.
117 This approach also prioritizes foreign languages, especially English, as critical skills in an increasingly connected world. However, the diversity of regional languages in Indonesia also needs to be considered so that education remains inclusive. Although the Merdeka Curriculum has a noble goal of preparing a superior and competitive generation, recognizing that each student has uniqueness and different needs is the key to create meaningful and inclusive education amidst Indonesia's cultural diversity. Finally, a deeper understanding of the concept of the "independent curriculum" and how this affects students from various cultural backgrounds in Indonesia is an important step towards more inclusive education. More in-depth research will provide better insight into the challenges and opportunities faced in multicultural education in Indonesia. With a comprehensive understanding of this concept, we can take appropriate action to ensure that education in the country provides maximum benefit to all students. In the vast archipelago of Indonesia, a country renowned for its rich culture, language and traditions, the world of education stands as a dynamic intersection of tradition and transformation. This chapter begins an enlightening journey into the heart of Indonesia's educational landscape, guided by the overarching theme of the Merdeka Curriculum and its
118 profound implications for Indonesia's very diverse student body. When we enter the world of education, the concept of the Independent Curriculum resonates like a charming melody. It is a harmonious departure from conventional educational paradigms, inviting students to dance to the rhythm of their unique learning needs. This symphony of innovation is designed to give students the freedom to explore their interests, deepen their understanding, and hone important skills outside the confines of a rigid syllabus. From the perspective of the educational echelons to fully appreciate the depth of educational transformation, they would have to engage with a symphony of voices, each contributing their unique notes to the chorus. Educators, policymakers, students, parents, and other stakeholders from various layers of the education spectrum will share their perspectives on the Independent Curriculum. Their insights will paint a multidimensional canvas of hopes, challenges, and dreams as they navigate this uncharted educational territory. However, the tapestry of education in Indonesia is incomplete without acknowledging the deep cultural diversity that defines this nation. We will investigate the relationship between the Independent Curriculum and Indonesia's dynamic cultural mosaic. Does this curriculum adequately reflect the rich cultural diversity that exists in Indonesian society? Is the curriculum inclusive and sensitive to the diverse backgrounds of students? We will reveal how the Independent Curriculum navigates these diverse cultural waters.
119 As we explore the labyrinth of perspectives, we will also highlight their implications. This is where we can see the consequences, both intended and unintended, that flow through the lives of students. What are some stories of growth and empowerment? What challenges loom ahead? This chapter seeks to understand the wider impact of the Independent Curriculum, explore its role in shaping students' experiences and prepare them for a future characterized by change and complexity. Referring to the message from Ali Bin Abu Talib, who stated that "Children's education should be adapted to the context of their time, because they live in their own era, not in the same era as us". This illustrates the importance of having a curriculum that is relevant to the current era. In the current context of children's education, we cannot rely on old methods and approaches. The main reason is that today's children will face more complex and complicated life challenges in the future. Therefore, there needs to be adjustments in the educational approach to suit current developments. Education policies that do not keep up with the times will hinder our ability to find solutions to problems that may not have existed in the past. For example, currently a new curriculum has been introduced, known as the independent curriculum. The aim of this curriculum is to improve the quality of learning by making it more interesting and effective. In it, teachers carry out initial assessments to understand students' potential, characteristics, needs, developments and learning achievements.
120 The curriculum must be flexible to meet the needs of today's students. The new curriculum for Indonesia was implemented after several changes over the years. The Indonesian government has made several curriculum changes to ensure that students get the education they need in this digital era. The Merdeka Curriculum is an independent curriculum introduced by the Ministry of Education, Culture, Research and Technology in 2022. This curriculum aims at providing teachers with greater flexibility and autonomy in designing and implementing learning processes tailored to students' needs and potential. It is hoped that the implementation of the Independent Curriculum can overcome the learning crisis which has been exacerbated by the COVID-19 pandemic. The Merdeka Curriculum is a curriculum with diverse intracurricular learning where the content will be more optimal so that students have sufficient time to study. This curriculum emphasizes the importance of recognizing and respecting cultural diversity, providing opportunities for students to develop their cultural awareness and sensitivity. This curriculum is designed to give students the freedom to develop their own learning methods and focuses on essential material, character development, and student competencies. The curriculum is divided into six stages, from grade 1 to grade 12, providing opportunities for students to develop their interests and talents. In addition, the implementation of the Independent Curriculum is expected to help reduce the gap in education quality between urban and rural areas, as well as between rich and poor students.
