Assessing the Preparedness of English as a Foreign Language (EFL) Teachers in Implementing the 2022 National Curriculum at Senior High Schools

Kurnia Saputri; Urip Sulistiyo; Mukhlash Abrar

doi:10.35445/alishlah.v16i2.4765

Assessing the Preparedness of English as a Foreign Language (EFL) Teachers in Implementing the 2022 National Curriculum at Senior High Schools

Kurnia Saputri, Urip Sulistiyo, Mukhlash Abrar

Abstract

This research aimed to assess the preparedness of EFL teachers for implementing the IKM at senior high schools in Palembang City. The research used mixed methods. Both of the data were collected concurrently. When self-developed and validated questionnaires were distributed and filled in, to know the general overview of the EFL teachers in implementing the IKM. For data triangulation, the interview data was supported by a teaching document in the form of a lesson plan (RPP). The overall result of quantitative data analysis showed that the EFL teachers of SHSs were highly ready in terms of competencies, assessment methods, mindset/attitude, commitment, and teaching resources to implement the IKM. Meanwhile, the analysis of qualitative data indicated that EFL teachers had not yet demonstrated their readiness to implement IKM according to the process standards of IKM teaching. This less-readiness was caused by the provided training, and the workshop was only able to enhance their cognitive aspects, not the practical knowledge required to implement the IKM properly. The findings of this research shed light on policymakers and leaders about the EFL teachers' readiness toward the IKM implementation in Palembang City.

Keywords

EFL teachers’, National Curriculum IKM, Readiness, Systematic review

Full Text:

PDF

References

Abdillah-Dalimunthe, R. A. (2016). Strategi Dan Implementasi Pelaksanaan Pendidikan Karakter Di Smp N 9 Yogyakarta. Jurnal Pendidikan Karakter, 1, 102– 111. https://doi.org/10.21831/jpk.v0i1.8616

Adiningtyas, A., & Rahayu, E. Y. (2023). Vocational High School Teachers’ Perception of Teaching Modul (Modul Ajar) in Emancipated Curriculum. Journal of Applied Linguistics and English Education, 1(1), 1-9.

Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in psychology, 13, 920317.

Aulia, V. (2021). Ways of EFL Teachers in Developing Their Pedagogical Competences. Voles Journal, 1(5). 1-9.

Balinas, E. S. (2016). English Teachers Classroom Assessment Practices. International Journal of Evaluation and Research in Education, 5(1), 82-92.

Bangkara, B. A., Manullang, S. O., Pratiwi, E. Y. R., Husen, N., & Sabtohadi, J. (2022). Rethinking the" Kurikulum Merdeka for Learning". EDUTEC: Journal of Education And Technology, 6(2), 201-216.

Brown, A. L., Myers, J., & Collins, D. (2021). How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies, 47(1), 38-58.

Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. (2019). Teaching for excellence and equity: Analyzing teacher characteristics, behaviors and student outcomes with TIMSS (p. 212). Springer nature.

Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21(3), 360-389.

Cooper, H. M. (2016). Research synthesis and meta-analysis: A step-by-step approach (Fifth Edition). SAGE Publications.

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute.

Habibi, A., Razak, R. A., Yusop, F. D., & Mukminin, A. (2019). Preparing future EFL teachers for effective technology integration: What do teacher educators say. Asian EFL Journal, 21(2), 9-30.

Haerullah, H., & Elihami, E. (2020). Dimensi perkembangan pendidikan formal dan non formal. Jurnal edukasi nonformal, 1(1), 199-207.

Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: What every EFL teacher should do. Procedia-Social and Behavioral Sciences, 15, 46-52.

Huijboom, F., Van Meeuwen, P., Rusman, E., & Vermeulen, M. (2021). Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction, 31, 100566.

Indarta, Y., Jalinus, N., Waskito, W., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi Kurikulum Merdeka Belajar dengan Model Pembelajaran Abad 21 dalam Perkembangan Era Society 5.0. Edukatif : Jurnal Ilmu Pendidikan, 4(2), 3011– 3024. https://doi.org/10.31004/edukatif.v4i2.2589

Jannati, P., Ramadhan, F. A., & Rohimawan, M. A. (2023). Peran Guru penggerak dalam implementasi kurikulum merdeka di sekolah dasar. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 330-345.

Johnson, R.B. & Christensen, L.B. (2008) Educational Research: Quantitative, Qualitative, and Mixed Approaches. 3rd Edition, Sage Publications, Inc., Lose Angeles.

Kabilan, M. K., & Khan, M. A. (2012). Assessing pre-service English language teachers’ learning using e-portfolios: Benefits, challenges and competencies gained. Computers & Education, 58(4), 1007-1020.

Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104.

Khoirurrijal, Fadriati, Sofia, Makrufi, A. D., Gandi, S., Muin, A., Tajeri, Fkhrudin, A., Hamdani, & Suprapno. (2022). Pengembangann Kurikulum Merdeka. Malang: CV. Literasi Nusantara Abadi.

