Group 4 Final Paper

Available online at IJEE (Indonesian Journal of English Education) Website:
http://journal.uinjkt.ac.id/index.php/ijee
Formal Education in Indonesia and Egypt: Comparison of Challenges in Teaching

English on Secondary Level
Dewi Nurpitriyani, Ibrahim El Sayed Abdel Moneim, Ratu Erlinda Kurniatillah

Magister of English Education, Faculty of Educational Sciences, UIN Syarif Hidayatullah,
dewi.nurpitriyani@gmail.com, Ibrahim_95228@hotmail.com,
ratuerlindakurniatillah@gmail.com
Received: ; Revised:; Accepted:
ABSTRACT
The aim of this research is to compare the challenges in teaching English between Indonesia and
Egypt. This study is restricted to the secondary level for formal education in both countries. The
study is also investigated to the teacher’s problems for formal education in Indonesia and Egypt
and what are the challenges that the English teachers may face while teaching in both countries.
The research is using the comparative method of studying as it evaluates and compares the
challenges and the causes for expected problems in formal education in teaching English in both
countries. Data was collected by two different ways; the questionnaire and interview as they can
help to collect research data from participants of the study. There were 27 English teachers as
respondents in this research who teach in various cities in Indonesia and Egypt such as Jakarta,
Tangerang, South Tangerang, Depok, Kab. Serang, Cairo, Ismailia, and Alkordi. This research
was designed to evaluate the challenges in both countries and to determine whether these
challenges are valid and reliable to be discussed based on the respondent’s experiences and to
develop recommended solutions for these challenges.
Key Words: Formal Education, Secondary Level, Teaching Challenges, Indonesia, Egypt
*Corresponding author
IJEE (Indonesian Journal of English Education), x (x), xxxx, xx-xx
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://doi.org/10.15408/ijee.vxix.xxxx
This is an open access article under CC-BY-SA license
(https://creativecommons.org/licenses/by-sa/4.0/)
IJEE (Indonesian Journal of English Education), x (x), xxxx
INTRODUCTION There are many different

Formal education takes place on languages used to communicate. One of
the premises of the college, anywhere them is English. In school we learn
someone can research basic, academic, languages, one of which is English.
or manual skills. Young children English is an international language that
usually attend kindergarten or pre- everyone in the world must learn in
college, but formal schooling often order to facilitate communication with
begins in elementary college and other people in different countries.
continues through secondary college. Adopted from Mappiasse and Ahmad
Secondary schooling (or better (2014: 1), English has become the most
schooling) usually takes place at a spoken language in the world today.
college or college that can furnish a Therefore, the ability to speak English
degree. It relates to a particular or level is very important for everyone.
and is offered below the safe guidelines Several aspects that influence
and regulations. Formal training is the development of English for students
given by specifically qualified teachers, in Indonesia and Egypt are the
they are claimed to be frugal in the curriculum and teachers' awareness of
artwork of teaching. Together they pay the curriculum itself. In the world of
attention to strict discipline. The scholar education, whether made by the
and thus the trainer are aware of the government or adopted from other
information and engage inside the countries, the curriculum is a very
educational method important part. Because the curriculum
School is a social context that is an interactive process that is
answers the need to pass on the culture developed between students, teachers,
and heritage of a community to its materials, and the school environment
members. In this case, people can grow (Chen, 2007).
as individuals who are able to build The curriculum includes
their own identity as a person and able additives that can improve the first
to socialize well with others, of course grade education. As defined with the
through participation in various help of Widiyastono (2014: 8), the main
collectives and groups. However, the additions included in the curriculum are
school is not only an agency that goals, materials, methods, media, and
operates outside the social world, but is assessment. The education system in
a structural transformation in society each country is different, to find out the
that must be balanced with structural education system used can be seen from
transformation in schools. the curriculum. For example in
2-xx http://journal.uinjkt.ac.id/index.php/ijee | DOI:

http://doi.org/10.15408/ijee.vxix.xxxx
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access
article under CC-BY-SA license
IJEE (Indonesian Journal of English Education), 7 (1), 2020
Indonesia using the 2013 curriculum Constitution on the Educational System

