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All Journal Al Ishlah Jurnal Pendidikan Journal of English Education and Teaching (JEET) ELP (Journal of English Language Pedagogy) ABDINE Jurnal Pengabdian Masyarakat Bagimu Negeri : Jurnal Pengabdian Kepada Masyarakat Jurnal KALANDRA Indonesian EFL Journal
Kurnia Saputri
UNIVERSITAS MUHAMMADIYAH PALEMBANG
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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EVALUATING THE IMPACT OF CURRICULUM REFORMS ON ENGLISH LANGUAGE LEARNING ACROSS PRIMARY AND SECONDARY EDUCATION IN INDONESIA: A QUANTITATIVE STUDY Kurnia Saputri; Aswadi Jaya; Darmawan Budiyanto
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jfxy7p75

Abstract

Amid the national curriculum reform emphasizing communicative competence and digital integration, this study evaluates its impact on English language achievement across school levels in Indonesia. The study aims to analyze the effects of recent curriculum modifications on students’ English language performance across different grade levels. A quantitative approach was employed, involving 900 respondents consisting of elementary school students (grades 4–6), junior high school students (grades 7–9), and senior high school students (grades 10–12). Using a stratified random sampling technique, data were collected through validated instruments with reliability confirmed at Cronbach’s α > 0.70, ensuring consistent measurement. Data were analyzed using descriptive statistics, one-way ANOVA, Tukey HSD post-hoc test, and multilevel analysis. The results revealed an upward trend in English scores across higher grade levels, with the lowest mean score among elementary students (M = 65) and the highest among senior high school students (M = 72). The ANOVA test indicated significant differences among grade levels (F = 39.0, p < 0.001) with a medium effect size (η² = 0.08). The Tukey post-hoc test showed substantial differences between elementary and higher levels, while the difference between junior and senior high schools was relatively small. Multilevel analysis further revealed that 12% of the variance was attributable to teacher- or school-level factors, while individual differences remained the dominant contributor. These findings confirm that curriculum modifications significantly enhance students’ English language learning outcomes, particularly during the transition from elementary to secondary education. 
REVISITING TRANSLATION IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES UNDER INDONESIA’S NEW CURRICULUM Darmawan Budiyanto; Aswadi Jaya; Kurnia Saputri
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.59

Abstract

This study revisits the role of translation in English as a Foreign Language (EFL) classrooms by examining teachers’ perceptions, experiences, and readiness under Kurikulum Merdeka, Indonesia’s new national curriculum. Fifty English teachers from various secondary schools in Palembang participated in this mixed-method research, which utilized an online questionnaire combining closed- and open-ended items to gather both quantitative and qualitative data. The findings reveal that most teachers perceive translation as an integral component of English instruction, particularly for enhancing students’ writing and reading proficiency. While grammar-oriented translation remains dominant, there is a noticeable shift toward meaning-focused and communicative translation practices aligned with task-based learning. This pedagogical transition reflects teachers’ efforts to reconcile traditional accuracy-based instruction with the communicative emphasis of Kurikulum Merdeka. Despite recognizing translation as a complex and demanding approach, the majority of teachers demonstrate strong willingness to integrate it into their teaching, signifying high professional commitment and openness to innovation. The study highlights that translation-based learning serves not only as a bridge between linguistic knowledge and real-world application but also as a tool for developing intercultural competence and reflective teaching practices. These findings underscore the importance of sustained institutional support and targeted professional development programs to strengthen teachers’ pedagogical competence in translation and ensure effective curriculum implementation within Indonesia’s evolving EFL landscape.
Co-Authors ANDRIAMELLA ELFARISSYAH Aswadi Jaya Ayu Wulandari Danto Danto Darmawan Budiyanto Dian Septarini Dwi Rara Saraswaty Enny Hidajati Finza Larasati Gunawan Ismail Indah Windra Jeni Amiriski Marliasari, Sherly Maryanti Sawitry Masagus Sulaiman Mukhlash Abrar Munalia Munalia Mustofa Mustofa Nur Fathiyya Zahira Mujahidah Nurhayati Dina Rositasari, Tri Sherli Marliasari Sisca Meidina Saputri Sri Yuliani Sri Yuliani Sulistiyo, Urip Surismiati Surismiati Wendy Anugrah Octavian