Enhancing English language teaching in indonesia: A cultural approach through target language integration

This study investigates the integration of target language culture in English Language Teaching (ELT) in Indonesia, a topic of growing importance as intercultural competence becomes essential in global communication. Despite the recognition that language and culture are inherently interconnected, cultural content is often underrepresented in ELT practices, particularly in diverse educational settings such as public and private schools in Indonesia. A key problem addressed by this research is the lack of empirical studies comparing how target culture is incorporated across different types of schools and how these differences affect teaching strategies, student engagement, and language acquisition outcomes. The primary aim of this study is to explore how Indonesian English teachers perceive and implement the integration of target culture in ELT and to examine the institutional, pedagogical, and contextual factors that shape these practices. The study employs a qualitative research design using thematic analysis. Data were collected through semi-structured interviews with ten English teachers each five from public and private or international schools and selected through purposive and convenience sampling methods. The data were analyzed using Braun and Clarke's (2006) six-phase thematic analysis framework. Six key themes emerged: language-culture correlation, sociocultural influences in learning, institutional and curricular factors, teacher preparedness and attitudes, student outcomes and motivation, and equity and resources disparities. The findings revealed significant contrasts between public and private school contexts, particularly in terms of access to cultural materials, curriculum flexibility, and professional training. Teachers in private schools demonstrated greater ease in incorporating cultural elements, while those in public schools faced structural limitations. These results suggest that culturally responsive ELT in Indonesia requires targeted policy support, improved teacher training, and more equitable resource allocation. Future research should include classroom observations and a more diverse sample, including urban public schools, to capture a broader representation of teaching practices.