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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal English Education: Jurnal Tadris Bahasa Inggris IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Linguistic, English Education and Art (LEEA) Journal Visipena Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal IALLTEACH (Issues In Applied Linguistics & Language Teaching) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal of English Education and Linguistics Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics Indonesian Review of English Education, Linguistics, and Literature LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Zaki, Leil Badrah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL Teachers’ Interpretation and Practices under Indonesia’s K-13 Curriculum: A Qualitative Case Study in an Elementary School Nurlaily, Nurlaily; Marsevani, Maya; Zaki, Leil Badrah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15184

Abstract

The implementation of English language instruction in elementary schools under the K-13 curriculum has become widespread, yet there is limited understanding of how teachers interpret and apply the curriculum in their classrooms. This study aims to explore elementary school English teachers' interpretations of the K-13 curriculum and their pedagogical strategies. Adopting a qualitative descriptive approach, data were collected through classroom observations and structured interviews with three English teachers at the elementary level. The data were analyzed thematically, revealing key patterns in teaching strategies and challenges. Teachers reported using interactive methods, such as group discussions, student-centered activities, and technology integration, to engage students effectively. However, they faced significant challenges, including inadequate teaching resources, large class sizes, and limited time, all of which hindered the full implementation of the curriculum. These findings underscore the need for targeted professional development programs and improved resource allocation to address these challenges. The study provides actionable insights for policymakers and educators aiming to optimize English language teaching within the K-13 framework, emphasizing the importance of supporting teachers in overcoming obstacles to effective curriculum delivery.
Co-Authors Anisa, Qkhoirin Balqish, Nurhayati Destrin, Destrin Elvyra, Elvyra Febria, Desty Gabriela Micheline Slikker Ilmayana, Annisa Gina Kaur, Bal Janatte Raj Lailliyah, Syafi’atul Mamusung, Zico Kevin Marsevani, Maya Melyarisman, Tasya Nugraha, Hendra Nugroho, Shabrina Shalma NURLAILY, NURLAILY Oinuma, Sachi Prasodjo, Pandu Pratiwi, Theodesia Lady Purba, Angelina Trisnauly Purba, Hilarius Raditya Priambada SALSABILA, ANNISA Sasmi, Nafa Indah Siska, Kharisma Anjar Suksawai, Pawinee Tambunan, Irwan Palar Hasudungan Tansri, Frandy The, Desmond Wiwit, Jennifer