121 To ensure the success of the Merdeka Curriculum, teachers are expected to have strong pedagogical competencies, which enable them to plan effectively, implement, and evaluate instructional strategies and activities that support student learning. It is hoped that the implementation of this curriculum will provide more opportunities for teachers to further develop their pedagogical competencies and adapt their teaching practices to students' needs and potential. The challenges faced in implementing the Independent Curriculum are discussed in various sources, including Pratikno et al. (2022), which discusses the readiness of human resources (teachers), the lack of understanding and readiness of teachers regarding the Independent Curriculum, the lack of adequate facilities and infrastructure to support the implementation of the Independent Curriculum, the need for teachers to develop their pedagogical competence, the need for schools to develop comprehensive plans for implementing the Curriculum Independence, and the need for schools to involve parents and the community in implementing the Independent Curriculum. Other sources provide insights and recommendations for overcoming these challenges and improving implementation of the Merdeka Curriculum in Indonesian schools. In the context of multicultural education, the implementation of the Independent Curriculum has implications for students who come from various cultural backgrounds in Indonesia. This curriculum emphasizes the importance of recognizing and respecting cultural diversity, as well as providing opportunities for students to develop
122 their cultural awareness and sensitivity. It is hoped that the implementation of the Independent Curriculum can help reduce the gap in education quality between urban and rural areas, and between rich and poor students. Saondi and Suherman (2015) define pedagogical competence as a teacher's ability to manage student learning which includes understanding students, designing and implementing learning, evaluating learning outcomes, and developing students to actualize the various potentials they have. In the context of the Independent Curriculum, teachers are expected to have strong pedagogical competencies to plan effectively, implement and evaluate learning strategies and activities that support student learning. The implementation of the Merdeka Curriculum is expected to provide more opportunities for teachers to develop their pedagogical competencies and adapt their teaching practices to students' needs and potential. The perspective of the curriculum policy maker, namely the Minister of Education and Culture, regarding the curriculum he issued to overcome the learning crisis, the launch of the Fifteenth Episode of Merdeka Belajar: Merdeka Curriculum and Merdeka Teaching Platform, carried out by the Minister of Education, Culture, Research and Technology (Kemendikbudristek), Mr. Nadiem Anwar Makari, via online on Friday (11/2/2022). During this launch, Minister Nadiem stated that, referring to various national and international studies, the learning crisis in Indonesia has been going on for a long time and has not improved from year to year. The learning crisis is increasing due to the Covid-19 pandemic which is causing learning loss and increasing learning gaps.
123 The government itself, in this case the Ministry of Education and Culture, has made innovations to improve the quality of education for Indonesian students, but educational success is not only the responsibility of the government, but also the awareness from all elements of society in implementing every policy in education. The Father of Indonesian Education, Ki Hadjar Dewantara, repeatedly emphasized the concept of what he called 'independence in learning'. This idea may have arisen as a reaction to violent educational practices as well as attempts to spread the concept of 'Taman Siswa' education. A member of the Taman Siswa Luhur Council, Ki Priyo Dwiyarso, explained that the essence of the concept of freedom of learning held by Ki Hadjar Dewantara is that the process of human formation must begin with the development of individual talent. This means that the desire to learn must come from the students themselves, not be imposed by teachers or lecturers who try to regulate how students should learn, for example, having to understand lessons within a certain time. This is the basic thought behind the phrase "Tut Wuri Handayani". "Tut Wuri Handayani" means encouraging and providing support. However, Ki Priyo explained that the way we encourage and provide support in learning must be wise. Even though we give students the freedom to learn, there are boundaries that need to be maintained so that they remain focused and directed in the learning process. According to Ki Priyo, in this context, student talent should be a guide for educators. A teacher must have the sensitivity to identify the potential of each student. Teachers need to understand what
124 can be developed from each student, and must have expertise in assessing individual studentm’ needs, what needs to be encouraged, and where to provide reinforcement. In an effort to fulfill this need for talent development, Ki Priyo emphasized that students must feel they have independence in the learning process. However, it is important to note that this independence is not absolute, but there needs to be a certain amount of control implemented to ensure that students remain focused in the learning process. In Indonesia's culturally diverse educational context, the implementation of an 'independent curriculum' offers an important opportunity to create a more inclusive, relevant and varied education. A deep understanding of these concepts allows educators to design learning experiences that suit students' diverse cultural backgrounds. This is not only about creating a differentiated curriculum, but also about providing space for each student to develop according to their unique potential. Thus, implementing an independent curriculum can be the key to preparing Indonesian students for a better future, where they not only have relevant knowledge but also appreciate and understand cultural differences in an increasingly diverse society. In conclusion, understanding and wise implementation of the 'independent curriculum' is a step towards a more inclusive and meaningful education for students in Indonesia, while promoting cultural diversity as the nation's wealth. As if it cannot be separated from culture, Indonesia, which is rich in culture, makes the government pay attention to the systems or policies issued so that they embrace all existing cultural backgrounds.
