Teachers’ Readiness on Teaching English in Elementary School through Merdeka Curriculum at Elementary Schools in Lunang South Pesisir

Annisa Tri Purbowati; Yuli Tiarina

doi:10.24036/jelt.v13i3.130222

Teachers’ Readiness on Teaching English in Elementary School through Merdeka Curriculum at Elementary Schools in Lunang South Pesisir

Annisa Tri Purbowati⁽¹⁾, Yuli Tiarina⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2024 annisa tri purbowati

DOI : https://doi.org/10.24036/jelt.v13i3.130222

Full Text:

Language : en

Abstract

This study aimed to figure out Teachers’ Behavioral and Situational Readiness on teaching English in elementary school. This research used a Qualitative research method with a case study approach. The participants in the study were twelve classroom elementary schools' teachers whose were instructed to teach English, especially in grades one, two, four, and five. The data were collected using semi- structured interviews. The findings showed that The teachers’ behavioral readiness depends on their educational background were not ready to teach English in elementary school because there were no teachers who had English educational background. Moreover depending on their pedagogical skill all the teachers were ready to teach. However, they need more improvement to the content knowledge in teaching English. The teachers’ situational readiness depends on providing facilities and tools are ready to teach English in elementary schools. However, there is only one school which had sufficient library, others schools still do not have sufficient libraries, especially in 3T schools which means are rural, underdeveloped, frontier areas and lack in provide complete books.

Keywords

Teachers Readiness, Behavioral Readiness, Situational Readiness

References

Angraeni, a., & yusuf, f. N. (2022). Psychologically ready? Cases of efl elementary school teachers’ readiness to teach english in indonesia. Mimbar sekolah dasar, 9(2), 352–366. Https://doi.org/10.53400/mimbar-sd.v9i2.49815

Artila dewi*, n. P., sintadewi, m. D., & suryantini, m. D. (2023). Urgency of teaching english to young learners in kurikulum merdeka belajar. Riwayat: Educational journal of history and humanities, 4(2), 188–196. Https://doi.org/10.24815/jr.v6i1.29427

Azman, h. (2016). Implementation and challenges of english language education reform in malaysian primary schools. 3l: Language, linguistics, literature, 22(3), 65–78. Https://doi.org/10.17576/3l-2016-2203-05

Chowdhury, a., & shil, n. C. (2021). Thinking ‘qualitative’ through a case study: Homework for a researcher. American journal of qualitative research, 5(2 (in progress)), 190–210. Https://doi.org/10.29333/ajqr/11280

Du, j. L., yu, p. F., & li, m. L. (2014). Leading role of educators in english language teaching for young learners. International journal of emerging technologies in learning, 9(9), 17–20. Https://doi.org/10.3991/ijet.v9i9.3939

Fatwa, n., & makassar, u. N. (2023). The relationship between teacher readiness and thematic learning outcomes in cluster 2 tamalate district , makassar city keywords : 3(1), 72–77.

Girgin, d., & akcanca, n. (2022). The readiness of primary and preschool pre-service teachers’ for teaching profession in turkey: A mixed methods research. International journal of contemporary educational research, 8(2), 98–117. Https://doi.org/10.33200/ijcer.750217

Kepmendikbudristekdikti. (2022). Pedoman penerapan kurikulum dalam rangka pemulihan pembelajaran. Menpendikbudristek, 1–112. Https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/salinan_20220711_121315_fix salinan jdih_kepmen perubahan 56 pemulihan pembelajaran.pdf

Markle, r. S. (2017). Exploring teacher readiness: What features of professional exploring teacher readiness: What features of professional development enhance motivation to implement technology development enhance motivation to implement technology innovations? Innovations? Jurnal sains dan seni its, 6(1), 51–66.

Miles, mathew b., & huberman, a. M. (1994). An expanded sourcebook qualitative data analysis. In ceur workshop proceedings (vol. 1304, pp. 89–92).

Mohamed, z., valcke, m., & de wever, b. (2017). Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks. Journal of education for teaching, 43(2), 151–170. Https://doi.org/10.1080/02607476.2016.1257509

Mutiah, s. D., nakhriyah, m., hr, n. H., hidayat, d. N., & hamid, f. (2020). The readiness of teaching english to young learners in indonesia. Jurnal basicedu, 4(4), 1370–1387. Https://doi.org/10.31004/basicedu.v4i4.541

Nassaji, h. (2015). Qualitative and descriptive research: Data type versus data analysis. Language teaching research, 19(2), 129–132. Https://doi.org/10.1177/1362168815572747

Prideaux, d. (2003). Curriculum design. Bmj, 326(7383), 268. Https://doi.org/10.1136/bmj.326.7383.268

Prihatin, y. (2015). The removal of english language for elementary school in curriculum 2013. 3(1), 53–68.

Rahayuningsih, f. (2022). Internalisasi Filosofi Pendidikan Ki Hajar Dewantara Dalam Mewujudkan Profil Pelajar Pancasila. Social : Jurnal inovasi pendidikan ips, null, null. Https://doi.org/10.51878/social.v1i3.925

Respatiadi, f., zid, m., & hotimah, o. (2022). Komparasi kurikulum 1964 dan 1968 serta kajian materi geografi pada jenjang smp. Edusaintek: Jurnal pendidikan, sains dan teknologi, 9(1), 278–290. Https://doi.org/10.47668/edusaintek.v9i1.450

Saridudin. (2021). Komponen komponen kurikulum. Puslitbang pendidikan agama dan keagamaan badan litbang dan diklat kementerian agama ri, 1–21.

Sayuti, a. M., asrilsyak, s., & rafdinal, w. (2021). Bahasa inggris bahasa inggris. Jurnal sekretaris & administrasi bisnis (jsab), 5(1), 39. Https://doi.org/10.31104/jsab.v5i1.194

Sidauruk, t., delita, f., berutu, n., yenny, n., & suciani, a. (2022). Implementation and barriers of online learning based on tipec framework: A survey on geography teachers. International journal of technology in education and science, 6(2), 271–285. Https://doi.org/10.46328/ijtes.334

Sofyani, setyowati, d. L., & suhandini, p. (2020). Professional competence evaluation of mts social teacher in mranggen district, demak. 443(iset 2019), 656–660. Https://doi.org/10.2991/assehr.k.200620.134

Supriatna, d., nadirah, s., aniati, rahman, a., aina, m., & saefudin, a. (2023). Implementation of merdeka belajar curriculum in elementary schools: How is teachers’ perception? International journal of education, 02(02), 30–40. Https://e-journal.citakonsultindo.or.id/index.php/ijevss/article/view/182

Wahyuningsih, e. (2022). Teyl in indonesian elementary schools: Why, who, what, and how? Elt echo : The journal of english language teaching in foreign language context, 7(2), 185. Https://doi.org/10.24235/eltecho.v7i2.11789

Wibowo, h. (2014). Perubahan kurikulum di Indonesia : Studi kritis tentang upaya menemukan kurikulum pendidikan islam yang ideal. Raudhah, iv(1), 49–70.