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All Journal ELITERATE : Journal of English Linguistics and Literature Studies
Kristiawan, Dana Yudha
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Humanities Education Languange, Linguistic, Communication & Media

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EXPLORING STUDENTS’ ENGLISH VOCABULARY LEARNING EXPERIENCES IN MERDEKA BELAJAR CURRICULUM: THE CASE OF VOCATIONAL HIGH SCHOOL IN INDONESIA Anggraini, Erina Setyo; Kristiawan, Dana Yudha; Rahman, Abd. -
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.v4i3.76057

Abstract

This study explores the English vocabulary learning experiences of 11th-grade students in a Vocational High School in East Java, Indonesia, within the framework of the Merdeka Belajar Curriculum. While previous research has focused on teaching strategies and curriculum implementation from the teacher's perspective, this study emphasizes students' voices, particularly how they engage with vocabulary learning in a hospitality context. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and questionnaires, and analyzed using Braun and Clarke’s thematic analysis framework.Findings reveal three major themes: (1) Learner Agency and Personalization, where students exhibit autonomy in selecting vocabulary relevant to their interests and future careers; (2) Digital Literacy Through Vocabulary Acquisition, as students increasingly use digital platforms such as YouTube, games, and social media to enhance vocabulary learning; and (3) Navigation Challenges in Autonomous Learning, including difficulties in evaluating word relevance, managing abundant resources, and lacking standardized vocabulary lists. Quantitative data from the Likert-scale questionnaire support the qualitative findings, indicating high motivation and positive perceptions toward the curriculum, yet also highlighting issues such as limited guidance and time constraints. The study concludes that while the Merdeka Curriculum fosters independent and contextual vocabulary learning, ongoing support in terms of teacher facilitation, curriculum alignment, and access to appropriate learning resources is essential for maximizing student outcomes in vocational education.
The Critical Discourse Analysis of Content Pedagogy in The Indonesian EFL Textbook: The Alignment with Kurikulum Merdeka Islamy, Firsty Twentieth Januar; Kristiawan, Dana Yudha; Rahman, Abd.
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.v4i3.75967

Abstract

This study aims to critically analyze the pedagogical representation in the Indonesian EFL textbook "Bahasa Inggris: Work in Progress" to assess its alignment with the learner-centered and transformative principles of Kurikulum Merdeka, focusing on how it shapes learner roles and pedagogical approaches. This qualitative descriptive study uses Critical Discourse Analysis (CDA) based on Fairclough's (1995) three-dimensional model and content analysis. It examines textual, visual, and task design components of the "Bahasa Inggris: Work in Progress" textbook for Grade X, published in 2021. The textbook partially aligns with Kurikulum Merdeka, incorporating progressive elements like contextualized themes and multimodal resources. However, tasks often remain scripted, limiting autonomy and critical thinking. Visuals are illustrative rather than interrogative, and multimodal activities are peripheral, hindering full realization of transformative ideals. This research is useful for textbook developers, English as a Foreign Language (EFL) educators, and policymakers in Indonesia. It can inform material design, curriculum development, and pedagogical practices within language education, particularly concerning the implementation of Kurikulum Merdeka. This study uniquely combines Critical Discourse Analysis and multimodal analysis to evaluate an Indonesian EFL textbook under Kurikulum Merdeka. It advances existing knowledge by highlighting the tension between progressive curriculum goals and traditional material design, offering specific insights for future textbook revisions
The Critical Discourse Analysis of Content Pedagogy in The Indonesian EFL Textbook: The Alignment with Kurikulum Merdeka Islamy, Firsty Twentieth Januar; Kristiawan, Dana Yudha; Rahman, Abd.
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.v4i3.75986

Abstract

This study aims to critically analyze the pedagogical representation in the Indonesian EFL textbook "Bahasa Inggris: Work in Progress" to assess its alignment with the learner-centered and transformative principles of Kurikulum Merdeka, focusing on how it shapes learner roles and pedagogical approaches. This qualitative descriptive study uses Critical Discourse Analysis (CDA) based on Fairclough's (1995) three-dimensional model and content analysis. It examines textual, visual, and task design components of the "Bahasa Inggris: Work in Progress" textbook for Grade X, published in 2021. The textbook partially aligns with Kurikulum Merdeka, incorporating progressive elements like contextualized themes and multimodal resources. However, tasks often remain scripted, limiting autonomy and critical thinking. Visuals are illustrative rather than interrogative, and multimodal activities are peripheral, hindering full realization of transformative ideals. This research is useful for textbook developers, English as a Foreign Language (EFL) educators, and policymakers in Indonesia. It can inform material design, curriculum development, and pedagogical practices within language education, particularly concerning the implementation of Kurikulum Merdeka. This study uniquely combines Critical Discourse Analysis and multimodal analysis to evaluate an Indonesian EFL textbook under Kurikulum Merdeka. It advances existing knowledge by highlighting the tension between progressive curriculum goals and traditional material design, offering specific insights for future textbook revisions
Co-Authors Abd. Rahman Anggraini, Erina Setyo Islamy, Firsty Twentieth Januar Rahman, Abd. -