125 Overall, the Merdeka Curriculum has positive implications for students in facing cultural differences in Indonesia. This includes providing freedom in choosing learning materials, increasing tolerance and cultural sensitivity, developing student character and competence, as well as improving the quality of learning and student learning outcomes. However, implementing the Independent Curriculum requires thorough preparation, including the readiness of human resources (teachers) and adequate facilities and infrastructure to support its implementation.
126 IN the modern era of globalization and competitiveness, the role of English in the field of education has grown. English language, as an international language that dominates worldwide communication, plays an important role in education, particularly at the higher levels of education. However, the use of English in the classroom does more than just facilitate global communication; it also has implications for how we understand and learn many disciplines of knowledge. In this book chapter, we will look at the role of English in global context, the position of English in Indonesia, the use of English in education, and the implication of using English for disciplines. We will explore how the use of English in the classroom can improve students' understanding of complex concepts, as well as how this can affect curricula and education around the world. In addition, we will provide methods to address emerging issues and maximize the benefits of using English in education. As a result, this book will provide valuable information about the importance of English in current education.
127 English language in a global context is an international language that is used in a variety of fields for worldwide communication, including technology, business, and general knowledge. English is the primary international language that serves as the lingua franca (Susanti, n.d.). In addition, English is also the primary language used in literature, academic journals, and technical books that are required for technological education. Understanding the language is becoming increasingly important in the highly globalized world of today because English maintains a crucial role in communication that fosters collaboration across different cultures and countries (Abimanto & Oktavia, n.d.). Learning English may provide other benefits, such as improving student motivation, building up international contacts, and giving access to worldwide information. Therefore, in order to enter the international business world, it is necessary that you communicate English as clearly and accurately as possible. The use of English as a second language in Indonesia has a significant impact on many aspects of daily life. Although Bahasa keeps on growing in popularity as a widely used national language for daily communication, English also has certain significant advantages. In Indonesia, English is only taught in school as a required language to learn and some higher education offer academies in the language though it is not used in everyday conversations. English has a prominent
128 role in Indonesia as the country's native tongue and is taught in the curriculum as a crucial subject in the SD, SLTP, and SLTA (Alrajafi & Lampung, n.d.). English has never been considered an official language coexisting with the national language. English is now referred to as the nation's first foreign language (Rini, 2014). Since English is the language that Indonesians may use to learn and keep up with the advancement of science and technology, it was decided to make English the first foreign language. Although it is still a foreign language, Alrajafi (2021) stated that speakers in Indonesia have a sophisticated and worldly identity so the use of English is continuing to increase. It is expected that in this condition, English will gradually evolve into a second language and the medium of teaching the context. In the current global context, using English in the educational setting is an essential asset. Not only is language the primary subject at all levels of education, but it is also frequently used as an intermediate language in few upperlevel courses. This is intended to help women so they can interact and acquire knowledge in the global connected world. In addition, the use of English in school helps students develop their language skills, which is valuable in the workplace and international relations. Additionally, learning English broadens one's perspective globally by enabling interaction with a variety of cultures, access to international literature, and the enhancement of critical thinking skills.
