TEACHER’S STRATEGIES IN TEACHING SPEAKING WITHIN THE MERDEKA CURRICULUM: A CASE STUDY AT A VOCATIONAL
SCHOOL
UNDERGRADUATED THESIS
Submitted as one of the partial fulfillment of the requirements to obtain a Bachelor degree in English Education
Arranged by:
Rivaldi Umara Batistuta 2223200109
ENGLISH EDUCATION DEPARTMENT
TEACHING TRAINING AND EDUCATION FACULTY SULTAN AGENG TIRTAYASA UNIVERSITY
2024
CHAPTER I INTRODUCTION
1.1. Research Background
Speaking is one of the most important skills when learning a foreign language as it is evaluated in real-life scenarios. It is prominent in communication as it is essential for effective communication. Through speaking, individuals can express their thoughts, views, and opinions, fulfilling the inherent need for meaningful interaction through spoken language. Brooks (1964), as cited in Tarigan [CITATION Hen13 \n \t \l 1033 ], defines speaking as a direct communication activity or face-to-face interaction. For example, in school, students learn speaking skills to communicate with their friends and teachers. However, many students face difficulties in speaking, according to Shen and Chiu [CITATION She19 \n \t \l 1033 ], many students struggle with speaking due to nervousness, insufficient vocabulary, fear of making mistakes, and lack of practice.
Harun et al. [CITATION Har22 \n \t \l 1033 ] emphasized teaching English as a Foreign Language (EFL) requires specific attention and instruction on speaking, which is a crucial aspect of communication. To cultivate effective speaking skills, teachers need a system or strategies that customized to their students' specific conditions. Oxford [CITATION Oxf90 \n \t \l 1033 ] states “Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential to developing communication competence”. She further claims that using language learning strategies considerably increases success in language learning. Strategy involves deliberate syllabus design, appropriate teaching methods, and well- organized speaking assessment tasks in the classroom to improve students' speaking abilities [ CITATION Bai05 \l 1033 ].
However, selecting strategy in teaching speaking can be difficult for teachers. Every student has their own unique differences in knowledge, abilities, and learning styles, which can make it difficult for teachers to teach speaking skills in the classroom. According to Ayua [CITATION Ayu17 \n \t \l 1033 ] teaching strategy consist of educational techniques, methods, and plans that are used to achieve specific teaching and learning goals in the classroom. It is a teacher’s responsibility to provide effective plans and strategies to meet their students' educational needs.
Through appropriate learning strategy, teachers can facilitate their students in improving their target language speaking skills.
Indonesia's education system has undergone various changes over the years, which have been influenced by political, social, cultural, economic, and scientific factors. The most recent change is the introduction of the Merdeka curriculum by the Indonesian Ministry of Education, Culture, Research, and Technology. This change has been made in response to the COVID-19 pandemic, with the aim of improving education in Indonesia (Marisa, 2021). Merdeka Curriculum is an intracurricular learning characterized by inclusive learning environments “Profil Belajar Pancasila” where educational institutions can organize a learning climate that accepts and respects the diversity [ CITATION Kem221 \l 1033 ]. The Merdeka curriculum aims to prioritize the needs of students and shift the focus onto them. This approach makes them active participants in the learning process, with teachers serving as facilitators, guides, and controllers, rather than the sole source of knowledge [ CITATION Per22 \l 1033 ]. Additionally, teachers are given the freedom to select a variety of teaching strategies and technology, which allows them to customize the learning experience to meet the individual educational needs and interests of their students [ CITATION Sal20 \l 1033 ].
The transition of learning paradigm to Merdeka curriculum learning can be a beneficial for teacher in teaching speaking. Sapitri [CITATION Sap22 \n \t \l 1033 ] states Merdeka Curriculum program focuses on empowering schools to develop their curriculum adjusting to the specific requirements of their pupils. Teachers are given the freedom to innovate in learning independently and be creative based on to the school conditions. The flexibility offered by the independent curriculum allows teachers to prepare learning strategies that suit students' conditions. There are numbers of learning strategies that teacher can use when conducting a speaking lesson. In the independent curriculum, teachers can incorporate technology and games to make their English speaking lessons more engaging for students. Utami [CITATION Uta21 \n \t \l 1033 ] in her study, identified five effective strategies that teachers use to teach English speaking in the Merdeka curriculum, namely drills, simulations, role-plays, portrait interviews, creative tasks, and group work.
Although the independent curriculum offers convenience for teachers, teachers may face some challenges in implementing the curriculum. There are numerous of factors that can influence the success of this curriculum. In fact, some studies have discussed the challenges teachers face when implementing the Merdeka curriculum in the class. Fitra and Tiarina [CITATION Fit23 \n \t \l 1033 ] revealed there are five challenges faced by English teachers in implementing Merdeka curriculum: 1) teacher is not ready in designing the lesson plan, 2) teacher have the limited time in implementing the lesson plan, 3) unfamiliarity with the media used in the Merdeka curriculum, 4) The need to make lessons as interesting as possible, and 5) difficulty in accurately measuring student abilities. It can be concluded that teachers must adapt to various components within the Merdeka curriculum to achieve the desired learning outcomes.
The success of students in mastering speaking skills depends on the effectiveness of the curriculum, as speaking skill is typically a sign of successful language learning (Brown & Yule, 1999 cited in Syafrizal & Rohmawati, 2017). It is important for teachers to develop effective learning strategies in the Merdeka curriculum, which allows them to be creative in conducting the speaking lessons. Therefore, the researcher is interested in conducting a study on how teachers implement the Merdeka curriculum to teach speaking skills. The study will also evaluate the students' perception of the strategies used.
This research will examine the strategies used by teachers to teach English speaking in the Merdeka curriculum class in a vocational school, which is at SMKN 7 Pandeglang. A preliminary study regarding the implementation of the Merdeka curriculum in the vocational school had been conducted before by Ferdaus and Novita [CITATION Fer23 \n \t \l 1033 ], in their study entitled “The Implementation of The Merdeka Curriculum in English Subject at A Vocational High School in Indonesia”, They discovered that the implementation of the curriculum poses several challenges, including the consideration of student characteristics, attitudes, and backgrounds. However, the Merdeka curriculum promotes creativity and innovative thinking, which are crucial skills for the future.
Apart from the research site, this research is distinct from the preliminary study mentioned earlier. This research specifically concentrates on the teacher's strategies in teaching speaking skills under the Merdeka curriculum. Additionally, the researchers aim to examine the student's respond towards the teacher's strategy used in terms of time allocation, content, and its value for their future life.
