Teacher's feeling of merdeka curriculum implementation in english learning at junior high school: a narrative inquiry

Apriliani, Lisa (2025) Teacher's feeling of merdeka curriculum implementation in english learning at junior high school: a narrative inquiry. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This research investigates the feelings of English teachers toward the implementation of the Merdeka Curriculum in junior high school English language learning. This research was motivated by the difficulties teachers encountered in implementing the Merdeka Curriculum during the preliminary research conducted by the researcher. Employing a narrative inquiry approach and guided by Appraisal Theory (Martin & White, 2005), this study aims to explore the complex emotional responses experienced by teachers in the face of curriculum change. Data were collected through a semi-structured interview with an English teacher in Pekalongan, Indonesia, and analyzed through four affective dimensions: (Dis)Satisfaction, (In)Security, (Un)Happiness, and (Dis)Inclination. The findings reveal that the teacher experienced a mix of positive and negative emotions during the curriculum implementation. These findings highlight the importance of continuous teacher support, sufficient infrastructure, and adaptive strategies in ensuring the effective implementation of the Merdeka Curriculum. This study is expected to provide insight for future research and policy development in Indonesian education

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