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All Journal The Art of Teaching English as a Foreign Language (TATEFL) ELITERATE : Journal of English Linguistics and Literature Studies
Kristiawan, Dana
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Humanities Education Languange, Linguistic, Communication & Media

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THE IMPLEMENTATION OF MERDEKA CURRICULUM IN INDONESIAN JUNIOR HIGHSCHOOL CONTEXT: A NARRATIVE INQUIRY STUDY OF AN ENGLISH TEACHER’S JOURNEY Vena, Nafilla; Wijanuarto, Risky; Adinul, Berlina; Kristiawan, Dana
ELITERATE : Journal of English Linguistics and Literature Studies Vol 4, No 3 (2025): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v4i3.76059

Abstract

This study explores the implementation of the Merdeka Curriculum in Indonesian junior high schools through a narrative inquiry into the lived experiences of an English teacher. Using qualitative methods, including in-depth interviews, and classroom observations, the research investigates how the teacher navigates pedagogical shifts demanded by the new curriculum, including project-based learning, differentiated instruction, and digital literacy integration. The findings highlight four interconnected themes: teacher readiness, innovative instructional strategies, systemic and contextual challenges, and the transformation of professional identity. The teacher's story reveals a complex negotiation between curriculum ideals and classroom realities, underscoring the emotional, intellectual, and institutional labor involved in educational reform. Despite facing limited resources, time constraints, and peer resistance, the teacher demonstrates professional agency, reflective practice, and commitment to student-centered learning. The study concludes that successful curriculum reform hinges on empowering teacher voices, providing contextual support, and fostering reflective communities of practice. It advocates for policy design that is informed by practitioners' narratives and grounded in the realities of diverse educational settings.
Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and Pedagogical Outcomes Kristiawan, Dana; Bashar, Khaliq; Pradana, Dian Arief
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.912

Abstract

This systematic review examines the role of artificial intelligence (AI) in English language teaching (ELT), analyzing AI tools, applications, and their pedagogical outcomes. AI technologies, such as chatbots, intelligent tutoring systems, and speech recognition software, are increasingly used to enhance language learning experiences. The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model, a standardized approach that ensures transparency and rigor in identifying, screening, and analyzing relevant literature. PRISMA emphasizes clear documentation of the selection process, including inclusion and exclusion criteria, to provide a systematic and replicable methodology for comprehensive reviews. Through thematic qualitative analysis of recent literature indexed in Scopus and Web of Science, key themes emerged regarding AI types, applications, teacher and learner perspectives, and ethical considerations. Findings reveal that AI tools enhance learner engagement, provide personalized learning experiences, and improve language proficiency, particularly in speaking and writing. However, challenges remain, such as accessibility barriers, teacher preparedness, and ethical concerns around data privacy and bias. This review proposes a framework for AI integration in ELT, focusing on access, teacher training, ethical standards, and blended learning models to optimize AI’s benefits. The study underscores the need for targeted teacher training and ethical standards to maximize AI’s effectiveness and sustainability in ELT. This framework and the review findings aim to support educators, developers, and policymakers in fostering an AI-enriched learning environment that aligns with educational goals while addressing existing limitations.
Co-Authors Adinul, Berlina Bashar, Khaliq Dian Arief Pradana Vena, Nafilla Wijanuarto, Risky