1.2. Identification of the Problem
The researcher has identified the following problems based on the explained background above:
1. Transition to Merdeka curriculum 2. Challenges in the Merdeka curriculum
3. The teacher needs to implement an engaging strategy that meets the needs of the students.
1.3. Limitation of the Problem
To prevent any misinterpretation in this research, it is essential for the researcher to limit the problem. This research is specifically focused on teacher’s strategies in teaching speaking in the Merdeka curriculum at SMKN 7 Pandeglang.
1.4. Problem Formulation
1. How do EFL teacher implement the Merdeka Curriculum in teaching speaking?
2. What are the student’s perception towards Merdeka Curriculum in teaching speaking?
1.5. Objective of Research
The research objective of this study is to find out the strategies teacher employed in teaching speaking in the Merdeka curriculum and also the student’s perception regarding the strategies
1.6. Use of the Research
This study is expected to have benefits theoretically and practically as follows:
1) Theoretical benefits
a. The result of this research is expected to be a reference for further study that discussing about strategies in teaching speaking, especially within the Merdeka curriculum at vocational school.
b. The result of this research is expected to increase knowledge about teacher’s strategies in teaching speaking within the Merdeka curriculum.
2) Practical benefits 1. For Teachers
This research is expected to provide teachers with valuable insights about teaching strategies used in the Merdeka curriculum classroom.
2. For Students
This research is expected to enrich student’s knowledge about teacher’s strategies in teaching speaking withon the Merdeka curriculum
3. For Researcher
The research findings could serve as a valuable source of information or additional data for other researchers interested in related topics.
1.7. Operational Definition
1) Merdeka Curriculum is an intracurricular learning characterized by inclusive learning environments “Profil Belajar Pancasila” where educational institutions can organize a learning climate that accepts and respects the diversity [ CITATION Kem221 \l 1033 ].
2) Speaking according to Huebner (1960) cited in Alvionita et al [CITATION Alv22 \n \t \l 1033 ] speaking is a skill that utilized in daily communication, both within
educational settings and non-educational settings. Mastery of speaking is achieved through frequent practice mainly involving neuromuscular functions rather than intellectual processes. It consists the ability to effectively convey and comprehend messages.
3) Teaching Strategies according to Ayua [CITATION Ayu17 \n \t \l 1033 ] teaching strategy consist of educational techniques, methods, and plans that are used to achieve specific teaching and learning goals in the classroom.
4) Learning Language Strategies according to Oxford [CITATION Oxf90 \n \t \l 1033 ]
"actions taken by second and foreign language learners to control and improve their own learning"
1.1. Organization of the Paper Chapter I – Introduction
This chapter consist background of the research, identification of the problem, limitation of the problem, formulation of the problem, objectives of the research, uses of the research, operational definition, and organization of the research.
Chapter II – Theoretical Framework
This chapter incorporates the result of the researcher's exploration into theories and previous research studies within a similar field. It equips the readers with the necessary theoretical foundations that essential for comprehending the current study, focusing on theories and prior studies concerning teaching strategies.
Chapter III – Research Methodology
This chapter mainly discussed about the methodology used in this research, which includes research method, research subject, research instrument, data-collecting technique, data-analyzing technique, and research procedures.
Chapter IV – Research Finding and Discussion
This chapter presents the findings and a discussion of the result.
Chapter V – Conclusion and Suggestion
This chapter comprises the conclusions and suggestions for further study and derived from the study's findings.
CHAPTER II THEORETICAL REVIEW
2.1. Learning Strategy
2.1.1. Learning Strategy Definition
In order to comprehend learning strategies, it is necessary to first define the term 'strategy'. The term is derived from the Greek word 'strategia', which means the art of war or generalship. In some cases, the term 'tactics' is used instead of 'strategy'; however, tactics refers to the specific actions or tools employed to execute the strategy. Both terms involve planning, competition, conscious decision-making, and movement toward a goal[ CITATION Oxf90 \l 1033 ].
Learning strategy is a process that teachers use to help their students learn efficiently. For effective learning, it is important to adopt a suitable strategy to achieve the desired outcome.
According to O’Malley and Chamot [CITATION OMa90 \n \t \l 1033 ] learning strategies are techniques, approaches or actions used by students to understand and remember language information and content. Moreover, Oxford [CITATION Oxf90 \p 8 \n \t \l 1033 ] adds
“learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations”.
Learning strategies involve various techniques such as selecting relevant information, analyzing and monitoring the information during the learning process, organizing the information to aid retention, and evaluating the learning outcomes to ensure successful retention [ CITATION OMa90 \l 1033 ].
Based on the explanation given above, learning strategy is a technique that learners use during their learning process. It helps them to learn in an effective way by aiding their understanding and retention of language information and content. By selecting, analyzing, organizing, and evaluating information, learners can achieve their desired learning outcomes.
Therefore, it is crucial for learners to understand and employ appropriate learning strategies for successful learning outcomes.
2.1.2. Classification of Learning Strategy
According to Oxford[ CITATION Oxf90 \l 1033 ], language learning strategies can be divided into two main categories: direct and indirect. Direct strategies are strategies that learners use directly to enhance their learning process. On the other hand, indirect strategies are approaches that have an indirect effect on learning. Direct and direct strategies is divided into six subgroups. The strategies classification diagram is shown below:
Diagram 2.1 Oxford’s (1990) strategies classification
1. Direct Strategies
Direct learning strategies can be categorized into three subgroups: memory, cognitive, and compensation. Each of these subgroups has a different role and function in learning. More detailed description of each subgroup is given below:
a. Memory strategies
Memory learning strategies refers strategies that learners use to integrate prior knowledge and past learning experiences. Memory strategies employ simple principles such as mind, idea, and think, which help learners to store information in their long-term memory and retrieve it when necessary. Memory strategies often involve combining different types of material. For example, in language learning, learners might assign verbal labels to pictures or create visual images of words and phrases. These strategies enable learners to store verbal material and retrieve it when communicating.
b. Cognitive strategies
According to Oxford [CITATION Oxf90 \p 43 \n \t \l 1033 ], cognitive strategies refer to the methods learners use to process and manipulate information to improve their understanding and retention. Cognitive strategies play a crucial role in learning a new language and they come in various forms, such as repeating, analyzing expressions, and summarizing. The main function of cognitive strategies is to enable learners to manipulate or transform the target language. Activities that involve cognitive strategies include practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output.
c. Compensation strategies
Compensation strategies are used by language learners to communicate effectively despite their limited knowledge of grammar and vocabulary. These strategies help learners to understand and produce the new language even if they have not fully grasped its rules and structure. These strategies can be used for both comprehension and production, allowing learners to express themselves in spoken or written form without complete knowledge of the language. While many compensation strategies are used to compensate for a lack of appropriate vocabulary, they can also be used to make up for a lack of grammatical knowledge. For example, if learners are not familiar with the subjunctive form of a verb, they may use a different form to convey their intended meaning [CITATION Oxf90 \p 49 \l 1033 ].
