THE ENGLISH TEACHERS PROFESSIONALISM IN IMPLEMENTING KURIKULUM MERDEKA IN TEACHING SPEAKING SKILLS AT THE TENTH GRADE OF SMK SARASWATI SALATIGA IN THE ACADEMIC YEAR OF 2023/2024

, Salwa Ayu Rahmadhani (2024) THE ENGLISH TEACHERS PROFESSIONALISM IN IMPLEMENTING KURIKULUM MERDEKA IN TEACHING SPEAKING SKILLS AT THE TENTH GRADE OF SMK SARASWATI SALATIGA IN THE ACADEMIC YEAR OF 2023/2024. Other thesis, IAIN SALATIGA.

	Text SALWA AYU 23032200001 SKRIPSI.pdf Download (3MB)
	Text SALWA AYU 23032200001 SKRIPSI.pdf Download (3MB)

Abstract

Indonesia's new Merdeka kurikulum, was introduced for the recovery and improvement of post-COVID-19 education, presents very unique challenges, especially as it requires teachers to be more creative. This study describes the professionalism and obstacles that English teachers face in implementing the Merdeka Curriculum in teaching English, especially in speaking skills in grade ten at SMK Saraswati Salatiga. The purpose of this study is to find out the implementation of Merdeka Curriculum in English learning and the obstacles faced by tenth grade English teachers at SMK Saraswati Salatiga in the 2023/2024 academic year. In conducting this research, the researcher used a qualitative approach with a case study type of research. This research was conducted at SMK Saraswati Salatiga. The informants were two English teachers, the principal and five tenth grade students. Data collection used observation, interview, and documentation. The data analysis techniques used were data reduction, data display, and conclusion drawing. Methodological triangulation was used to check the validity of the data. The results of this study are: (1) To achieve the proffesionalism as english teachers they follow training and development to be able to achieve learning in accordance with the independent curriculum and also ask for direction and evaluation from the principal in implementation. (2) English teachers create lessons that require creativity from students and teachers, for example by using practical tools according to their majors to convey material and also make the class atmosphere very pleasant, for example playing a role in learning.. There are three stages in the learning process, namely: opening, core activities, and closing. Learning activities include diagnostic tests, discussions, questions and answers and project-based learning. (3) The obstacles faced by English teachers are: difficulties in choosing the right learning methods and strategies, Lack of learning equipment in the classroom, Differences in students' intelligence, unfair treatment of students when implementing free learning programs. unsupportive mindset and insight of the community, Teachers do not have enough resources.

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