and in Egypt using connect plus as the National that The ultimate goal of
American curriculum or English Today. English subjects in the classroom is to
The curriculum is used as a guide in make students proficient in English in
optimizing student competencies. the era of globalization (Rachmajanti,
The teacher is someone who is 2008). Meanwhile, Nurkamto (2003)
able to create behavioral changes in the stated: "The goal of teaching English in
cognitive, psychomotor and affective school has developed a communication
domains. A teacher is also able to competence in students that can
manage situations in the classroom. empower students in their university
Especially for English teachers, they education" (p. 287).
must be able to choose materials,
teaching methods and media that are Identification of the problem
suitable for the situations and conditions
in the learning process in the classroom. 1. There are some problems that
However, teachers have some problems the teacher faces in the creation
with teaching materials in the and editing of the Curriculum in
classroom. the teaching-learning process.
English Lessons in Indonesia 2. There are many teachers also
and Egypt Context English is taught and have many problems in the
used as a foreign language in Indonesia approaches in the teaching-
and Egypt. The fact that English is one learning process.
of the most important international 3. There are some problems that
languages for communication; For this Teachers and educators face
reason the government has when evaluating the Curriculum
recommended that English be a 4. There are some problems that
compulsory subject in secondary the teacher faces in teaching the
schools (Nurkamto, 2003). In addition, English language in the
Lie (2007) argues that "the maintenance teaching-learning process
of English as a foreign language has 5. There are some problems that
stabilized as it is officially taught in teachers face in making a
secondary education." The purpose of reliable evaluation in English
teaching English in schools is based on teaching.
the Decree of the Minister of Education
and Culture No. 060 / U / 1993 of
February 25, 1993, as well as the 1989
http://journal.uinjkt.ac.id/index.php/ijee | DOI: 3-xx
There are limitations to this research. 3. To know the problems of

In the primary place, this teachers in the use of
observe is constrained to the secondary instructional means for the
stage in order that the solution to the implementation of the
studies trouble is specific; second, the Curriculum in the teaching of
observe is constrained to trainer English at secondary level
troubles, this observe focuses on the 4. To know the problems of
troubles confronted with the aid of teachers to carry out an adequate
using the trainer for the implementation authentic evaluation with the
of the Curriculum because the most Curriculum in the teaching of
modern curriculum. in Indonesia and English at secondary level
Egypt. Third, the observe focuses on the
method wellknown and the evaluation Here, the ambition is to develop
wellknown in the Curriculum. The theoretically informed insights. For
method wellknown right here is set the these purposes, two research questions
trainer's method, means, and use of were formulated:
substances and the evaluation RQ :What are challenges in teaching
wellknown right here is real evaluation. English as Foreign Language in
Secondary level in Indonesia and
Objectives of the Study Egypt?
Based on the research problem, the RQ : What are the solutions to
research has a purpose. The objective overcome in the challenge of
study of this research are: teaching English as Foreign
1. To know the problems of Language in Secondary level in
teachers in the use of the Indonesia and Egypt?
appropriate method for the
implementation of the Benefits of the Study
Curriculum in the teaching of The researcher hopes that the
English Secondary level results of the study will be useful for
learning two main benefits: the theoretical
2. To know the problems of benefit and the practical benefit. The
teachers in the use of didactic benefits of the investigation are:
material to implement the
Curriculum in the teaching of
English at the level secondary