2. Indirect Strategies
Indirect learning refers to strategies that do not focus directly on learning the content itself but instead support the overall learning process. Unlike direct strategies that target specific content acquisition, (e.g., memorizing vocabulary lists), indirect strategies help learners manage and regulate their learning. Both direct and indirect strategies are equally important as they are connected to each other. Indirect strategies can be divided into the following subgroups:
metacognitive, affective, and social.
a. Metacognitive strategies
Metacognitive strategies are actions that go beyond simply using cognitive tools, which allow learners to manage and regulate their own learning process.
These strategies concentrate on the planning, monitoring, and evaluation of the learning process itself. This might include setting objectives, identifying areas of strength and weakness, or reflecting on how effectively a particular strategy is working.
b. Affective strategies
Affective strategies refer to all the behaviors of a learner that are related to their attitudes and feelings towards the learning process. These are some strategies that can help learners manage their emotions and motivation towards learning.
Affective strategies can include dealing with anxiety, maintaining motivation, or developing a positive attitude towards learning. It's important to remember that having positive emotions and attitudes can make language learning far more effective and enjoyable.
c. Social Strategies
Social strategies refer to the activities that students engage in to expose themselves to an environment where they can practice language skills. These strategies aim to highlight the significance of social communication in learning a language. In these strategies, learners actively seek out social interaction opportunities to better understand and acquire knowledge. Social strategies include asking questions, cooperating with others, and empathizing with others.
2.2. The Nature of Speaking
2.2.1. Definition of Speaking
Speaking is a communication tool that uses spoken words to express one's thoughts, ideas, concepts, or even feelings. As stated by Becker and Roos[CITATION Bec16 \n \t \l 1033 ], speaking is defined as a tool which allow people to express their ideas, emotions, and feelings. In addition, according to Chaney & Burk [CITATION Cha98 \n \t \l 1033 ], speaking is described as the interactive process involving two or more individuals, where ideas are created and exchanged using both verbal and non-verbal symbols which is important in language learning environments where learners are required to learn to speak across different contexts.
Another definition by Harmer [CITATION Har071 \n \t \l 1033 ], who stated speaking requires not only knowledge of language features but also the ability to process information and language on the spot.
Based on the above description of speaking, it can be concluded that speaking is described as a crucial communication tool that employs spoken words to convey thoughts, ideas, concepts, and emotions. Speaking is not only a way to convey information, but also a gateway to
understanding and connecting with others on a deeper level. It allows for the exchange of thoughts and emotions, enabling meaningful communication in a variety of contexts.
2.2.2. Functions of Speaking
According to Brown and Yule (1983) as cited in Richards [CITATION Jac08 \n \t \l 1033 ], speaking serves three primary functions: talk as interaction, talk as transaction, and talk as performance.
a. Talk as interaction
Talk as interaction refers to the function of speaking that involves communicative exchanges between participants. Talk as interaction is what we mean by “conversation” and primarily serves a social function. In this context, individuals engage in common social behaviors such as greetings, participating in small discussions, or even recount past experiences, so they will build a chemistry to attain good perception during the interaction.
b. Talk as transaction
Talk as transaction refers to situations where the something is said or done, with the central focus is on the message itself. Unlike talk as interaction, the focus is not on the participants and their social dynamics but rather on the clarity and accuracy of the message.
To make sure that their intended meaning is received, participants in talk as transactions frequently use a variety of communication techniques in the message, including repetitions, questions, and comprehension checks.
c. Talk as performance
Talk as performance is what we refer as public talk that involves spoken communication specifically designed for an audience. Activities such as delivering classroom presentations, making public announcements, and giving speeches are associated with talk as performance.
Talk as performance is normally used in monologue and pays attention to both the message being said and the people listening.
2.2.3. Components of Speaking
Harmer [CITATION Har071 \n \t \l 1033 ] identified five key components of successful speaking: grammar, vocabulary, pronunciation, fluency, and comprehension.
1. Grammar
According to Brown [CITATION Bro01 \n \t \l 1033 ], grammar is a set of rules that govern the way words are arranged and related in sentences. In other words, grammar is a formula for constructing a sentence correctly and is beneficial for students who want to communicate effectively. Thornbury (2004) cited in Daimayanti [CITATION Dai14 \n \t \l 1033 ] stated that grammar can prevent ambiguity.
Learning grammar is important for speaking. Without grammar, students may struggle with placing the subject, predicate, object, and complements, as well as with using different tenses which can lead to ambiguity in the produced sentences.
2. Vocabulary
Vocabulary is defined by Hatch & Brown [CITATION Hat95 \n \t \l 1033 ] as a collection of words belonging to a particular language or owned by individual speakers. Harmer (2001) in Amanda et al. [CITATION Ama23 \n \t \l 1033 ] suggests that having good knowledge of vocabulary is crucial for effective
communication and achieving proficiency in a second language. It is a crucial component of any foreign language as it emphasizes the meanings of new words.
Without a sufficient vocabulary, one cannot communicate effectively or express their thoughts both verbally and in writing. Therefore, it is crucial to have excellent vocabulary to effectively communicate ideas.
3. Pronunciation
Pronunciation plays a crucial role in English language, especially during conversations. Accurate pronunciation is highly valued when delivering a speech. It involves the ability to produce consonant and vowel sounds correctly, as well as the proper stress patterns with fluency and natural timing while speaking or reading a sentence [ CITATION Mur10 \l 1033 ]. According to Harmer (2007) as cited in Adiana [CITATION Adi19 \n \t \l 1033 ], pronunciation refers to the way sounds of a language are created, the placement of word stress and sentence stress, and the use of pitch and intonation to convey emotion and meaning.
4. Fluency
Fluency is an essential aspect of speaking. According to Lennon (1990) in Cendra
& Sullindra [CITATION Cen22 \n \t \l 1033 ], fluency refers to the ability to speak fluidly, even at the speed of native speakers of the target language, without too many pauses, hesitations, self-corrections, or language fillers. Similarly, Zhang (2009) in Masyitah [CITATION Mas19 \n \t \l 1033 ] describes fluency as the ability to convey messages comfortably and comprehensibly. The researcher concludes that fluency in speaking is the ability to communicate smoothly, effortlessly, and at a
natural pace. It is not just about speaking quickly but about speaking easily and confidently.
