Exploring teachers' challenges and strategies in the Merdeka English Curriculum : A junior high school narrative inquiry

Azizah, Siti Aisyah Nur (2023) Exploring teachers' challenges and strategies in the Merdeka English Curriculum : A junior high school narrative inquiry. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study aims to determine the teachers’ knowledge, challenges faced, and the strategies teachers use when teaching English after implementing the Merdeka Curriculum. This study uses the narrative inquiry method as a qualitative research design. This research follows Creswell's (2014) qualitative data analysis procedure. Involved two participants from one of the high schools in Bandung. Interviews and document analysis were used to obtain data regarding teachers' knowledge, challenges, and strategies in teaching English. As a result of this research, the researcher found the Merdeka Curriculum, implemented in Indonesia for the 2022/2023 academic year, aims to provide optimal learning experiences with diverse content, focusing on essentials and real-world contexts, enhancing students' competence and character through group learning, as part of the Projek Penguatan Profil Pelajar Pancasila. Next, teachers’ challenges in teaching English after the Merdeka Curriculum, including students' decreased motivation, self-confidence, and difficulty understanding vocabulary. To overcome these, they can employ strategies like game-based learning, project-based learning, technology-based learning methods, and cooperative learning. Thus, this study concludes that the knowledge, challenges, and strategies above answer these three research questions. However, these challenges and strategies may be different for each teacher who teaches English with the Merdeka Curriculum in other schools, depending on the students’ conditions and the school conditions.

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