The Merdeka Curriciulum: Teachers’ Perception about The Implementation in Teaching English at SMKN 1 Polewali

2024-12-09T13:03:47+00:00

This study aimed to shed light on how is the teachers'' perception on the implementation of Merdeka Curriculum in Teaching English at SMKN 1 Polewali, this research is a qualitative research approach with a phenomenology descriptive design. The researcher using observation, interview and documentation to collect the data. Based on the observation and interview that have been done, the researcher found that the teachers'' perceptions reveal broad and narrow views. While appreciating curriculum flexibility for tailored learning and recognizing positive outcomes like increased student creativity and participation, some express concerns about limitations and administrative burdens. The teachers'' reveal their perception about how the merdeka curriculum giving teachers flexibility in teaching, enhancing student’s creativity, utilizing student-centred teaching method, seamless technology integration and emphasize the importance of reflection process in learning, In conclusion, the Merdeka Curriculum positively impacts the learning environment at SMK 1 Polewali, fostering dynamism and responsiveness to student needs. Ongoing efforts to understand and address varied teacher perceptions are crucial for optimizing curriculum benefits and ensuring equitable outcomes for all stakeholders in the learning process. the findings of this study provide a foundation for the development of targeted teacher professional development programmes. These programmes can address key challenges identified in the study, such as adapting to curriculum updates, integrating technology and managing administrative burdens. When teachers are equipped with the necessary skills and support, they can face these challenges more effectively, which will ultimately improve the implementation of Merdeka Curriculum

Types and Functions of Code-Switching in English Learning Contexts: Insights from SMK Bahari Parepare

2024-12-09T20:12:59+00:00

This study explores the types of code-switching used by English teachers and students at SMK Bahari Parepare, aiming to know the function of code switching in learning proses. This research was conducted in SMK Bahari Parepare, by employing qualitative research methods. The sample in this study is one English teacher and 12 students in eighth grade nursing department in the 2023/2024 academic year. Next, process collecting data used observation checklist and note taking observation and also used the form of conversation recordings were then transcribed and analysed descriptively qualitatively using thematic analysis. The research identifies three primary types of code-switching: tag switching, inter-sentential switching, and intra-sentential switching. Tag switching was found to be a common strategy among students, often used to clarify understanding or manage classroom dynamics. In contrast, inter-sentential switching served as a bridge between languages, allowing for clearer communication of instructions and concepts, while intra-sentential switching facilitated the expression of complex ideas within a single utterance. Overall, the study concludes that code-switching significantly contributes to the effectiveness of English language instruction at SMK Bahari Parepare. It enables students to connect new language concepts with their native language, fostering a more inclusive and supportive learning environment. The research underscores the importance of recognizing and integrating code-switching in educational practices, as it enhances both understanding and language proficiency among students, ultimately promoting their confidence in using English.

ETERNAL (English, Teaching, Learning, and Research Journal)

The Merdeka Curriciulum: Teachers’ Perception about The Implementation in Teaching English at SMKN 1 Polewali

Types and Functions of Code-Switching in English Learning Contexts: Insights from SMK Bahari Parepare