5. Comprehension
Comprehension plays an important role in effective communication. It involves the ability to grasp the meaning of spoken language, including the words used, their order, and the context in which they are used. According to Swan (1996) as cited in Zaharani [CITATION Zah17 \n \t \l 1033 ], comprehension is an understanding. This means that both the speaker and the listener must understand the intended meaning of the speaker's words in order to have effective communication. It is necessary to understand what others are saying to be able to respond appropriately and ensure that the message is understood in return. When there is a lack of comprehension, communication breaks down, leading to misunderstandings and frustration.
2.2.3. Teaching Speaking
Teaching speaking is a crucial aspect of foreign language classrooms, as speaking is one way to communicate and is necessary for people to express their ideas, feelings, and desires with others. Speaking is often considered as the ultimate indicator of language proficiency by both language learners and educators. McCarthy [CITATION McC98 \n \t \l 1033 ] suggests that mastering speaking is the ultimate goal of learning a foreign language.
Similarly, Nunan [CITATION Nun91 \n \t \l 1033 ] states that the ability to converse fluently in the target language is the measure of success in language learning. Teaching speaking is a process of learning how to communicate effectively through various means
such as informing, persuading, expressing ideas, and interacting with others in daily activities. Hughes [CITATION Hug03 \n \t \l 1033 ] states that the target of teaching speaking is to develop the foreign language learner to develop the ability to interact in the target language which include comprehension and production.
In conclusion, the ability to speak is crucial for effective communication as it enables individuals to express their thoughts, emotions, and intentions in a clear manner. Moreover, speaking proficiency is often considered as the ultimate indicator of language mastery.
Therefore, it is necessary to teach speaking in foreign language acquisition. Teachers should prioritize developing speaking abilities in language learners to equip them with the necessary skills to communicate successfully in real-world situations.
2.3. Merdeka Curriculum
2.3.1. Definition of Curriculum
Johnson [CITATION Mau77 \n \t \l 1033 ] cited in Ahid [CITATION Ahi13 \n \t \l 1033 ] defined curriculum as a structured series of learning objectives. Moreover, Hilda Taba [CITATION Hil62 \n \t \l 1033 ] in Sari [CITATION Sar23 \n \t \l 1033 ] described curriculum as a learning plan that incorporates diverse guidelines and targeted learning outcomes of an academic program. Beauchamp [CITATION Bea75 \n \t \l 1033 ] cited in Ahid [CITATION Ahi13 \n \t \l 1033 ] state,
“A Curriculum is a written document which contain many components and serves as an educational plan for students during their enrollment in school.”
Based on what have been explained above, curriculum can be understood as a structured and written document that consists a series of learning objectives, guidelines, and targeted results.
Furthermore, John Dewey [CITATION Dew50 \n \t \l 1033 ] cited in Wasitohadi [CITATION Was16 \n \t \l 1033 ] believe that a curriculum should be able to place students at the center, with their needs and interests considered essential. Subjects should be selected based on students' needs. Moreover, the curriculum should not be divided into subject areas that are limiting and unreasonable. Instead, the curriculum should be built around reasonable units that arise from pressing questions and students' experiences. Ragan [CITATION Rag77 \n \t \l 1033 ] also defines curriculum as all the experiences for which the school takes responsibility in educating students. Hence, it is concluded that a curriculum is should be student-centered and be based on students experiences. It shouldn't solely focus on theoretical concepts but should also be rooted in practical experiences that students can connect with their daily lives.
2.3.2. Definition of Merdeka Curriculum
The Ministry of Education, Culture, and Technology of Indonesia (Kemendikbudristek), under the leadership of Nadiem Makarim, introduced the Merdeka Curriculum, also known as
"Merdeka Belajar" in 2022. The curriculum aims to address the learning loss caused by the Covid- 19 pandemic. Currently, the curriculum is still in its prototype stage and has not been fully implemented in all schools in Indonesia. The Merdeka Curriculum will be an additional option for schools to choose during 2022-2024 focusing on post-pandemic learning recovery[ CITATION Kem221 \l 1033 ].
The Merdeka Curriculum emphasizes the freedom of learning for both teachers and students, promoting independent and self-directed learning. According to Fathan in Saleh [CITATION Mey20 \n \t \l 1033 ], the concept of "Merdeka Belajar" presented by the Minister of Education, Culture, Research, and Technology signifies the notion of creating an enjoyable learning experience for both teacher and students, accompanied by the development of innovative thinking among teachers through the curriculum integration. Regarding the concept of independent learning, Prayogo in Juita & Yusmaridi [CITATION Jui21 \n \t \l 1033 ], asserts that the concept of Merdeka Belajar means teachers and students having the freedom and autonomy to be creative and improve learning on their own. In essence, Merdeka Belajar signifies the freedom of both teachers and students in innovating the learning process, reflecting their independence in the learning journey.
2.3.3. The Implementation of Merdeka Curriculum
The Merdeka Curriculum is a revolutionary educational framework that empowers teachers to create high-quality learning experiences customized to the unique needs and learning environments of students. In line with this, the Merdeka Curriculum incorporates five principles outlined in the Minister of Education, Culture, Research, and Technology Decree Number 56 of 2022, regarding guidelines for the implementation of curriculum in the context of learning recovery, as follows:
a) Learning is designed by considering the current developmental stage and level of achievement of students, customized to their learning needs, and reflecting the diverse characteristics and development of students to make learning meaningful and enjoyable.
b) Learning is designed and implemented to build the capacity to become lifelong learners.
c) Relevant learning, which is learning designed according to the context, environment, and culture of students, and involves parents and the community as partners.
d) Learning is future-oriented and designed to be sustainable.
In its implementation, there are seven stages of planning for intracurricular learning and assessment in the Merdeka Curriculum according to the Ministry of Education and Culture of Indonesia, as follows:
1. Analyzing Capaian Pembelajaran (CP) to formulate learning objectives and the sequence of learning objectives.
Capaian Pembelajaran (CP) is a learning competency that must be achieved by students at each stage of development for each subject in early childhood education, basic education, and secondary education. Capaian Pembelajaran include a set of competencies and the scope of material that is comprehensively arranged in narrative form. Adapting to the developmental stage of students.
2. Planning and implementing diagnostic assessments
Diagnostic assessment aims to identify students' competencies, strengths, and weaknesses. Teachers can use the results as a reference to plan learning activities tailored to students' needs in lessons. In specific situations, information about family background, readiness to learn, learning motivation, s
tudent interests, and other relevant details can be considered when planning the lessons.
