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    SUMMARY Articles Issues in ELT

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    SUMMARY Articles Issues in ELT

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    Erika Nabila
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    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    5 views4 pages

    SUMMARY Articles Issues in ELT

    Uploaded by

    Erika Nabila
    s

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Group 3

    • Erika Nabila : 2105125233


    • Silsilia Wulan Dika : 2105125234
    Subject : Issues in ELT
    Lecturer : Dr. Eliwarti, M. App. Ling
    Summary Articles for Second Performance

    Challenges and Strategies of English Language Teaching Within the Freedom-to-Learn


    Curriculum in Indonesia

    In the article entitled "Challenges and Strategies of English Language Teaching


    Within the Freedom-to-Learn Curriculum in Indonesia, the author explores the challenges
    and strategies of teaching English within the Freedom-to-Learn curriculum in Indonesia. The
    Freedom-to-Learn curriculum is an innovation in Indonesian education that aims to develop
    students' learning potential and interest. This curriculum gives students freedom to choose
    their learning interests, reduces academic burden, and encourages teacher creativity. In
    implementing the freedom-to-learn curriculum, of course, teachers experience challenges in
    teaching English. There are challenges faced in teaching English, and strategies are needed to
    face these challenges. For this reason, in this research, the author aims to examine the
    challenges faced by junior high school English teachers in the city of Banyumas, Indonesia,
    and to explore the strategies used by teachers in facing these challenges.

    In this research, the author uses a qualitative approach, where the qualitative approach
    uses text for its findings, analyzes the data, and interprets its meaning. Researchers took
    junior high school English teachers in a district called Banyumas, Indonesia, as research
    participants. There are six English teachers from four state junior high schools. Researchers
    used convenience sampling as a method to select participants. In collecting data, researchers
    used various techniques. There are three techniques used in this research, namely semi-
    structured interviews, observation, and document study, to obtain holistic information for
    research. The main data was taken from semi-structured individual interviews with each
    participant. Supporting data was obtained from observations of the learning process in class.
    Moreover, researchers also use supporting data from documents, which are teacher teaching
    modules. Data analysis uses thematic analysis. Researchers go through several stages in
    thematic data analysis. The first and second stages are introduction and coding; the third to
    fifth phases are theme development, refinement, and naming; and the final phase is writing.
    The researcher revealed in the results and discussions that there were several challenges
    faced by teachers in teaching English in the freedom-to-learn curriculum. The following are
    the challenges teachers face in teaching English in the freedom-to-learn curriculum:
    • Teachers' lack of understanding of the concept of the freedom-to-learn curriculum and
    lack of preparation in implementing the freedom-to-learn curriculum, including delays
    in planning and teacher training after implementation.
    • The independent learning curriculum has high flexibility in its concept. Project-based
    learning, focus on essential material, and flexibility in curriculum design are
    characteristics of the freedom-to-learn curriculum. However, this also creates
    confusion for teachers in implementing it.
    • The impact of the COVID-19 pandemic which increases learning loss, especially
    among students with low educational backgrounds.
    • Large class sizes are a challenge in implementing a student-centered learning
    approach.
    • The ratio of teachers to the number of students is not ideal in student-centered
    learning.
    • Difficulty in adjusting simultaneous summative tests due to differences in material
    flow between schools in the independent learning curriculum.
    • Challenges faced by teachers in teaching grade 7 junior high school students who
    have long been accustomed to online learning since elementary school due to the
    pandemic.
    • Grade 7 junior high school students still need guidance like elementary school
    students. Because the lack of learning English in elementary school is an additional
    obstacle for grade 7 junior high school students.
    The challenges faced in teaching English in the Freedom-to-learn curriculum lead
    teachers to find strategies to face the challenges in teaching English in the Freedom-to-learn
    curriculum.To confront the challenges of curriculum implementation, the teachers have some
    strategies as follows:
     Teacher Training: Despite the availability of information on the Freedom-to-learn
    curriculum through government platforms, teachers still require formal training to
    understand the concept thoroughly. This training helps them teach professionally
    within the framework of the new curriculum. It ensures that teachers attain high
    standards and subject matter competence, contributing to their overall
    professionalism.
     English Teachers Association Meetings: These meetings provide a platform for
    teachers to discuss and share experiences related to the implementation of the
    curriculum. It helps in addressing various challenges, such as differing understandings
    among teachers and the need for curriculum adaptation. By coming together, teachers
    can reach mutual agreements on key aspects like teaching materials and
    administration, which facilitates smoother implementation.
     Creating an Exciting Learning Environment
     Grade 7 students have lower English competencies, prompting teachers to focus
    on creating an engaging learning environment.
     Strategies include using games to enhance social and emotional skills, integrating
    teaching material into daily life, allowing students to choose their own topics (At),
    and utilizing outdoor spaces for study.

     Implementing Differentiated Learning


     Due to the student-centered nature of the curriculum, teachers face challenges in
    catering to diverse student needs.
     Differentiated learning involves adapting teaching methods and materials to
    accommodate varying readiness levels, interests, and learning profiles.
     Strategies include student profiling, grouping based on competencies, and peer
    tutoring.
     Teachers employ various approaches such as focusing on different learning styles,
    personalizing learning processes, and integrating other teaching models like
    project-based learning.

     Conducting Evaluations
     Continuous evaluation is essential to improving curriculum implementation,
    particularly in assessment methods.
     Feedback and criticism from teachers help refine policies and decisions related to
    curriculum implementation.
     Evaluation occurs at various levels, including school, sub-region, and government
    levels.
     Teachers use evaluations to modify lesson plans and teaching methods to better
    align with student needs and curriculum goals.
     There's a need for practical guidance and materials to support teachers in
    implementing assessments effectively within the Freedom-to-learn curriculum.

    In conclusion, the Freedom-to-learn curriculum has already been implemented in


    Indonesia. However, English teachers as the front guard of the language teaching and
    learning process are challenged to implement the new curriculum. There are some challenges
    faced by the teacher in the freedom-to-learn curriculum implementation: lack of
    understanding of the concept, lack of preparation, learning loss, big class size, and adjustment
    of a simultaneous summative test. Although they got challenges, they still did their best effort
    in implementing the new curriculum. They have some strategies to confront the challenges:
    taking training, attending an English Teachers’ Association meeting, creating an exciting and
    enjoyable learning environment, implementing differentiated learning, and conducting an
    evaluation. The implementation of the Freedom-to-learn curriculum has given the teachers a
    lot of learning. Whatever challenges are faced, the teachers have made their best effort to
    implement the new curriculum. However, the thing to remember is that the teacher as the
    spearhead of education requires the teachers to alter their paradigm and terminology related
    to education today which is far different from the past. The Freedom-to Learn Curriculum
    provides flexibility to educators to create quality learning that suits the needs and learning
    environment of students. Although the reality shows that it has not reached the curricular goal
    yet, all parties have tried to do their best.

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