Adapting Global ELT Syllabuses for Local Needs in Indonesian Secondary Schools
Abstract
The use of global English language teaching (ELT) syllabuses in Indonesian secondary schools often creates problems because the content and examples do not always match students’ cultural contexts and learning needs. This qualitative, descriptive literature review examines how globally designed ELT syllabuses are adapted for Indonesian classrooms. Drawing on fifteen Scopus-indexed studies published between 2020 and 2025, including works by Zein et al. (2020), Hanifa et al. (2024), Nurteteng et al. (2024), Fudiyartanto (2024), and Al Fikri (2025), the review identifies common adaptation strategies, challenges, and resulting teaching practices. Findings show that teachers frequently modify global syllabuses by adjusting cultural content and simplifying language to fit local realities (Hanifa et al., 2023; Andriani, 2024). However, obstacles remain, such as limited school support, insufficient teaching materials, and mismatches between curriculum demands and school policies (Nurteteng et al., 2024; Pajarwati, 2021). Although previous studies provide useful insights, most fail to offer concrete models for adapting global ELT materials to Indonesia’s Merdeka Curriculum, highlighting the need for further research.
Keywords
Global ELT syllabus, syllabus adaptation, local needs, Indonesian secondary schools
References
Al Fikri, N. M. (2025). Indonesian English teachers' narratives on adapting to the Merdeka Curriculum. Journal of English Language Education and Pedagogy, 12(1), 45–59.
Al Fikri, N. M., & Rachmawati, T. (2024). Teachers’ challenges in implementing contextualized ELT materials under the Merdeka Curriculum. Journal of English Language Studies, 8(2), 88–101.
Andriani, A. H., & Priyana, J. (2019). Cultural adaptation in English materials for Indonesian learners. Indonesian Journal of Language Teaching, 9(2), 115–129.
Andriani, Z. Z. D. (2024). English curriculum development in pesantren (Islamic boarding schools): Integrating local and religious values. Indonesian Journal of English Education, 11(2), 87–102.
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Nurteteng, N., Haryanto, D., & Rinaldi, F. (2024). Adapting the English language teaching curriculum to overcome resource limitations in rural areas. Jambura Journal of English Teaching and Literature, 5(1), 1–12.
Pajarwati, D. (2021). Curriculum reform in Indonesia: English education between policy and practice. Journal of Language and Education Policy Studies, 8(2), 55–70.
Pajarwati, D., & Sari, L. (2022). Policy-practice gap in Indonesian English curriculum implementation: A qualitative perspective. Asian Journal of Language Teaching, 10(3), 190–205.
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Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000205
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