1. Theoretical benefit are some challenges in teaching

It is expected that this research English.
will provide a reference to develop in Low lack of education.
the teaching-learning process of Problems exist in some countries with a
English, this research may have a serious shortage of trained English
significant theoretical framework for teachers are reported to be taught.
other researchers who are interested in Lecturers "can typically teach English
conducting research on the same without adequate English training, or
specialty. can teach English students significantly,
and such a problem is common in poor
2 Practical benefit or rural areas" (Garton, Copland &
a. For researcher Burns, 2011, p. 740). The teachers
It is expected that the researcher could only prepare fundamentally for
will be able to better understand the secondary theory and the
the activities of teaching, meaningful applications. You will then
learning and evaluating English have difficulty embodying the teaching
so that they can prepare to be a methods effectively.
creative and innovative teacher Overcrowded class. According
to Emery (2012), one of the most
b. For English teachers commonly cited problems English
The result of this study can give teachers encounter is “crowded” classes
more information to teachers, especially and, therefore, the outcome of such a
of English teachers about teacher condition can affect teaching and
problems in the Implementation of the learning ”(p. Nurkamto (2003) also lists
2013 Curriculum in the teaching- one of the challenges in teaching
learning and evaluation process. From English that is the size of the classroom.
this result, teachers can evaluate and Lack of vocabulary. Hasan
solve their problems so that they (2016) states that one of the most
become good teachers. difficult tasks that students face is
mastering vocabulary. vocabulary, i.
"The students believed that they could
LITERATURE REVIEW not understand the words because they
In general, the English class were not common, they were even
sounds the same as any other class, it rarely used in their daily lives,
has its own particular challenges. These therefore, they do not need motivation
challenges come in many forms. There to be told the words" (p.155)
Consequently, students in the context of exploitation of their mother tongue that

English as a foreign language are unconsciously affects their performance
restricted by their descriptive linguistic in English (Fatiloro, 2015).
information and the vocabulary of the Psychological problems.
target language and need to have Fatiloro (2015) notes that the difficult
difficulties understanding the content problem with teaching English as a
(Chung, 2016) . Foreign Language is meeting the awful
Lack of exposure to English attitude of students in active English to
Teaching English as a foreign language be a competitive student in the
Could be a difficult task in places where classroom.
English has inadequate exposure. Lack
of exposure to English also reduces the Solutions to Solve English Teaching
chances of students using English. Challenges
Limited accessibility to The discussions below are just
resources. Another challenge in the solutions for some English teaching
teaching the West Germanic language is problems, and the rest have yet to be
the question of resources. The lack of found. However, to some extent, these
facilities and instrumentation prevents solutions can be used and refer to a
teachers from incorporating an efficient particular problem.
teaching method (Fatiloro, 2015; Attitude reform. The teaching
Nurkamto, 2003). Therefore, the supply and learning of English “should be
of teaching material has a very examined to face the challenges, it can
important role and wants it to be be done through the reforming attitude”
provided as soon as possible, otherwise (Fatiloro, 2015, p. 29). The reform
teachers will not be able to teach attitude involves not only teachers and
effectively. In other words, induce students, but also the government to
learners accustomed to English and arrive at a precise educational system.
provide If they are decent with exposure Different teaching methods and
to the target language, the amount of application of techniques There are
learning resources are in dire need. ; numerous language teaching methods
Second, most students have trouble that can be implemented The
expressing themselves once they use application of various methods,
English. Another problem related to the particularly in the appropriateness of the
language problem is the mother tongue teaching method and subject, will help
or natural language interference. Each teachers to establish an effective
teacher and student often speak teaching process Therefore, students

can be helped in their language learning solutions or suggestions in a teaching

when teachers understand what better and learning situation. In addition, self-
teaching methods or techniques meet reflection is included in the essential
the needs of students. teaching skills.
Improvement of teaching
facilities. English teaching will not RESEARCH METHODOLOGY
achieve its goals if the teaching The methodology used in this
materials are not secured. It is necessary research is the Comparative Study as it
to “oppose the facilitation of teaching is looking to evaluate and compare the
materials to enable teaching and underlying cause of the challenges in
learning of English” (Fatiloro, 2015, teaching English on secondary level in
p.29). Teaching a language requires both Indonesia and Egypt. This method
equipment, especially for those teaching helps to learn more about the factors
in an environment where English that create troublesome situations in
proficiency is limited. both countries.
level of students. Since the This design has three parts of the
educational background of students in research: Inception of the challenges in
learning English, personality, goals, age teaching English between the two
and learning style is different, it is countries, diagnosis of the challenges
imperative to come up with helpful and solution for these challenges. This
ideas for dealing with such multi-level research address in more detail those
classes. There are different ways to deal problems in teaching English that can
with such problems are leveled based on be defined as trans-contextual (cross-
their language skills ”(Roberts, 2007, national and cross-cultural), with
pp. 2-3) . emphasis on the main methodological
Classroom Management. Design and technical challenges that the
of a classroom that expresses cultural teachers may face. The comparative
diversity, consideration of seating study is an explanation or interpretation
positions for cooperative learning of real problems that can be made from
activities, construction of a class library the participants, but also, and especially
with age-appropriate books with in the last decades, challenges in
different reading levels. teaching English is wide spread all over
Reflection by the teacher. the globe.
Teachers should be aware of what they However, this formulation of the
are doing; B. the consistency of research that considers comparison as a
everything they do as well as finding method has been the object of severe
criticism, even by social scientists. The research uses the

