ENGLISH LANGUAGE ACQUISITION AMONG SCHOOL GRADUATES IN DIVERSE CURRICULUM SETTING
DOI:
https://doi.org/10.30998/ajt2k060Keywords:
SLA, Proficiency, CurriculumAbstract
This study aimed at investigating the English language acquisition among Indonesian school graduated from international, bilingual, and local curricula. To seek for the answer, this study employed a mixed-method approach, meaning that the researcher used questionnaire data from 28 participants with in depth interviews to gain information on how educational
background, home environment and social interaction factors influence their English proficiency. The findings revealed that early and consistent exposure to English- particularly through English Medium Instruction (EMI) in international school setting- contributed to participants’ higher fluency and confidence. However, other factors such as individual motivation and engagement with media and personal learning strategies played significant factors, even for those who were from local school settings. In conclusion, this study reflected that effective English acquisition is not determined merely by school type but also a combination of structured input, meaningful interaction, and learner agency. These findings provide implications for curriculum
development and language policy in EFL context like Indonesia.
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