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All Journal Jurnal Ilmiah pesona PAUD LET: Linguistics, Literature and English Teaching Journal English Language Teaching Journal Jurnal Pendidikan Geografi Unpatti Relinesia: Jurnal Kajian Agama dan Multikulturalisme Indonesia Engagement: Jurnal Pengabdian Kepada Masyarakat Jurnal Audit, Pajak, Akuntansi Publik TA’AWUN: Jurnal Pengabdian PUDAK: Local Wisdom Community Journal Amaliyatu Tadris (AMYTA)
Rinda, Rinda
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Religion Arts Humanities Astronomy Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Transportation Other

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Optimizing English Language Learning at the BIF Foundation Special Needs School through the Merdeka Curriculum Rinda, Rinda
LET: Linguistics, Literature and English Teaching Journal Vol. 15 No. 2 (2025)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v15i2.17711

Abstract

The implementation of the Merdeka Curriculum has introduced greater flexibility and autonomy in instructional practices, including in special education contexts. This study aims to examine how the Merdeka Curriculum is implemented in English language instruction at Sekolah Luar Biasa (SLB) under the Bina Insani Firaas Foundation in Mojokerto, East Java. Using a qualitative descriptive research design, data were collected through semi-structured interviews, classroom observations, and document analysis involving English teachers, school principals, and a foundation leader. The findings indicate that curriculum flexibility enables teachers to adapt English instruction to students’ diverse learning needs by simplifying materials, adjusting learning pace, and employing visual, multimodal, and experiential teaching strategies. These practices support student engagement, participation, and confidence in English learning activities. However, the study also identifies challenges related to limited inclusive learning materials, insufficient access to assistive technology, and a lack of targeted professional development for English teachers in SLB settings. Institutional support and teacher collaboration emerge as important factors that facilitate the implementation of inclusive English language instruction. This study highlights that the Merdeka Curriculum holds strong potential to support inclusive English language teaching when accompanied by adequate resources, professional support, and collaborative efforts among educational stakeholders. The findings contribute empirical insights into curriculum implementation in special education contexts and offer practical implications for the development of inclusive English language teaching practices.
Co-Authors Ade Rahma Safira Maryam Amelia, Devi Amir Syarifuddin, Achmad Fatimatuz Zahro Ferdinand Salomo Leuwol Hari Prastyo, Hari Imam Wahyudi Indrawan, Imam Wahyudi Iqbal Muzakk, Ach. Rifqy Jazilah, Khoirul Kanan, Priska Wilda Lince, Lince Melianus Salakory, Melianus Mutoharoh, Mutoharoh Nasikhah, Roudlotun Nur Lailatul Fatikhul Izzah Nursita, Dwi Indah Patulak, Hanastasya Ravitilova, Ravitilova Robingatin Robingatin Saputra, Ilham Tangko, Yuliana Erna Umi Faridatur Rofiqoh Utomo, Oqi Trimilanda Wildan Saugi