Nevertheless, the challenge of this questionnaire and interviews as
position has not meant to ignore the Research Instruments and Techniques
importance that the comparison has in of Data Collection to achieve the stated
the production of some vital and objectives in which the researchers used
effective solutions for these challenges. them to collect data from the
This research focused on two participants of the study. The
main countries: Indonesia, which is a questionnaire was conducted of
country in Southeast Asia between the structured and unstructured questions
Indian and Pacific Oceans, is an designed by the researchers to obtain
archipelago that lies on the other side of data from the respondents. The
the Equator and extends for a distance questionnaire was not bogus so the data
equivalent to one eighth of the collected can validate the research. The
circumference of the earth. more than anonymity of the respondents was
seventeen thousand islands, and it is guaranteed; that it facilitates the
considered to be the fourth most collection of large amount of data in a
populous country in the world, as well relatively short period and it is cheap to
as the most populous country with a administer. The question were not
Muslim majority. Indonesia is the ambiguous which implies that they were
largest island country in the world and capable of only one interpretation. The
the fourteenth largest country by land questions were easily understood and
area of population approximately 267.7 capable of having a precise answer.
million (2018), while Egypt, which is a They were not too long or too wordy.
country linking Northeast Africa with The researchers use the
the Middle East, has a total area of interviews to involve an oral
1,002,450 square kilometers, making it questionnaire. It was a method where
the 31st largest country in the world the researchers solicit information from
with a population of 98.42 million respondents through verbal interaction.
(2018). Materials that was used in the
The research was mainly based interviews include tape recorder, paper
on 20 samples. 80% from them were and biro.
Indonesian English teachers and the rest
were Egyptians. The samples were from
different places mainly from Jakarta,
Cairo, Tangerang, South Tangerang,
Depok, Ismailia, and Kab. Serang.

FINDING AND DISCUSSION English teachers in Indonesia tend to

A. Description of the Data apply the governmental curriculum,
A closer finding gathered from the Curriculum 2013, 1 of the teachers
questionnaire explains the mentions use Cambridge. Furthermore,
characteristics of the respondents. There there are three teachers who teach in
were exactly 30 teachers participated in international school mix it with
this research, 16 teachers from Cambridge curriculum. To put in
Indonesia and 14 from Egypt who teach another way, most of English teachers
English in various cities in both in Egypt surprisingly apply international
counties; 5 participants from Jakarta, 5 curriculum in their classroom such as
participants from South Tangerang, 1 Connect Plus, Aim High Time for
participant from Tangerang city, 2 English and Cambridge and only two
participants from Depok, 1 from Serang them use governmental curriculum.
Regency, 2 participants Cairo, 10
participants from Ismailia, and 1
participant from Alkordi. They have
experienced in teaching English from 1-
33 years. The social status of the
students they teach are divided into
three categories high class, middle
class, and lower class. The result found
that 15 participants choose in the middle
Figure 1. Various Curriculum Implemented by English
class, 13 participants choose high class, Teachers in Indonesia and Egypt
and 2 participants choose in the low
class. To give more depth information
about weaknesses and also strengths in
B. Discussion of the Data applying the curriculum into
From the first two questions from implementation in both Indonesia and
ten questions about the challenges may Egypt, 30 teacher participants were
face by the English teachers in asked to list the strengths of the
Indonesia and Egypt about what curriculum in Indonesia and Egypt as
curriculum that they use into their follow:
classroom and whether or not they
always apply it into the teaching and
learning activity. On the Figure 1, it can
be clearly seen from 30 participants, 15
Table 1. The Strengths in Applying Curriculum in

