Improving English Proficiency in Indonesia: Using Literary Works and Educational Challenges

Abstract

This study investigates the persistent low English proficiency in Indonesia despite the widespread teaching of English as a compulsory subject from elementary to university levels. Despite numerous reforms, including the introduction of competency-based learning (CBL) in 2006, challenges such as inadequate textbooks and a lack of student motivation have hindered significant progress in English language teaching (ELT). Given Indonesia's prominent role in ASEAN, this low proficiency is particularly ironic and problematic. The research examines the effectiveness of using literary works to improve English proficiency among Indonesian senior high school students. A qualitative methodology, comprising student questionnaires, class observations, and formative tests, was employed. Findings indicate that students heavily rely on their prior knowledge and personal experiences to comprehend and engage with historical contexts presented in literature. However, gaps in historical knowledge and limited classroom resources contribute to incomplete and sometimes inaccurate understanding. The study underscores the need for balanced, resource-supported teaching methods and the integration of cultural and historical contexts to enhance English proficiency in Indonesia.