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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Social Sciences and Humanities Reviews
A. Zainuddin, Andi Husni
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Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Class Size in English Language Teaching: Teacher's Perspective Yahya, Amalia; A. Zainuddin, Andi Husni; Hartina, St.
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4975

Abstract

This qualitative study investigates the impact of class size variability on the teaching process within the English Language Teaching (ELT) context at UPT SP SDN 25 Pae-Pae, Wasuponda. Through in-depth interviews with English language teachers, the research aims to gain insights into teachers' perspectives and experiences regarding the influence of class size on instructional practices and student outcomes. The findings reveal significant disparities between large and small classes, with larger classrooms offering advantages in facilitating interactive and engaging learning experiences, while smaller classrooms present challenges, particularly during interactive sessions. Classroom management strategies emerged as crucial in addressing challenges in both large and small classroom environments, ensuring a conducive learning environment for all students. Additionally, the study highlights the psychological and social impacts of class size and learning environment conditions on students, emphasizing the importance of tailored approaches and adequate facilities in promoting positive social interactions and collaborative learning experiences. Overall, the research underscores the importance of adaptive teaching practices and continuous professional development in meeting the diverse needs of students across varying class sizes and learning contexts within ELT settings.
Translating Curriculum Reform into Classroom Practice: A Qualitative Evaluation of the Merdeka Curriculum in English Language Teaching Using the CIPP Framework. A. Zainuddin, Andi Husni; Sahraini; Thayyib, Magfirah
Social Sciences and Humanities Reviews Vol. 2 No. 1 (2026): Social Sciences and Humanities Reviews
Publisher : CV. DYOQU PUBLISHING MANAGEMENT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/sshr.v2i1.194

Abstract

Background: Curriculum reform has become an important strategy for improving educational quality and promoting student-centered learning in many education systems. In Indonesia, the Merdeka Curriculum was introduced to provide greater flexibility in teaching, encourage learner autonomy, and strengthen twenty-first-century competencies such as collaboration, communication, and critical thinking. However, translating curriculum policy into effective classroom practice remains challenging, particularly in English language teaching where pedagogical approaches, assessment practices, and learning resources must adjust to new instructional orientations. Aims: This study aims to evaluate how the Merdeka Curriculum is implemented in English language classrooms using the Context, Input, Process, and Product (CIPP) evaluation framework. Method: The research employed a qualitative design. Data were collected through semi-structured interviews with English teachers, classroom observations, and analysis of instructional documents related to curriculum implementation. Participants were selected purposively based on their involvement in applying the Merdeka Curriculum. The data were analyzed thematically according to the four dimensions of the CIPP model. Result: The findings indicate that the Merdeka Curriculum aligns conceptually with national education policies and institutional goals. Nevertheless, contextual adaptation remains limited, teacher training often emphasizes policy understanding rather than pedagogical application, and unequal digital resources influence instructional effectiveness. Classroom observations also reveal that teacher-centered practices still partially persist. Conclusion: The study concludes that successful curriculum reform requires sustained teacher professional development that prioritizes practical pedagogical transformation. Stronger institutional support, contextual adaptation, and equitable learning resources are essential to ensure that the principles of the Merdeka Curriculum can be translated into meaningful and student-centered classroom practices.
Co-Authors Amalia Yahya, Amalia Hartina, St. Magfirah, Thayyib Sahraini