129 1. English Language as a Subject Teaching English as a subject in the educational system has an irreplaceable role. English, as a school subject, operates as both a tool and way to gain knowledge and self-discovery. The focus of this course is to develop basic language skills, such as listening, speaking, reading, and writing. Further, students will be able to share their thoughts with others about transdisciplinary, personal, social, and literary subjects. In this digital age, learning English also provides access to more extensive sources of international scholarship, scholarly literature, and up-to-date information. English language teaching is a crucial foundational skill for individuals who are continuing their studies outside of their home countries. English language teaching also helps students obtain a better understanding of the world and open doors to a wider world and helps in preparing students for global challenges and taking benefits from upcoming opportunities. 2. English Teaching Methods The 21st century was defined by many changes and innovations in the field of language learning ideologies. The primary method of teaching English to students is through pedagogical work that focuses on teaching English to students in an organized way. The methods used have different characteristics and approaches to facilitate learning English. In the field of education, numerous approaches of teaching English have been
130 ^_p_fij_^ ni g__n nb_ p[lciom h__^m i` mno^_hnm’ f_[lhcha objectives. There are various methods that are commonly used in teaching English: a. Grammar and Translation Method This method focuses on grammatical analysis, vocabulary memorization, discourse translation, and writing exercises. Although it is regarded as a conventional and classical strategy in the 18th and 19th centuries, the approach was the main way to teach foreign languages. This method has been utilized for many years in Indonesia and many teachers still employ it. Further, a teacher of English who is not sufficiently good in oral and written communication still can teach the language using this method (English Learning and Teaching Methodology, n.d.) b. Direct Method In this method, the emphasis goes on using English in regular conversation. From the very beginning, students are taught how to talk, listen, read, and write in English. The major objective is to provide students the ability to speak fluently. The teacher presents English language teaching materials in which the teacher directly uses English or the target language as the medium of instruction (Panggabean, 2018). They do not use the students' native tongue. A teacher can use visual aids, demonstrations, descriptions, and other techniques to explain words that are challenging for the pupils to comprehend.
131 c. Audiolingual Method In order to improve speaking and listening abilities, this approach emphasizes on repetition and drills. Words and phrases are regularly repeated by students in diverse circumstances. This method is based on the fundamentals of Behavioristic theory in psychology. Many educational institutions have adopted this method, including Egypt, which considers the Audio-Lingual method as the ideal approach in foreign language learning. Communicative Language Teaching (CLT) is a language teaching method that places significant emphasis on interaction as the primary means and ultimate objective of learning. Thi & Hien, n.d (2021) stated this approach gives priority to enhance students' abilities to communicate and interact effectively, considering communication as both the desired outcome and the method of instruction for English language learners. This method highlights active and the use of language in real-life circumstances. Students are provided opportunities to interact and speak in various social scenarios. The underpinning of TBLT is communicative and interactive tasks, which indicate significant interaction and dialogue among students. This method concentrates on actual
132 English-language tasks that students must complete. Students could be required to speak English while completing a project or discussing a certain subject (Barnard & Nguyen, 2010). The Total Physical Response (TPR) Method uses physical gestures and actions to help pupils comprehend and retain English words and phrases. It is often used in teaching English to children. This TPR method is very simple and easy in terms of language usage and also contains an unstructured game engine. Due to the difficulties encountered when learning, particularly when learning a foreign language. Content-Based Instruction (CBI): This method is still valuable since it combines the instruction of English with that of other topics, giving students a chance to learn in a variety of contexts. CBI has been widely accepted and utilized in language programs across the world. CBI is also essential in expanding overall academic attainments, inspiring learners to actively join in learning, fostering learner independence, and so forth.
