| dc.description.abstract | Curriculum change has occurred multiple times in Indonesia. The latest
curriculum change to Kurikulum Merdeka (Emancipated Curriculum) posed
some challenges and difficulties among teachers because they were required
to implement the curriculum and any policies from the central government
in a relatively short time. The present study aims to describe how two
Indonesian EFL teachers adapted to such curriculum change. Two English
teachers with over a decade of experience were involved. One taught at a
vocational high school in a rural area, focusing on practical English. The
other taught at an urban school, emphasizing academic English. To collect
the narratives, semi-structured interviews were conducted. Thematic
analysis with predefined themes based on Fullan's theoretical framework
was applied to point out unique data patterns that would shed some light on
how the two participants adjusted themselves and their practices in response
to changes in curricular policies. This study will examine how teachers
adapted to rapid curricular changes in Indonesia, including the challenges
they faced, the support they received, and the strategies they employed, such
as the utilization of online resources like YouTube. | en_US |
