TEACHERS’ VOICES: NAVIGATING ENGLISH TEACHING STRATEGIES AND CHALLENGES IN THE MERDEKA CURRICULUM FRAMEWORK

Abstract

This study explores English teachers’ strategies and challenges in implementing the Merdeka Curriculum in Indonesian secondary schools. Grounded in a qualitative descriptive design, the research aims to capture teachers’ voices as they interpret and adapt curriculum principles in real classroom context. Data were collected through semi-structured interviews and document analysis involving English teachers with varying levels of experience. The findings reveal that while most teachers demonstrate a moderate understanding of the Merdeka Curriculum, its practical implementation remains inconsistent. Teachers tend to combine Communicative Language Teaching (CLT) with traditional grammar based approaches, while the application of Project-Based Learning (PBL) and differentiated instruction is still limited. Several key challenges were identified, including time constraints, limited resources, minimal institutional support, and diverse student competencies. These challenges contribute to a gap between curriculum ideals and classroom practices. To address these issues, teachers employ adaptive strategies such as peer collaboration, utilization of digital tools, and simplification of assessment methods. The discussion highlights that teachers’ voices reflect both enthusiasm for innovation and frustration with systemic barriers. The study concludes that successful implementation of the Merdeka Curriculum requires not only teacher adaptability but also continuous professional development, structured support systems, and collaborative learning environments. This research contributes to a deeper understanding of curriculum enactment and offers practical insights for improving English language teaching practices within the Merdeka Curriculum framework.