3. Developing Modul Ajar
Teaching module or Modul Ajar is one of the teaching aids, in the form of a document containing objectives, steps, and instructional media, as well as the assessments needed for a unit/topic based on the Alur Tujuan Pembelajaran (ATP). Developing of teaching
modules aims to create teaching tools that guide teachers in delivering effective lessons.
Developed modules should be essential, engaging, meaningful, challenging, relevant, contextual, and continuous.
4. Adjusting learning to the level of achievement and characteristics of students
New paradigm learning centers on students. Thus, learning is tailored to students' achievement levels and characteristics. The scope of learning material covers what teachers teach in class or what students learn. Teachers then adjust the learning process, learning outcomes, and condition of the learning environment.
5. Planning, implementing, and processing of formative and summative assessments There are five assessment principles that should be considered in planning and implementing assessments:
a. Assessment is an integral part of the learning process.
b. Assessments are thoughtfully crafted and carried out with consideration of their purpose.
c. Assessments are designed to be fair, proportional, valid, and reliable.
d. Progress reports on student learning and achievements are simple and informative.
e. Assessment results are utilized by students, educators, educational staff, and parents.
6. Reporting of learning progress
An effective learning outcome reporting involves parents, students, and teachers as partners aligns with the school's values, ensures thoroughness, honesty, fairness, accountability, and is easily comprehensible for everyone involved.
7. Learning evaluation and assessment.
After having been implemented, the learning and assessment processes are thoroughly evaluated. Teachers then take time to thoughtfully reflect on the teaching and assessment methods used in each module. Afterward, teachers identify what has been successful and what needs improvement. By identifying these aspects, teaching modules can be further refined.
These stages are not fixed or standardized provisions, educational units or regional governments can develop implementation stages that are more appropriate to their respective conditions and characteristics. Each educator and educational unit has varying capacities and readiness so that they can start implementing the Independent Curriculum at different stages, and progress to the next stage at different paces.
2.4. Previous studies
In this section, the researcher presents related studies learning strategies to authenticate the novelty of this study.
1. Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability
This research was conducted by Marlin, Saehu, and Yundaini [CITATION Mar21 \n \t \l 1033 ]. In this study, the researchers investigated the learning strategies that students use when learning English at a public Senior High School in Indonesia use during online learning. They collected data through questionnaires and interviews using the Strategy Inventory for Language Learning (SILL). According to the results of the study, they discovered that 95% of the students used metacognitive strategies such as centering learning
process, arranging and planning learning strategies. Additionally, 91% of students applied group cognitive strategies, such as practicing, receiving and sending messages to motivate themselves to improve their speaking skills during. Lastly, less than 80% of students utilized social, memory, affective and compensation strategies.
The difference between this study and this previous study is in the variables and the focus used. Marlin and his colleagues focused their research on the strategies students used to learn English during online learning at a high school. Meanwhile, in this study, the researcher focused the study on teachers' learning strategies in teaching speaking in the Merdeka curriculum with vocational high school students as the subjects. However, this previous study shares a similarity with this research, namely that both studies used the Strategy Inventory for Language Learning (SILL) as the data collection technique, which was developed by Oxford (1990).
2. Students’ Speaking Strategies in English Lesson At Vocational High School of Ma’arif V Kebumen
Second previous study is conducted by Firharmawan, Rahmawati, and Nurhidayat [CITATION Stu23 \n \t \l 1033 ]. They aims investigate the both direct and indirect strategies used by students in order to succeed in their speaking lesson in English subject.
The research was conducted using a survey design. The results of the study revealed that students at the Vocational High School have employed a variety of speaking strategies, both direct and indirect, to enhance their speaking skills. The researcher discovered that both direct and indirect strategies were beneficial in enhancing students' speaking abilities. The students reported that direct strategies helped them improve their memory and pronunciation, while indirect strategies aided in improving their fluency and confidence.
In the previous study, the focus was on investigating the direct and indirect strategies employed by students in learning speaking. The study used a quantitative method with a survey as the design. The data collection technique in this study was questionnaires and interviews. While in this study, it focuses on the strategies used by English teachers specifically to teach speaking, with a more specific focus in the Merdeka curriculum.
Furthermore, the method used in this study was qualitative with a case study design. In this study. The data is collected by Strategy Inventory for Language Learning (SILL) test questionnaire version 7.0 designed by Oxford (1990).
3. Speaking Teaching Strategies for Secondary School English Teacher
The following research was conducted by Situmorang, Purba, and Sitohang[CITATION Sit22 \n \t \l 1033 ]. The study aimed to identify the strategies used by teachers while teaching speaking to secondary school students, and to explore the teachers' perception of those methods. Data was collected through questionnaires distributed in the form of Google forms. The findings of this study indicated that English teachers used various strategies, including information gap, communicative language in real-life situations, brainstorming, picture description, discussion, story-telling, role-play, daily conversations, speech, and games to teach speaking skills. Additionally, the teacher's responses to the strategies were positive, indicating that the methods they used were satisfactory and effective in helping students enhance their speaking skills.
Apart from the research site, this last previous study is different with this study is in the focus, subject, and data collection technique of the study. The focus of the study was to identify the strategies used by teachers while teaching speaking to secondary school students, and to explore the teachers' perception of those methods. The subject of this previous study
was the secondary students. And lasltly, data was collected through questionnaires distributed in the form of Google forms. While in this study, the researcher focuses on the teacher strategies in teaching speaking within the Merdeka curriculum with vocational school students as the subjects. The data is collected through observation, SILL questionnaires and interviews.
CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Design
In this study, the researcher used a qualitative method to address the research questions.
According to Creswell [CITATION Cre12 \n \t \l 1033 ], qualitative research is a method used to investigate and understand the meaning individuals or groups attach to a social or human problem. Maxwell [CITATION Max96 \n \t \l 1033 ], states qualitative method was considered appropriate for obtaining the necessary data since it allows the researcher to understand the meaning of the situation or condition. This method provides a description of the strategies teacher applied in teaching speaking within the Merdeka curriculum.
Furthermore, this research employed case study as the research design. According to Yin [CITATION Yin03 \n \t \l 1033 ], case study design is commonly used in studies that investigate school innovation, such as the use of new curricula, or new educational technology.
Case study research is a qualitative approach in which the researcher explores a bounded system or multiple bounded systems over a period of time. The exploration is carried out through
detailed and in-depth data collection, which involves multiple sources of information such as observations, interviews, audiovisual material, and documents and reports [CITATION Cre12
\t \l 1033 ].
