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English education in Indonesia has indeed witnessed substantial development, reflecting the country's awareness of the global importance of English proficiency. The trajectory of English education in Indonesia has been shaped by various initiatives aimed at enhancing teaching methodologies, providing resources, and improving teacher training.
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One notable initiative is the use of Content and Language Integrated Learning (CLIL) in schools. CLIL integrates language learning with subject content, providing students with a more holistic learning experience. According to a study by Haerazi and Rahmat (2021), CLIL has been effective in improving students' language proficiency and subject knowledge simultaneously, emphasizing the practical application of English skills in different contexts.
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Moreover, the integration of technology in English education has been a significant driver of progress. Digital platforms, online courses, and interactive materials have enhanced students' engagement and access to quality English learning, particularly in underserved areas (Dewi, 2020). This technological integration aligns with Indonesia's broader efforts to embrace digital learning and bridge educational gaps across regions.
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However, challenges persist, as highlighted by Sari and Purwanti (2019), who note disparities in access to quality education between urban and rural areas. They emphasize the importance of targeted interventions, such as investment in infrastructure and teacher training, to address these disparities effectively.
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Another critical aspect is the assessment of English proficiency. While standardized tests like TOEFL and IELTS are widely used, their suitability for Indonesian learners has been questioned (Rachmawati et al., 2022). Developing culturally relevant assessments aligned with local contexts can provide more accurate insights into students' language abilities and inform tailored instructional strategies.
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