Integrating Data-Driven Instruction into EFL Curriculum in Indonesia

Abstrak

This study investigates the integration of Data-Driven Instruction (DDI) into the English as a Foreign Language (EFL) curriculum in Indonesia, with a particular focus on students at Muhammadiyah Bogor Raya University. The primary aim of this research is to examine how instructional decisions informed by learning and assessment data can enhance teaching effectiveness and student learning outcomes in higher education EFL contexts. Drawing on the literature of data-driven decision making, formative assessment, and curriculum alignment in language education, this study highlights the growing importance of using empirical evidence to guide instructional practices. This research employed a mixed-methods approach. Quantitative data were collected from students’ diagnostic tests, formative assessments, and final achievement scores, while qualitative data were obtained through classroom observations, student questionnaires, and lecturer interviews. The sample consisted of undergraduate EFL students enrolled in compulsory English courses at Muhammadiyah Bogor Raya University. Data analysis involved descriptive and inferential statistics as well as thematic analysis to examine instructional adjustments and learning progress. The findings reveal that integrating Data-Driven Instruction into the EFL curriculum led to more responsive teaching practices and improved student performance, particularly in reading and writing skills. Lecturers reported increased awareness of students’ learning needs, while students demonstrated higher engagement and clearer learning trajectories. The study concludes that Data-Driven Instruction offers a practical and effective framework for strengthening EFL curriculum implementation in Indonesian higher education.