3.2. Research Site and Population
This research is conducted at SMKN 7 Pandeglang located on Jalan Nanggor Karang tanjung Kabupaten Pandeglang, Banten. The subject of this research are first-grade students in class A at SMKN 7 Pandeglang during the 2024-2025 academic year. Purposive sampling was applied to determine the research subject in this research. According to Creswell [CITATION Cre15 \n \t \l 1033 ] purposive sampling refers to the researcher subjectively selecting individuals and locations for study because they can offer specific insights into the research problem and phenomena being investigated. In this case, the researcher chose an English teacher and first-grade students from SMKN 7 Pandeglang as participants, considering that they had been using the Merdeka Curriculum for at least a semester.
3.3. Data Collection Technique
In order to collect the data, the researcher used three research instruments, the three research instruments, were observation, questionnaire, and an interview.
a. Observation
Qualitative research relies on various methods of data collection, including observation.
Contrary to popular belief, observation is more than passively watching subjects. Observation is an active and systematic process that can take on different forms [ CITATION Ary10 \l 1033 ].
Furthermore, Ary adds the purpose of observation is to understand the complex interactions in a natural setting. The researcher conducted an observation at SMKN 7 Pandeglang to gather
information about the teaching strategies employed by teachers in the classroom while teaching speaking. To collect data from the field, the researcher took notes and recorded the strategies used by the teacher and their students' responses during the learning process. Audio recorders were used during the observations, along with field notes to support the observations.
b. Questionnaire
Questionnaire is administered in this study to gain the information of how students perceive the strategy the teacher used in teaching speaking. According to Creswell [CITATION Cre11 \n \t \l 1033 ], a questionnaire is a form used in a survey design where participants in a study select potential responses followed by a scale. In this research, the researcher adopts the Strategy Inventory for Language Learning (SILL) test questionnaire version 7.0 designed by Oxford (1990). To avoid any confusion, the questionnaire was written in Bahasa Indonesia. The SILL version 7.0 consists of 50 statements and divided to six subgroups:
Table 3.1
Distribution of Questionnaire SIIL Items develoved by Oxford (1990)
No Strategies Number of
items
Item Number
1. Memory strategies 9 1,2,3,4,5,6,7,8,9
2. Cognitive strategies 14 10,11,12,13,14,15,16,17,19,20,21,22,2 3
3. Compensation strategies 6 24,25,26,27,28,29
4. Metacognitive strategies 9 30,31,32,33,34,35,36,37,38
5. Affective strategies 6 39,40,41,42,43,44
6. Social strategies 6 45,46,47,48,49,50
TOTAL 50
The scale ranges from 1 to 5, with number 1 representing "never or almost never true of me," number 2 representing "usually not true of me," number 3 representing "somewhat true of me," number 4 representing "usually true of me," and number 5 representing "always or almost true of me.". The participants are asked to rate each statement on a scale of 1 to 5 to indicate its truthfulness for them.
Table 3.2 Likert Scale and Scoring
Statements Score
Never or almost never true of me 1
Usually not true of me 2
Somewhat true of me 3
Usually true of me 4
Always or almost always true of me. 5
The researcher then classifies the results based on a scale of strategy usage developed by Oxford (1990).
Table 3.3 Strategy Usage Profile Strategy profile results
High Always or almost always used 4.5-5.0
Usually used 3.5-4.4
Medium Sometimes used 2.5-3.4
Low Generally not used 1.5-2.4
Never or almost never used 1.0-1.4
c. Interview
The researcher conduct the interview with the teacher to strengthen the data about teacher’s strategy in teaching speaking in the Merdeka curriculum. The researcher conducted a semi-structured interview to gain information from the teacher. Using semi- structured interview can give the researcher benefit to get more in-depth information from the students as the questions can be elaborated based on the participant responses.
As stated by Blandford [CITATION Bla13 \n \t \l 1033 ], a semi-structured interview involves pre-planned questions but also allows for open-ended questions to encourage elaboration and explanation from the interviewee.
3.4. Data Analysis Technique
This research used the theory of Miles and Huberman [CITATION Mil94 \n \t \l 1033 ] in analyzing the qualitative data as guidance. They proposed that data analysis involves three simultaneous activities, namely data reduction, data display, and drawing conclusions/verification:
1. Data reduction
Data reduction refers to a process of selecting, simplifying, and transforming data from written field notes or transcripts. During this stage, the researcher discard irrelevant data from the research instruments. Technique of analysis in this study was carried out in following stages:
a. Observation
During the observation phase, the researcher's goal is to gain a general understanding of the teacher's approach to teaching speaking in a Merdeka curriculum
class. The researcher will analyze data obtained from field notes and audio recordings to document the strategies used by the teacher while teaching speaking and responding to students during learning.
b. Questionnaire
The researcher collected data through SILL questionnaire to determine the teacher's learning strategies in teaching speaking in the Merdeka curriculum. Firstly, the researcher recapitulated to find out what percentage of each strategy was used using the percentage formula (Sugiyono, 2013, p. 305)
P=f
n×100 %
Note:
P = Percentage
F = Number of strategy N = Number of total strategy
The researcher calculate the data from the answers of SILL questionnaire to find the average (mean) using the formula below:
M=R N
Note:
M = Average of total score R = Total score of each strategy
N = Total students
To find the average score of student the researcher using a formula:
A= s w
Note:
A = The average of students S = Total score of questionnaires W = Total number of questionnaire
c. Interview
The interview session is opted to supports the data from result of the SILL questionnaire. The researcher interview the teacher about the teaching speaking strategies he/she used in the class. The researcher firstly transcribe all the interview results from the recording and the analyze it.
2. Data display
Once the data has been reduced, the next step is to present the data. Data display refers to an organized, compressed, and assembly of information that permits conclusion drawing and action. In this research, the data is organized into a narrative text that summarizes key interview findings on students’ anxiety factors and their coping strategies.
3. Conclusion drawing & verification
The last step of qualitative data analyzing is drawing conclusions and verification. In this stage, the researcher draw a conclusion from all the data that has been gathered to answer problems of this research. Then, the conclusion need to be verified as the analysis proceeds, the conclusions made initially are temporary and might change if strong supporting evidence is lacking in the next data collection stage. However, if the conclusions rely on valid and consistent evidence, they can be seen as credible conclusions. The researcher might go back to the research site to gather more data and re-evaluate the conclusions based on the new evidence.
