Challenges and Opportunities in Implementing National Standards for English Teacher Professional Growth in Pontianak

Utin Ainun Kasmiri; Ghea Murtianda; Ririn Nurfajrini; Yohanes Gatot Sutapa Yuliana

doi:10.24036/ld.v20i1.136684

Challenges and Opportunities in Implementing National Standards for English Teacher Professional Growth in Pontianak

Utin Ainun Kasmiri⁽¹⁾, Ghea Murtianda⁽²⁾, Ririn Nurfajrini⁽³⁾, Yohanes Gatot Sutapa Yuliana⁽⁴⁾,
(1) Universitas Tanjungpura

Indonesia
(2) Universitas Tanjungpura

Indonesia
(3) Universitas Tanjungpura

Indonesia
(4) Universitas Tanjungpura

Indonesia

Corresponding Author
Copyright (c) 2026 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

DOI : https://doi.org/10.24036/ld.v20i1.136684

Full Text:

Language : en

Abstract

This classroom action research investigated the effectiveness of integrating the EXCUL (Explore, eXpress, Create, Use, Link) method as a pedagogical strategy to foster deep learning engagement among 11th-grade EFL students. Conducted over two intervention cycles, the study examined how experiential and culturally responsive learning sequences supported students’ participation, critical thinking, and meaningful language use. Data were collected through observations, student worksheets, learning artifacts, and engagement checklists, then analyzed using descriptive statistics and qualitative thematic coding.

Findings showed a clear increase in students’ behavioral, emotional, and cognitive engagement after the implementation of EXCUL. Students became more active in collaborative tasks, demonstrated improved confidence in expressing ideas, and displayed stronger abilities to connect English learning with real-life cultural contexts. Quantitative scores of engagement and task performance also showed notable gains between Cycle 1 and Cycle 2. The study concludes that the EXCUL method effectively promotes deeper learning approaches by positioning students as active constructors of knowledge. These findings highlight the potential of experiential–cultural integration as a powerful model for student-centered English language teaching in Indonesian classrooms.

Keywords

Online professional development, experiential learning, teacher autonomy, English language teaching, Kurikulum Merdeka, Indonesia.

References

Andi Yulianti, & Arismunandar, & Ardiansyah, M. (2023). Implementasi PMM dalam penilaian kinerja guru sekolah dasar (studi multi kasus pada tiga SD di Kabupaten Wajo). Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2).

Ayuningtiyas, S., Raihadyanti, I., & Wirawan, M. R. (2024). Teachers’ difficulties in compiling higher-order thinking skills (HOTS)-based questions: A study on professional status. International Journal of Elementary Education, 7(3), 142–153.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.

Braun, V., & Clarke, V. (2021). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 8(1), 3–26.

British Council. (2024). English teacher professional development in Indonesia: Current landscape and future directions. TeachingEnglish – British Council.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.

Dewantoro, R. S. (2023). Evaluation of Program Pendidikan Guru Penggerak. Proceedings of the National Education Conference.

Efendi, T. A., & Kristanto, W. (2024). Is Indonesia’s ELT Implementation Already Aligned with the Concept of 21st Century Language Teaching? Contemporary Educational Researches Journal, 14(2), 79–89.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation. PLOS ONE, 15(5), e0232076.

Hampel, R., & Stickler, U. (2022). Developing online language teaching competency: Scaffolding and teacher autonomy. Language Learning & Technology, 26(2), 1–23.

Herlina, H., Wardany, O. F., Sani, Y., & Maharani, R. Z. (2023). Kendala dan kebutuhan guru Sekolah Dasar dalam implementasi Kurikulum Merdeka bagi peserta didik berkebutuhan khusus di Lampung. Jurnal Basicedu, 7(5), 2928–2941.

Hidayat, R., Sukiman, & Suyatno, & Samaalee, A. (2024). Implementasi Platform Merdeka Mengajar dalam pengembangan kompetensi guru: Systematic Literature Review. Journal of Education Research, 6(4), 1–19.

Khairina, N., et al. (2023). Improving teachers and school leadership in Indonesia: Impact evaluation of the Guru Penggerak Program at the primary level. World Bank.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Kusumastuti, V. (2024). Peran Platform Merdeka Mengajar dalam peningkatan kompetensi pedagogik guru penggerak di Kapanewon Sleman. Jurnal Pendidikan Anak, 12(2).

Kvale, S., & Brinkmann, S. (2021). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE.

Lena, M. S., Nisa, S., Putri, O. K., & Husna, R. (2023). Penggunaan Platform Merdeka Mengajar (PMM) untuk meningkatkan kompetensi guru di sekolah dasar. Lencana: Jurnal Inovasi Ilmu Pendidikan, 1(3), 177–185.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.

Local Pontianak Studies (2021–2024). Theses and institutional research from Universitas Tanjungpura addressing ELT teacher readiness, CPD access, and digital integration in West Kalimantan schools.

Magdalena, I., Wahyuni, E., & Mulyani, E. (2021). Analysis of national education standards in Indonesian schools: Implications for the quality of teaching and learning. Jurnal Basicedu, 5(4), 2077–2085.

Mahendra, I. W. (2021). Culturally responsive teaching in Indonesian EFL classrooms: Promoting contextualised and student-centred learning. Journal of English Education and Applied Linguistics, 3(2), 101–112.

Mahyuddin, N. (2023). Strengthening teacher competence through national education standards under the Merdeka Curriculum. Jurnal Pendidikan Indonesia, 12(2), 315–330.

