EXPLORING FUSION STUDENTS' OBSTACLES AND STRATEGIES IN SUSTAINABLE ENGLISH LANGUAGE LEARNING

Abstrak

This study explores the obstacles and strategies experienced by fusion students in achieving sustainable English language learning. Fusion students those coming from non-English academic backgrounds who are required to integrate English into their current studies often face multifaceted challenges in language acquisition. Using a qualitative descriptive approach, this research involved semi-structured interviews with 15 fusion students from various departments at a public university in Indonesia. The data revealed that the primary obstacles include limited vocabulary, anxiety in speaking, lack of exposure to authentic English environments, and insufficient institutional support. In addition, sociocultural factors and academic pressures also hinder students’ motivation and consistency in learning. Despite these challenges, the students have developed a variety of strategies to sustain their English learning process. These include peer collaboration, use of digital tools such as language apps and online videos, self-directed learning routines, and participation in extracurricular English activities. The findings suggest that while fusion students struggle with both internal and external barriers, their resilience and adaptive learning strategies play a significant role in maintaining language development over time. This research highlights the need for more inclusive and supportive English language programs that consider the diverse needs of fusion students. Further studies are recommended to examine institutional roles in facilitating long-term English learning sustainability among non-English-major students.