3.5. Data Verification Technique
In order to ensure accurate results and interpretations, it is crucial to examine the credibility of the study. According to Sugiyono [CITATION Sug15 \n \t \l 1033 ], researchers test the credibility or trustworthiness of qualitative research data by actively extending observation, persistently improving the research, data triangulation, discussions with coworkers, negative case analysis, and member checks. In this study, the researcher used the triangulation method to verify the data. According Moleong [CITATION Mol06 \n \t \l 1033 ] triangulation is a technique used to check data validity by comparing it with something other than the data itself. Denzin (1978) in Lexy [CITATION Lex08 \n \t \l 1033 ] categorized triangulation into four types, namely source triangulation, investigator triangulation, theoretical triangulation, and methodological triangulation.
1. Source triangulation, refers to the process of comparing data from multiple sources and informants to strengthen research findings.
2. Investigator triangulation, refers to a triangulation technique that involves multiple researchers or experts as references to verify the accuracy of data obtained.
3. Theoretical triangulation, refers to a triangulation technique that involves using relevant theories to gain multiple perspectives and avoid subjective bias in findings and conclusions.
4. Methodological triangulation refers to researchers to a triangulation technique that combines multiple research methods in one study or research to interpret data.
In this study, the researcher use the methodological triangulation. The researcher applied methodological triangulation to verify the credibility of the data. The data was triangulated through two methods including questionnaires and interviews.
3.6. Research Procedures
The procedures of the study will be structured as follows:
1. The researcher determine the source of data.
2. The researcher distribute the questionnaire to the participants.
3. The researcher conduct the interview session.
4. The researcher analyzed the data gathered.
5. The researcher concluded the research result.
APPENDIX
APPENDIX 1
INSTRUMENT OF RESEARCH
1. QUESTIONNAIRE
Silakan baca petunjuk berikut dengan seksama.
Jawablah pernyataan-pernyataan berdasarkan seberapa baik pernyataan tersebut menggambarkan diri Anda tanpa mempertimbangkan bagaimana menurut anda seharusnya diri anda atau apa yang akan dilakukan orang lain. Tidak ada jawaban yang benar atau salah, jadi jangan khawatir tentang jawaban yang benar.
Silakan tandai jawaban dari 1,2,3,4 atau 5 dengan memberikan checklist (√) pada pernyataan yang menunjukkan seberapa benar pernyataan tersebut dalam hal yang anda lakukan saat mempelajari bahasa baru.
1. Never or almost never true of me (Tidak pernah atau hampir tidak benar tentang saya) 2. Generally not true of me (Umumnya tidak benar tentang saya)
3. Somewhat not true of me (Agak tidak tidak benar tentang saya) 4. Generally true of me (Umumnya benar tentang saya)
5. Always or always true of me (Selalu benar tentang Saya)
No. Pernyataan Never Generally
not true
Somewhat Generally true
Always Part A Memory Strategy
1. Saya memikirkan hubungan
antara apa yang sudah diketahui, dan hal-hal baru yang saya pelajari dalam bahasa inggris
2. Saya menggunakan kosakata bahasa Inggris baru dalam kalimat sehingga saya dapat mengingatnya
3. Saya menghubungkan bunyi dan gambar dari kosakata bahasa Inggris baru untuk membantu saya mengingat kata tersebut.
4. Saya mengingat kata baru bahasa inggris dengan membuat gambaran situasi dimana kata itu mungkin digunakan 5. Saya menggunakan irama
untuk mengingat kosakata bahasa Inggris yang baru.
6. Saya menggunakan kartu bergambar untuk mengingat kata- kata baru bahasa Inggris
7. Saya berlatih atau
mempraktekan kata -kata bahasa inggris yang baru dipelajari
8. Saya menggunakan kombinasi bunyi dan gambar untuk mengingat kosakata bahasa
Inggris yang baru.
9. Saya mencantumkan kosakata lain yang sata tahu yang terkait dengan
kosakata baru dan dan melihat keterkaitannya Part B Cognitive Strategy 10. Saya mengucapkan atau
menulis kosakata bahasa Inggris baru beberapa kali.
11. Saya mencoba berbicara seperti penutur asli bahasa Inggris
12. Saya berlatih pengucapan kosakata bahasa Inggris.
13. Saya menggunakan kosakata bahasa Inggris yang saya tahu dengan cara
yang berbeda-beda
14. Saya memulai percakapan dalam bahasa Inggris.
15. Saya menonton acara TV/
menonton film yang berbahasa Inggris 16. Saya membaca dalam
bahasa Inggris.
17. Saya menulis catatan, pesan, surat, atau laporan dalam bahasa Inggris.
18. Saya membaca teks bahasa inggris secara cepat lalu membaca kembali dengan dengan seksama
19. Saya mencari kata-kata bahasa Indonesia yang mirip dengan kata-kata baru dalam bahasa inggris.
20. Saya mencoba menemukan pola dalam bahasa Inggris.
21. Saya mengartikan sebuah kata bahasa Inggris dengan membaginya menjadi beberapa bagian yang saya mengerti.
22. Saya mencoba untuk tidak menerjemahkan kata demi
kata.
23. Saya membuat ringkasan informasi yang saya dengar atau baca dalam bahasa Inggris.
Part C Compensation Strategy 24. Untuk memahami kata-kata
bahasa Inggris yang asing, saya menebak-nebak 25. Ketika saya tidak dapat
memikirkan satu kata pun selama percakapan dalam bahasa Inggris, saya menggunakan isyarat.
26. Saya membuat kata-kata baru jika saya tidak tahu kata-kata yang tepat dalam bahasa Inggris.
27. Saya membaca bahasa Inggris tanpa mencari setiap kata baru.
28. Saya mencoba menebak apa yang akan dikatakan orang lain selanjutnya dalam bahasa Inggris.
29. Jika saya tidak dapat
memikirkan sebuah kata dalam bahasa Inggris, saya menggunakan kata atau frasa yang artinya sama.
Part D Metacognitive Strategy 30. Saya mencoba mencari
sebanyak mungkin cara untuk menggunakan bahasa Inggris saya
31. Saya memperhatikan kesalahan bahasa Inggris saya dan menggunakan informasi tersebut untuk membantu saya
melakukannya lebih baik.
32. Saya memperhatikan ketika seseorang berbicara bahasa Inggris.
33. Saya mencoba mencari tahu bagaimana menjadi
pembelajar bahasa Inggris yang lebih baik.
34. Saya merencanakan jadwal saya sehingga saya
mempunyai cukup waktu untuk belajar bahasa
Inggris.
35. Saya mencari orang yang dapat saya ajak bicara dalam bahasa Inggris 36. Saya mencari kesempatan
untuk membaca sebanyak mungkin dalam bahasa Inggris.
37. Saya mempunyai tujuan yang jelas untuk
meningkatkan kemampuan bahasa Inggris saya.