Manajemen Pendidikan, R. H., Sukiman, & Suyatno, & Samaalee, A. (2024). Implementasi Platform Merdeka Mengajar dalam pengembangan kompetensi guru: Systematic Literature Review. Journal of Education Research, 6(4).

Mawaddah, I. A. (2024). The effectiveness of Online Professional Development (OPD) for EFL teachers in Indonesia. Journal of English Language Teaching Research, 4(1), 55–68.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Ministry of Education and Culture. (2007). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Kementerian Pendidikan Nasional.

Naibaho, R. W., Marbun, S., Siagian, S. A. L. B., & Rismaynarti, E. (2023). Tantangan dalam implementasi Kurikulum Merdeka di SD N 060851 Sei Kera Hilir II. Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial, 3(2), 1674–1685.

Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE.

Prastinanda, F. A., Sianturi, R. S., & Hariyanti, U. (2025). Faktor yang memengaruhi penggunaan Platform Merdeka Mengajar terhadap peningkatan kompetensi guru SMP di Kabupaten Ponorogo. Jurnal Teknologi Informasi dan Ilmu Komputer.

Pratiwi, D. (2023). Teachers’ experiences in online professional development during the pandemic: Challenges and opportunities. Jurnal Pendidikan Progresif, 13(1), 45–58.

Pratiwi, I., Rahmawati, D., & Susanto, T. T. D. (2024). Utilization of Platform Merdeka Mengajar in the implementation of Merdeka Curriculum. Lectura: Jurnal Pendidikan, 15(2), 596–610.

Rahimi, M., & Fathi, J. (2021). Exploring Iranian EFL teachers’ continuing professional development: Reflection, autonomy, and emotion regulation. Professional Development in Education, 47(5), 813–831.

Rahmadani, F. B., & Kamaluddin, K. (2023). Pemanfaatan Platform Merdeka Mengajar (PMM) untuk meningkatkan kompetensi guru di Sekolah Menengah Kejuruan. Jurnal Ilmu Manajemen dan Pendidikan, 3(SE), 113–122.

Rahmawati, A., & Sofyan, D. (2020). Teachers’ perceptions of effective professional development: A study based on Guskey’s model. Jurnal Pendidikan dan Pengajaran, 53(2), 85–95.

Ramdini, E. H., Sadiyah, N. S. N., & Qurrota’aini, Z. (2024). Efektifitas Platform Merdeka Mengajar terhadap proses mengajar. Cendikia: Jurnal Pendidikan dan Pengajaran, 2(2), 30–36.

Rumiati, R., Ayuni, R. P., Wulandari, R., Saputri, S. D., & Monica, T. (2024). Hambatan dan tantangan dalam penerapan Kurikulum Merdeka terhadap proses pembelajaran di SDN 1 Yogyakarta. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), 7–20.

Safitri, S., & Zuliani, R., & Magdalena, I. (2023). Dampak Platform Merdeka Mengajar (PMM) terhadap kompetensi guru dalam implementasi Kurikulum Merdeka di SDN Sudimara 6 Ciledug, Kota Tangerang. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(3).

Setiariny, E., & Sanmarwi, S. (2024). Pemanfaatan Platform Merdeka Mengajar sebagai upaya meningkatkan kualitas pembelajaran guru di Provinsi Banten. Jurnal Lingkar Mutu Pendidikan, 21(2), 72–77.

Setiyadi, A. B., & Puspitasari, D. (2019). Challenges in implementing professional development programs for English teachers in Indonesia. Journal of English Language Teaching and Linguistics, 4(1), 1–12.

Setyaningsih, E., Wahyuni, D. S., & Rochsantiningsih, D. (2020). Mapping Indonesian EFL Teachers’ Perception and Practice of Technology Integration. International Journal of Education, 13(1), 44–52.

Soleh, M., Rokhman, F., & Mahmud, A. (2025). Professional Development Barriers of Teachers: Qualitative Research. Proceedings of International Conference on Science, Education and Technology, 11(1), 313–320.

Tedi, K. (2024). Enhancing teacher quality in Indonesia: A systematic literature review of the PPG Prajabatan program perspectives. Langue (Journal of Language and Education), 3(2).

Utami, F. K., Arvina, R., Ramadhani, N. P., Sherly, W., & Harianja, S. I. (2024). Analisis implementasi Kurikulum Merdeka: Tantangan dan strategi guru di TK Handayani 1 Muaro Jambi. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(3), 81–92.

Utomo, U., & Kusumawati, D. (2024). Implementasi pelatihan mandiri Platform Merdeka Mengajar dalam meningkatkan kompetensi guru. Dawuh Guru: Jurnal Pendidikan MI/SD, 4(1), 61–72.

Wardany, O. F., Sani, Y., Herlina, H., & Setyaningsih, S. (2023). Tantangan dan kebutuhan guru SDLB dalam implementasi Kurikulum Merdeka di Lampung. Jurnal Pendidikan Khusus (JPK), 19(2), 92–108.

Wuryaningsih, W. (2023). Program Pendidikan Guru Penggerak, efektifkah?: Sebuah ulasan pada kerangka pengembangan profesional guru. Jurnal Widyaiswara Indonesia, 4(2), 17–26.

Yuswa, I. (2023). Penguatan kapasitas guru dan komunitas belajar SMPN 16 Malang melalui pendampingan Project-Based Learning (PjBL). Science Contribution to Society Journal, 5(1).