No. Indonesia Egypt
Indonesia and Egypt
It helps students
It was obviously shown 1. Well-structured
understand easily
from the table that Indonesia and
Egypt curriculum are having They have a well- It specifies in some
2. prepared syllables and considerable detail the
similar strengths, started in
materials educational milestones
number 1, if in Indonesia, the
curriculum is well-structured, in It helps students to think
Egypt is helping the students Train critical thinking critically. It makes
4.. and collaboration of students more
understand it easily. Then, in
students. enthusiastic to learn new
Indonesia syllabus is prepared in ideas.
the curriculum, meanwhile in
Egypt the curriculum is detail. Students centre It makes the students
5.
approach more active in the class
Furthermore, another strength is
both agreed that the curriculum in It can increase
Develop participation of
Indonesia and Egypt train student's character,
6. students to be more
students’ critical thinking and creativity, innovative,
active and creative
& critical thinking
collaboration. Additionally, both
curriculum required students It's very strong as it
center approach where students Teachers feel free to helps the students
7.
should be more participated in the make lesson plan understanding English in
many aspects
classroom. They also cover
English skills materials to be Listening, Speaking,
taught. The last is they ask Reading and Writing The main focus of this
teachers to be more creative in skills. Besides, pay curriculum is on
8
attention to students' teaching the students the
preparing the material. These two
attitude to be good different kinds writing.
curriculum also inspire teachers to personalities
be more creative in preparing the
lesson plan. Above all, Indonesia Improving teacher’s
Train the creativity of
9. knowledge skills and
and Egypt curriculum have notable teachers
teaching techniques
similarities in the term of strengths
in their curriculum: they are The competence and
structured well, they apply 10. material are developed It is organised
systematically
students center approach, ask
students to think critically and to
collaborate with others, cover English
skills and need teachers to be more 2, the noticeable general weaknesses

creative. which experienced by both countries are
students’ participations in the
Not only the strengths, the classroom, students’ lack of English
participants need to mention competence, time allocation, not
weaknesses in the implementation in focusing o four English skills
their classroom in both countries as (R/W/L/S), students’ lack of
presented in this table below: vocabulary, and class management.
No. Indonesia Egypt
To identify teachers’
1. Active students are more participations in joining training,
active and the passive The deep lack of workshop, or seminar in 2020 not only
students are more passive. factors that needed to strengthen their perspective to
2. Sometimes it's difficult to implement the curriculum in their

teach certain competence classroom, but also to solve various
Teachers must prepare
with the variation of and choose the best challenges. The result shows as
English skill levels method. presented in the table below:
3. There are so many Some couples are weak
materials to be taught in the language
4. It sometimes consumes
Time management additional time
5. This curriculum doesn't

Not focusing on the 4 care a lot about Figure 2. Teachers’ participations in joining training
English skills speaking in 2020
6 Too many complex From the pie chart above, around 20%
assessments which aren't or 6 teachers haven’t joined any training
applicable in some extent Limited vocabulary
yet 53.3% or 16 teachers joined 1-5
7. Teachers creativity There are difficultiestrainings, 23.3% or 7 teachers joined 6-
10 trainings, and 3.3% or 1 teacher
8. The class sometimes are We need training
joined 11-15 trainings this year. Again,
noisy and having lack of programmes more than
teacher's guidance one a year the teachers’ participation can be an
anticipation of the challenges and
Table 2. The Weaknesses in Applying Curriculum in
obstacles that they find in the
Indonesia and Egypt
classroom. The kinds of training that
However, the weaknesses of curriculum
teachers in Indonesia and Egypt
in both countries is revealed by the table

