Abstract :

English language education in Indonesia’s 3T (Frontier, Outermost, and Disadvantaged) regions remains critically underexamined, particularly in vocational school contexts where language proficiency carries direct implications for students’ economic futures. This study investigates the characteristics of English learning currently implemented in vocational schools in the interior of Papua and examines students’ needs for more effective English instruction in 3T areas. Employing a qualitative case study design, data were collected through semi-structured interviews with three English teachers and five Grade X vocational students, supplemented by non-participant classroom observations and document analysis. Data analysis followed Miles, Huberman, and Saldana’s (2020) interactive model of data condensation, display, and conclusion drawing. Findings reveal that current English instruction is shaped by ten intersecting themes, including persistent foundational skill deficits, teacher-led contextual and creative adaptations, severe resource scarcity, technology constraints with teacher-dependent access, and strategic use of local language as a pedagogical bridge. Analysis of student needs identified twelve themes, encompassing strong preferences for interactive and game-based activities, locally relevant content connected to Papuan cultural heritage, comprehensive skill development with emphasis on speaking and reading, critical access to basic learning resources, collaborative learning structures, and robust future-oriented motivation centered on career aspirations in tourism and hospitality. The findings underscore the urgent need for differentiated curriculum approaches, investment in foundational resources, infrastructure development, and culturally responsive pedagogical models tailored to the realities of remote Indonesian education.

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Keywords :

3T areas, culturally responsive pedagogy, English learning needs, Needs analysis, Papua, vocational school

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