38. Saya memikirkan kemajuan saya dalam belajar bahasa Inggris.
Part E Affective Strategy
39. Saya mencoba untuk rileks setiap kali saya merasa takut menggunakan bahasa Inggris.
40. Saya mendorong diri saya sendiri untuk berbicara bahasa Inggris meskipun saya takut membuat kesalahan
41. Saya memberi diri saya hadiah atau hadiah ketika
saya berhasil berbahasa Inggris dengan baik.
42. Saya sadar ketika saya tegang atau gugup, saat sedang belajar atau menggunakan bahasa Inggris.
43. Saya menuliskan perasaan saya dalam buku harian.
44. Saya berbicara dengan orang lain tentang apa yang saya rasakan ketika saya belajar bahasa Inggris.
Part F Social Strategies
45. Jika saya tidak mengerti suatu ucapan/perkataan dalam bahasa Inggris, saya meminta lawan bicara untuk memperlambat atau
mengulangi perkataannya lagi
46. Saya meminta penutur bahasa Inggris untuk
mengoreksi saya ketika saya berbicara.
47. Saya berlatih bahasa Inggris dengan siswa lain.
48. Saya meminta bantuan dari penutur bahasa Inggris.
49. Saya mengajukan
pertanyaan dalam bahasa Inggris.
50. Saya mencoba mempelajari budaya penutur bahasa Inggris.
References
Adiana, Y. T. (2019). Analyzing students’ pronunciation of word stress in English Education Department Muhammadiyah University of Ponorogo in academic year of 2018/2019. Thesis, Muhamadiyah University of Ponorogo.
Ahid, N. (2013). Konsep dan Teori Kurikulum dalam Dunia Pendidikan. ISLAMICA Jurnal Studi Keislaman, 1(1), 12-29. https://doi.org/10.15642/islamica.2006.1.1.12-29
Alvionita, I., Munir, & Faradiba, S. (2022). Improving Students’ Speaking Ability Using. Journal of Excellence in English Language Education, 1(3).
Amanda, P. M., Ahmad, T., & Nasta, M. (2023). Improving the Vocabulary Mastery of the Second Year Students’ of MAN 1 Barru by Using Youtube Videos. Journal of Excellence in English Language Education, 2(1).
Ary, D. (2010). Introduction to Research in Education Eight Edition. United State: Wadsworth Cengage Learning.
Ayua, G. A. (2017). Effective teaching strategies. Workshop Paper.
https://doi.org/10.13140/RG.2.2.34147.09765
Bailey, K. M. (2005). Practical English Language Teaching: Speaking. Mc Graw Hill.
Beauchamp, G. A. (1975). Curriculum Theory. The Kagg Press.
Becker, C., & Roos, J. (2016). An approach to creative speaking activities in the young learners’
classroom. Education Inquiry. https://doi.org/DOI:10.3402/edui.v7.27613
Blandford, A. E. (2013). Semi-structured qualitative studies. Interaction Design Foundation.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New-York:
Longman.
Cendra, A. N., & Sulindra, E. (2022). Speaking Accuracy, Fluency, and Beyond: Indonesian Vocational Students’ Voices. LLT Journal: A Journal on Language and Language Teaching, 25(2).
https://doi.org/https://doi.org/10.24071/llt.v25i2.4579
Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication in Grades K-8. Boston:Allyn and Bacon.
Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York: Pearson.
Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantative and Qualitative Research. New Jersey: Pearson Education International.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Daimayanti, L. (2014). The Effectiveness of Comic Strips for Teaching Past Continuous and Past Perfect Tense. Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.
Dewey, J. (1950). Democacy and Education, an Introduction to the Philosophy of Education. USA: The Macmillan Company.
Ferdaus, S. A., & Novita, D. (2023). The Implementation of The Merdeka Curriculum in English Subject at A Vocational High School in Indonesia. BRILIANT: Jurnal Riset dan Konseptual, 8(2), 297-310.
https://doi.org/http://dx.doi.org/10.28926/briliant.v8i2.1201
Firhamawan, H., Rahmawati, A., & Nurhidayat, E. (2023). Students’ Speaking Strategies in English Lesson At Vocational High School of Ma’arif V Kebumen. English Education and Literature Journal (E- Jou), 3(2), 129-141. https://doi.org/https://doi.org/10.53863/ejou.v3i02.841
Fitra, S., & Tiarina, Y. (2023). An Analysis of English Teachers’ Challenges in Implementing Merdeka Curriculum at Sman 3 Solok Selatan. Journal of English Language Teaching, 12(3), 794-803.
https://doi.org/10.24036/jelt.v12i3.124742
Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Longman.
Harun, F. G., Pelenkahu, N., & Olii, S. T. (2022). Students’ Perception of Social Media to Learn English.
JoTELL Journal of Teaching English, Linguistics, and Literature, 1(4), 488-501.
Hatch, E., & Brown, C. (1995). Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press.
Hughes, A. (2003). Testing for Language Teachers. 2nd Edition. Arthur Hughes, Cambridge.
https://doi.org/https://doi.org/10.1017/CBO9780511732980
Johnson, M. (1977). Intentionality in Education. : Center for Curriculum Research and Services.
Juita, D., & Yusmaridi , M. (2021). The Concept of “Merdeka Belajar” in the Perspective of Humanistic Learning Theory. SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS), 9(1). https://doi.org/DOI:
10.24036/spektrumpls.v9i1.111912
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11), 1-6.
Kemendikbudristek. (2022). Buku Saku Kurikulum Merdeka; Tanya Jawab. Kementerian Pendidikan dan Kebudayaan: Kemendikbud.
Lexy, J. M. (2008). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya.
Marlin, Saehu, A., & Yundayani, A. (2021). Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability. JEELS (Journal of English Education and Linguistics Studies), 8(2), 229–261. https://doi.org/https://doi.org/10.30762/jeels.v8i2.3262 Masyitah, N. (2019). Students’ Strategies in Improving Speaking Fluency. Thesis, State Islamic University
Ar-Raniry, Banda Aceh.
Maxwell, J. A. (1996). Qualitative Research Design: An Interactive Approach. Thousand Oaks, CA: Sage Publications.
McCarthy, M. (1998). Spoken Language & Applied Linguistics. Cambridge: Cambridge University Press.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
Moleong, L. J. (2006). Metodologi Penelitian Kualitatif. Bandung : PT Remaja Rosdakarya.
Murcia, C., Brinton, M., & Goodwin, J. (2010). Teaching Pronunciation: A Course Book and Reference Guide. Cambridge University Press, New York.
Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teacher. . Upper Saddle River, NJ:
Prentice Hall.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Heinle & Heinle.