133 1. English in Mathematics The use of English as a medium of instruction has become a global trend, and there have been many studies examining the use of English as a language of instruction. Further, English language is preparing students for global standards, fostering a deeper comprehension of abstract mathematical ideas, and facilitating access to worldwide educational resources. Whereas Setyowati, (2019) explains the majority of sciences, such as physics, chemistry, and mathematics, are written in English. We must study English in order to better understand these sciences and have easier access to this knowledge. Students will gain familiarity with the mathematical terms used in exam questions by having English as their primary language of teaching in the classroom. This helps prevent misunderstanding while answering issues and ultimately results in better exam scores for students (Setyowati, n.d.). 2. English in Science The use of English in science has significant implications. English can be both an international language for communication among the world's research community and an entrance to the newest findings and scientific publications. English-speaking scientists and researchers have easier access to academic journals and conferences, which enables them to stay current with advances in their respective fields of study. Therefore, being able to understand and use English in a scientific
134 setting is extremely important and promotes knowledge growth and scientific progress. 3. English in Social Science The use of English in the field of social sciences has significant implication too. English supports international collaboration and discussion on relevant social issues, which foster students in collaborating and exchanging ideas globally. Additionally, Students can access global knowledge and get broader perspectives into current issues around the world by becoming proficient in English. The capacity to speak in English can help students take part in international discussions of social issues in the context of social studies. Thus, the use of English in social sciences is a vital element in supporting diverse global education and in-depth comprehension of complex social issues. 4. Art and Culture in Language A number of research studies have long underlined the importance of integrating culture and its lessons into the teaching of foreign languages. As they are linked to norms, beliefs, conventions, practices, and symbols, these cultural values have a significant impact on society. It should be recognised that integrating cultural values into the learning process is essential for promoting the growth of intercultural competence (cross-cultural competence) (Merdeka, 2020) When art and culture becomes more international and accepts many invitations form foreign delegations
135 outside Indonesia, language becomes crucial factor in facilitating communication between event organizers and guest (Anggraeni D, 2019) 5. English in Economics The English language has significant effects on the study of economics. It is undeniable that English proficiency is associated with a number of measures of human and economic growth, including higher GDP, higher net income, and higher productivity (Al-Saadi, n.d.). Additionally, countries with populations who speak a higher percentage of English tend to have faster economic growth. The ease of doing business in a nation is also favorably connected with this proficiency, which is a crucial element in luring foreign investment and commerce. These connections are causing an increase in investment in English language education in nations all around the world. 6. English in Indonesia Curriculum Mastery of English is strongly encouraged and recommended especially in this age of globalization when it plays a crucial role in Indonesian life and education. In order to give students access to science and technology and to strengthen worldwide links, English was introduced in Indonesia in 1967 as a foreign language offered for teaching Junior and Senior High Schools. During its implementation, learning English was focused
136 more on reading ability than on listening, speaking, and writing skills. In curriculum 2013, this curriculum places a greater emphasis on scientific methodologies with its projectbased, problem-based, and discovery-based learning strategies. Moreover, the English language component of the 2013 Curriculum was eliminated from the elementary school (SD) curriculum, and it was even cut from four to two hours of weekly instruction in high school (SMA/SMK). While in Merdeka curriculum, English is only offered as an elective topic for two hours (70 minutes) a week in the Merdeka curriculum.
137 / CHILDREN have the capacity of developing the ability how to speak multiple languages. Languages can be taken up at home, in school, or around the neighborhood. Some kids are adept at speaking many different languages. They sometimes are more fluent in one language than others. Their primary tongue may alter with time. A youngster who talks Spanish at home, for instance, might begin using English once they enter school. Encourage your child to grow and preserve their language skills by conversing, singing, having fun and reading in whatever language you speak. This will encourage multilingualism. These arguments could help to explain the discrepancy between learning English as a second language and learning bilingual or multilingual languages. Emergent Bilingual is a term that emphasizes that language acquisition is a continuous process. It has been suggested to characterize bilingual and multilingual students. Differences in vocabulary knowledge between bilingual/multilingual students and monolingual English-speaking students are related to
138 differences in text comprehension. Fifth graders who took part in an intervention that increased their academic vocabulary experienced improvements in reading comprehension, broad vocabulary knowledge, and knowledge of the phrases they were taught. Multilingual programs should be carefully planned to meet the academic and linguistic ability requirements of students in English and other languages. For native English speakers and native speakers of other languages, bilingual immersion (also known as two-way immersion) is an approach to academic instruction and language learning. The goals of a bilingual immersion program are cross-cultural understanding, academic success in the student's primary and secondary languages, and language acquisition. With the goal of achieving language competence and academic success, transitional bilingual education provides instruction to English language learners in literacy and academic subjects in both English and the student's native language. The teacher shortage refers to there being two multilingual instructors in the district out of 38 certified and non-certified ESOL (English to Speakers of Other Languages) instructors. To better support bilingual and multilingual students, this gap can be closed by increasing the number of multilingual teachers. Similar to any other skill, language ability is a skill. You need to practice a lot if you want to do it well. Each bilingual child is unique. Depending on the amount and the type of practice they receive, your child may learn more than one language or they may not. Here are some basic guidelines. Start early with as soon as possible, start talking to your child in your native language; the more exposure, the better. By the