Content Knowledge for EFL Teachers in Indonesia

Abstract

In EFL context, formulating adequate content knowledge for university students majoring English Language Education is quite challenging. However, this study aims at presenting the components of Content Knowledge provided by an English Education Study Program in preparing their graduates to be professional teachers following the classification of content knowledge by Jack C. Richards, namely Disciplinary Knowledge and Pedagogical Content Knowledge. The qualitative based-content analysis was employed as the method with a document of latest curriculum in English Language Study Program and fifty samples of Lesson Plans of the study program as the research sources. The findings revealed that the disciplinary knowledge is covered by three different components, namely Language Skills, Linguistics, and Literature, with the focus in Language Skills. The Pedagogical Content Knowledge is covered by four components, namely the knowledge of curriculum, students, instructional strategies, and evaluation, with the major concerns of curriculum and instructional strategies. However, there is an additional knowledge that appears important in the provided content knowledge, namely Research Knowledge. The last classification is made since it is being the main concern in this era.