Permatasari, Alfrida (2024) The Implementation Of Teaching English As A Foreign Languange (EFL) Based On Merdeka Curriculum At SMA Bakti Ponorogo. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
Merdeka's curriculum was developed as a more flexible curriculum that focused on essential material and created the character and competencies of students. English is one of the subjects implemented in the Merdeka curriculum. In the Indonesian context, English as a Foreign Language (EFL) is taught at all levels of teaching and learning—teachers with a pedagogical competence concerned with class management and lesson planning. The lesson plan has several components: objective learning, learning strategy, learning material, learning media, and learning evaluation. This research aims to describe 1) the implementation of Teaching English as a Foreign Language (EFL) based on the Merdeka Curriculum at SMA Bakti Ponorogo; 2) The assessment implemented in Teaching EFL is based on the Merdeka curriculum at SMA Bakti Ponorogo; 3) The student's perception of implementing Teaching EFL based on the Merdeka curriculum at SMA Bakti Ponorogo; 4) The teacher's problems in implementing Teaching EFL based on the Merdeka curriculum at SMA Bakti Ponorogo. Furthermore, the significance of the research was expected to be useful information for English teachers, especially in teaching EFL Based on Merdeka curriculum in the current. This research used descriptive qualitative as a research design approach. When collecting data, the researcher used four qualitative data collection techniques. In this study, the data were collected through observation, interviews, questionnaires, and documentaries. In the observation technique, the researcher makes observations in the classroom by observing the interactions between teachers and students. Meanwhile, in the method, the researcher conducted interviews with teachers to get information about teaching EFL that the teacher implemented, used a questionnaire to distributed student's data and in documentation technique, the data were taken through photos taken during the learning process. To verify the data, researchers used triangulation. The research shows that implementing EFL based on the Merdeka curriculum has three stages: planning, implementation and assessment. In the planning, this research also finds that applied Diagnostic Tests and Differentiated Learning. In the implementation stage, the study found that teachers developed teaching modules which involved strategy, material, and media in learning. The assessments that are implemented are summative and formative assessments. Moreover, most students positively perceived the implementation of EFL teaching based on the Merdeka curriculum at SMA Bakti Ponorogo. Meanwhile, the problems faced by teachers involved the difficulty in dealing with students' inhibitions and difficulty in managing time in teaching that integrated differentiated learning.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Desi Puspitasari |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 23 Sep 2025 01:51 |
| Last Modified: | 23 Sep 2025 01:51 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/35224 |
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