mentioned in the questionnaire as listed Technical Training Program (NTTP),

below: Oxford Teachers Training, and British
Indonesia Egypt Council Training. Moreover, they also
 Guru Merdeka Belajar 
build their own capability in English by
Teaching English Novel
and Drama training. learning IELTS and also TOEFL.
 Cambridge seminars  Oxford Training
 Assessment (AKM)  Teaching training Pointing out the challenges
 How to manage a class  Teaching methods
 Media of Teaching  Class management which the teachers have found in the
training classroom and also solutions they offer
 Development of learning  NTTP programme
activities with curriculum to solve those problems, these two
2013 main questions asked to 16 teachers in
 PKP  IELTS and TOEFL
 ANPS 
Indonesia drawn in this table below:
British Council Training
Table 3. Workshops and Seminars Joined by English No Challenges Solutions
Teachers in Indonesia and Egypt
Trying to address
Numerous of trainings joined
It is hard to fully get in everyone in the class
by the teachers in both countries seem 1.
touch with students
to overcome challenges they face in the
classroom, in Indonesia, the most
Ask the passive
frequent participated training is Not all of students students to be more
Asesmen Kompetensi Minimum 2. active or participate in activate by calling
(AKM) that is replacement of national giving their thoughts their names to share
exam (UN), 4 of 16 teachers in thoughts
Indonesia mention to participate in this Give them exercise at
workshop. Other mentioned trainings the end of the class and
3. Limited time
and workshops are how to manage the it will be recorded on
classroom like in Merdeka Belajar their report
associated by Ministry of Culture and Completing the
Education (Kemdikbud), Program Lack of some facilities by steps,
Peningkatan Kompetensi Pembelajaran facilities, low in learning how to use IT,
(PKP), The Association of National 4. mastering IT, no giving understanding
support from the to the parents
and Private School (ANPS), and Media parents
of teaching. To put in another way,
teachers in Egypt incline that they put
Ask the smartest
forward on their capability in managing The difference of my
5. students to lead and
their classrooms to face challenges they students' abilities give their ideas first
meet such as joining National followed with slow

learners Table 4. The Challenges and Solutions Offer by English

teachers in Indonesia
Some students are still
Try to encourage them
doing code-switching
6. to not be shameful on
and shy to speak On the other hand, English teachers in
their English
English fully Egypt are also asked on what challenges
they meet in the classroom and solutions
Make a discussion
Noisy students who
7. with them in order to they address to solve such challenges. This
often disturb others
interact well can be a comparison of challenges and
solutions in both countries; Indonesia and
The lack of teacher's
Egypt. The two challenges and solutions
8. creativity (making Joining more training
PPT, etc) faced by English teachers in Indonesia
gathered and categorized into this table
Not all of my students Create more engaging below:
9. really want to learn teaching and learning
No Challenges Solutions
English process
Ask head teacher after
Divide them into
10. Big class 1. There is no smart board the class to get extra
smaller groups
advice
Get students ready to
11. By warming up 2. The time of the session Talking respectfully
learn
Try to organize the
Find an interesting 3. Big number of students
session more
The students have method to make all
12.
English different level students active and Try to create some kinds
participated in class Some pet peeves in the
4. of punishment to control
class
the classroom.
Sometimes the
students don’t meet the To have plenty of time
teacher’s requirement Give the ice breaking, 5. to get well prepared
Change the techniques
13.
or they didn’t making class rules
understand the Slow learners, or Use pictures, videos, let
instructions 6. students who can't the students or ask a
understand English colleague for help
Encourage the students
to express their Slow learners that
Students still do not opinions, must be couldn’t achieve
7. Organizing remedial
14. have the courage to active when learning in standard from the
express their opinions class, and give points curriculum
for active and
courageous children. 8. The high numbers of With discussions each
students and some of other between the

