DESIGNING ENGLISH FOR THEOLOGY: A DUAL-DOMAIN ESP CURRICULUM FRAMEWORK FOR THEOLOGY STUDENTS IN INDONESIA

  • Vivi Esti Novarina Universitas HKBP Nommensen, Medan, Indonesia
  • Lastri Wahyuni Manurung Universitas HKBP Nommensen, Medan, Indonesia
  • Ghidei Youseff University of Jordan, Amman, Jordan
DOI: https://doi.org/10.36655/jetal.v8i1.2457
Keywords: curriculum design, English for Specific Purposes, English for Theology, Needs analysis, Theology students

Abstract

This study examines how an English for Specific Purposes (ESP) curriculum for theology students can integrate academic and ministerial needs within one coherent framework. Using a qualitative descriptive case study at STT Anugerah Misi Nias Barat, Indonesia, data were collected over one semester through a needs-analysis questionnaire administered to theology students, semi-structured interviews with relevant institutional stakeholders, and analysis of existing teaching materials. The triangulated findings reveal two interconnected domains of need: academic theological literacy and ministerial-mission performance. Students needed English to read theological books, journal articles, commentaries, and abstracts; write summaries and reflections; and present theological ideas. They also needed English for prayer, Scripture reading, testimony, and ministry communication. However, their proficiency remained low, especially in speaking and listening, with grammar, limited vocabulary, low confidence, and restricted exposure as major challenges. The study argues that English for Theology should not abruptly replace foundational English, but should recontextualize it through theology-related texts, tasks, and assessments appropriate for low-exposure, faith-based higher education settings.

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Published
2026-09-02
Issue
Vol 8 No 1 (2026): September
Section
Articles
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