Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar

Authors

  • Chairil Anwar Korompot Universitas Negeri Makassar
  • Muhammad Miftah Fauzan Universitas Negeri Makassar
  • Sahril Nur Universitas Negeri Makassar

DOI:

https://doi.org/10.29408/veles.v7i3.24919

Keywords:

English language education, English language school management, course development, post-pandemic

Abstract

This paper is based on a systematic literature review conducted to justify the introduction of a new course, 'English Language School Management' (ELSM), in the English Language Education Study Program (ELESP) at Universitas Negeri Makassar, Indonesia. The literature review involved a detailed analysis of academic sources relevant to English language education and management, identifying gaps in current academic discourse and practical educational needs in the post-Covid-19 context. Prompted by the implementation of the Merdeka Belajar Kampus Merdeka program, which necessitated curriculum revision, ELSM was developed. This course aims to provide ELESP students with critical insights into the operation and management of English language schools. These institutions are vital in non-formal education, as underutilized partners in teacher training programs, and as potential employment and entrepreneurial opportunities for graduates. The introduction of ELSM addresses a notable lack of focus on English language schools within Indonesian academic circles, despite their popularity and significant educational contributions. The development of this course is expected to enhance ELESP students' awareness of both the potential and challenges faced by English language schools, especially in the post-pandemic era.

References

Ahmad, I. S., & Khan, Z. J. Y. (2023). English Language Skills and Becoming a Global entrepreneur: Lessons for Entrepreneurship Education. International Journal of Learning, Teaching and Educational Research, 22(6), 195–211. https://doi.org/10.26803/ijlter.22.6.11

Artini, L. P., Padmadewi, N. N., & Nitiasih, P. K. (2016). Penyiapan alumni jurusan pendidikan bahasa inggris menjadi wirausahawan kursus. INOTEKS, 20(1), 47–61.

Fadhilah, S. U., & Hanum, F. (2020). The Role of Private Tuition Classes as a Supplementary Agency in the Indonesia Education System. Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). https://doi.org/10.2991/assehr.k.200130.053

Hassani, V. (2021). The Impacts of COVID-19 Pandemic on English Language Teacher Education in Iran: Challenges and Opportunities. The Teaching English as a Second Language Quarterly, 40(3), 83–116. https://doi.org/10.22099/jtls.2021.39716.2941

Jerome, C., Vathanalaohoa, K., Kangkha, P., Omanee, B., Lee, M. P., Perry, E. J., Ting, S.-H., Taibi, M., & Albert, F. (2022). English language education in times of change: A preliminary survey of southeast Asian universities. International Journal of Education and Pedagogy, 4(3), 267–281.

Korompot, C. A. (2012). Giving Teachers Their Voices : Indonesian EFL Teachers ’ Perspectives on Professional Teaching Standards in the Context of Teacher Certification Programs in Indonesia (Issue September). Unpublished Ph.D. thesis submitted to the University of New England, Armidale, NSW, Australia.

Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1), 01–15. https://doi.org/10.15639/teflinjournal.v18i1/1-15

Nguyen, T. P. L., & Vu, Q. T. (2020). Alignment of curriculum, outcomes, and standards in Vietnamese English Language teacher education. Literacy Information and Computer Education Journal, 11(2), 3443–3449. https://doi.org/10.20533/licej.2040.2589.2020.0453

Ni, H., & Wu, X. (2023). Research or teaching? That is the problem: A narrative inquiry into a Chinese college English teacher’s cognitive development in the teaching-research nexus. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1018122

Oruç, E., & Demirci, C. (2020). Foreign language anxiety and English language achievement in higher education: The mediating role of engagement. European Journal of Education Studies, 7(3), 199–212. https://doi.org/10.5281/zenodo.3756910

Rahayu, N. (2019). Students’ perceptions on the application of Standardized English Language Proficiency Test as graduation requirement in tourism higher Education in Indonesia (A case study at Trisakti School of Tourism). TRJ (Tourism Research Journal), 3(2), 153. https://doi.org/10.30647/trj.v3i2.60

Rhuhama, S. F. (2020). Pengaruh Strategi Pemasaran terhadap Minat Konsumen Memilih Kursus Bahasa Inggris di LB LIA Pekanbaru menurut Ekonomi Syariah. Universitas Islam Negeri Sultan Syarif Kasim Riau.

Siyaswati, S., & Rochmawati, D. (2019). Developing Module for Entrepreneurship based Translation and Interpreting Skills course in English Language Teacher Education. JET (Journal of English Teaching) Adi Buana, 4(1), 81–91. https://doi.org/10.36456/jet.v4.n1.2019.1886

Sukmana, C., & Dwilestari, D. (2013). Analisis Mutu Kursus. Pusat Data dan Statistik Pendidikan, Kemendikbud.

Sulistiyo, A. (2016). Manajemen Pembelajaran Kursus Bahasa Inggris pada Lembaga International Language Programs Semarang. Universitas Negeri Semarang.

Tanduklangi, A., Muhsin, M. K., & Amri, C. (2020). Enterpreneurial talent and intention among undergraduate students: case study at English Language Education Department. IJoASER (International Journal on Advanced Science, Education, and Religion), 3(2), 46–56. https://doi.org/10.33648/ijoaser.v3i2.52

Winiarti, Y. (2020). Evaluasi Program Kursus Bahasa Inggris di IEC Kreo, Kota Tangerang. Jakarta: FITK UIN Syarif Hidayatullah Jakarta.

Yadav, M. S., & Yadav, M. K. (2023). Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations. American Journal of Education and Technology, 1(4), 1–12. https://doi.org/10.54536/ajet.v1i4.1117

Yulia, Y. (2014). An evaluation of English language teaching programs in Indonesian junior high schools in the Yogyakarta [Dissertation]. RMIT University.

Yulian, R., & Ruhama, U. (2020). Exploring EFL learners’ English language anxiety in business presentation in higher education. GEEJ (Getsempena English Education Journal), 7(2), 228–239. https://doi.org/10.46244/geej.v7i2.1076

Downloads

Additional Files

Published

2024-01-04

Issue

Vol. 7 No. 3 (2023): VELES (Voices of English Language Education Society)

Section

Articles

License

Authors who publish with the VELES Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
  2. Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Creative Commons License

VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.