them don't know students initiated to divide the students to

anything about the smaller group. This is also helpful to
language
make the material effectively delivered
by the teachers. Students’ different
With scientific method
There is no enough time, of solving the problem competence in English is common
potential or even and make the head challenge faced by teachers in the world
9.
appropriate teaching master and other teachers
including Indonesia and Egypt, the
aids. take part with me to
solve this problem. teachers agreed to ask the smarter one
to tell the lower one to solve this
Much schedules that lose inequality competence level. Another
Find solutions or share to
10. teachers’ energy and get
coordinators challenge found in both countries is the
exhausted.
noise student, the teachers use personal
Make groups of approach to remind them until give a
11. Number of Students
discussion firm warning not to do so.
Time is the main Giving a gentle reminder Another challenge mentioned by
12.
obstacle first respondents in both countries is time
management, this exactly happens in
Managing students’
13. By competition private schools with high level of social
attitudes
status students they teach. To figure out
Table 5. The Challenges and Solutions Offer by English this, the teachers try to ask students to
teachers in Egypt
finish the exercise in the end of the
session and remind them respectfully.
C. Interpretation of the Data
The last challenge in both countries
The data yielded by this study
found in the governmental or state
convincing evidence that there are
schools is the lack of facilities found in
similar challenges are facing by English
the classroom. Other challenges found
teachers in Indonesia and Egypt. The
in state schools in Indonesia are; lack in
first is students’ participations in the
mastering the technology, no support
classroom. Since English is foreign
from the parents, the lack of teacher's
language, there may several problems
creativity (making PPT, etc.), get
cause students’ participations in the
students ready to learn. Furthermore,
classroom. The teachers have tried to
there are suggestions addressed by
find the appropriate method to stimulate
respondents to develop the classroom
the students to be more involving in the
and minimize the challenges found as
classroom. Another challenge is number
give the students some games, join
of students or big class, the teachers
trainings to develop the teaching, share

to other teachers in how to overcome Conclusion

some cases that is found in class, give Several similar challenges have
ice break, give motivation to the found in English teaching in formal
students, apply various appropriate education in the secondary level in
methods, do self-development, divide Indonesia and Egypt mention as
into smaller groups, interact more with students’ participations in the
students, build class rules, give more classroom, number of students or big
activities, prepare and practice more, class, students’ different competence in
teach students critically, use self- English, the way teachers implement the
assessment, and be more creative. curriculum, the classroom management
However, despite the similarities skill the teachers have, and how they
found in both countries, there found still instill students’ attitudes. Lack of
some variances likewise most teachers facilities found in the classroom also
in Indonesia incline to use national mentioned by teacher who teaches in
curriculum, Kurikulum 2013, state school in Indonesia, on the
meanwhile more than two third teachers contrary the thing faced in state school
in Egypt use international curriculum, in Egypt is too high standard in English
Cambridge, only two of them use subject from the government. Solutions
national curriculum. The participants have been offered by the teachers to
who teach in private schools is higher decrease the challenges such joining
than in state school implicated the workshops or seminars, build class
problems found in the classroom rules, divide the into smaller groups,
management and curriculum give remedials, and so on to minimize
implementation in the classroom such the challenges in teaching of English in
as time allocation, students’ secondary level in Indonesia and Egypt.
participation, and the taught materials
rather that school facilities that is found REFERENCES
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Available online at IJEE (Indonesian Journal of English Education) Website:

Formal Education in Indonesia and Egypt: Comparison of Challenges in Teaching

Dewi Nurpitriyani, Ibrahim El Sayed Abdel Moneim, Ratu Erlinda Kurniatillah

INTRODUCTION There are many different

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Indonesia using the 2013 curriculum Constitution on the Educational System

There are limitations to this research. 3. To know the problems of

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1. Theoretical benefit are some challenges in teaching

Consequently, students in the context of exploitation of their mother tongue that

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can be helped in their language learning solutions or suggestions in a teaching

criticism, even by social scientists. The research uses the

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FINDING AND DISCUSSION English teachers in Indonesia tend to

Table 1. The Strengths in Applying Curriculum in

skills and need teachers to be more 2, the noticeable general weaknesses

2. Sometimes it's difficult to implement the curriculum in their

5. This curriculum doesn't

http://journal.uinjkt.ac.id/index.php/ijee | DOI: 11-xx

mentioned in the questionnaire as listed Technical Training Program (NTTP),

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learners Table 4. The Challenges and Solutions Offer by English

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them don't know students initiated to divide the students to

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to other teachers in how to overcome Conclusion

dissertation). Hanoi National Center of Science and Education,

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