Lai, C., Hu, X., & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer assisted language learning, 31(1-2), 114-143.

Liu, M.-Hui & Kleinsasser, R. (2015). Exploring EFL teachers' knowledge and competencies: In-service program perspectives. Language Learning & Technology, 19(1), 119–138. http://dx.doi.org/10125/44405.

Marisa, M. (2021). Inovasi kurikulum “Merdeka Belajar” di era society 5.0. Santhet: Jurnal Sejarah, Pendidikan, Dan Humaniora, 5(1), 66-78.

Muslikh. (2020). Landasan Filosofis dan Analisis Terhadap Kebijakan Merdeka Belajar Dan Kampus Merdek. Jurnal Syntax Transformation, 1(3), 40–46. https://doi.org/10.46799/jst.v1i3.29

Nugroho, T., & Narawaty, D. (2022). Kurikulum 2013, kurikulum darurat, dan kurikulum prototipe (2020-2021) atau kurikulum merdeka (2022) mata pelajaran bahasa inggris: suatu kajian bandingan. In SINASTRA: Prosiding Seminar Nasional Bahasa, Seni, dan Sastra (Vol. 1, pp. 373-382).

Nurfadila, A., Mahyuni, M., Sujana, I. M., & Arifuddin, A. (2023). Problems in the Implementation of Independent Curriculum (IC) A Case Study at SMAN 1 Masbagik in Academic Year 2022/2023. Jurnal Ilmiah Profesi Pendidikan, 8(3), 1620-1630.

Permatasari, A. D. A., & Siswati, B. H. (2023). Validity Test of Moodle-Based Digital Assessment to Measure Science Literacy Skills in Environmental Pollution Material. Jurnal Paedagogy, 10(3), 655-665.

Pittaway, L., Robertson, M., Munir, K., Denyer, D., & Neely, A. (2004). Networking and innovation: a systematic review of the evidence. International journal of management reviews, 5(3‐4), 137-168.

Postholm, M. B. (2018). Reflective thinking in educational settings: An approach to theory and research on reflection. Educational Research, 60(4), 427-444.

Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal basicedu, 6(4), 6313-6319. https://doi.org/10.31004/basicedu.v6i4.3237

Rakib, M., Rombe, A., & Yunus, M. (2016). Pengaruh pelatihan dan pengalaman mengajar terhadap profesionalitas guru (Studi pada guru IPS terpadu yang memiliki latar belakang pendidikan dalam bidang pendidikan ekonomi). Jurnal Ad'ministrare" Jurnal Pemikiran Ilmiah dan Pendidikan Administrasi Perkantoran", 3(2), 1-148.

Rozimela, Y., & Tiarina, Y. (2018). The impact of reflective practice on EFL prospective teachers’ teaching skill improvement. The Journal of Language Learning and Teaching, 8(1), 18-38.

Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Center for American Progress.

Saputri, K., Hidajati, E., & Budiyanto, D. (2023). The Readiness of EFL Teachers on Implemented of IKM of 2022 National Curriculum in Senior High School. PPSDP International Journal of Education, 2(2), 253-266.

Sudimantara, L. B. (2023). Perspectives and Experiences of Indonesian Pre-Service English Teachers in Developing Digital Learning Resources. English Review: Journal of English Education, 11(3), 609-628.

Sulistiyo, U. (2016). English language teaching and EFL teacher competence in Indonesia. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 396-406.

Sulistiyo, U., Wulan, R., Al Arif, T. Z. Z., Efriza, D., & Anwar, K. (2021). A critical content analysis of English textbook for senior high school students in Indonesia. Studies in English Language and Education, 8(1), 84-98.

Swaie, M., & Algazo, M. (2023). Assessment purposes and methods used by EFL teachers in secondary schools in Jordan. In Frontiers in Education (Vol. 8, p. 1192754). Frontiers.

Tricahyati, S., & Zaim, M. (2023). English Teachers’ Readiness in Implementation of ‘Merdeka Belajar’Curriculum in Teaching English at Junior High School in Padang. Journal of English Language Teaching, 12(1), 97-105.

Walukow, M. R., Naharia, O., Wullur, M. N., Sumual, S. D., & Monoarfa, H. (2023). Implementation of Merdeka Belajar Policy: Constraints in the Pancasila Students Profile Strengthening Project. International Journal of Multidisciplinary Approach Research and Science, 1(02), 104-116.

Yıldırım, R. (2019). Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience. Journal of Language and linguistic Studies, 15(3), 1155-1170.

Zahed-Babelan, A., Koulaei, G., Moeinikia, M., & Sharif, A. R. (2019). Instructional leadership effects on teachers’ work engagement: Roles of school culture, empowerment, and job characteristics. CEPS Journal, 9(3), 137-156.

DOI: https://doi.org/10.35445/alishlah.v16i2.4765