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"Untuk memfasilitasi implementasi Kurikulum Merdeka pada tahun 2022, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbud Ristek) merilis buku teks baru (Puskur Dikbud Ristek, 2021). Artikel ini menelaah kesesuaian dari dua buku My Next Words English untuk kelas satu dan kelas empat sekolah dasar. Metode yang digunakan dalam buku teks juga dievaluasi kesesuaiannya dengan pendekatan pengajaran bahasa Inggris terkini. Oleh karena itu, bagian pertama setiap buku teks dianalisis menggunakan metode konten analisis sumatif (Bengtsson, 2016; Hsieh & Shannon, 2005). Proses analisis meliputi menghitung banyaknya aktivitas listening, speaking, reading, writing, viewing, dan representing dalam buku teks. Hasil studi menunjukkan walau My Next Words kelas 1 dan 4 sesuai dengan capaian akademik yang ditetapkan Kurikulum Merdeka, buku teks tersebut belum sesuai dengan pendekatan pengajaran bahasa Inggris terkini. Oleh karena itu, penelitian lebih lanjut diperlukan untuk melihat efektivitas buku teks Kurikulum Merdeka dalam membantu siswa mencapai capaian akademik bahasa Inggris.

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To facilitate the implementation of Kurikulum Merdeka in 2022, the Ministry of Education, Culture, Research, and Technology (MoECRT) publishes new textbooks (Puskur Dikbud Ristek, 2021). This article examines the compatibility of two My Next Words English textbooks for the first and fourth grades of primary school with the academic goals of the Kurikulum Merdeka. The method of teaching English utilised in the textbooks is also evaluated for its applicability to current English teaching approaches. Thus, the first section of each textbook is examined using the summative content analysis technique (Bengtsson, 2016; Hsieh & Shannon, 2005). Counting the frequency of listening, speaking, reading, writing, viewing, and representing activities in the textbooks, drawing inferences from the frequency counts, and comparing the final results comprise the analysis processes. The result of the study shows that despite the fact that My Next Words Grades 1 and 4 are compatible with the English academic goals given by the Kurikulum Merdeka, the textbooks are yet to adhere to the current English teaching approaches. Henceforth, future research may examine the effectiveness of the Kurikulum Merdeka textbooks in helping students achieve the new English curriculum’s academic goals.

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"Penelitian ini bertujuan untuk menjelaskan kesesuaian penerapan kurikulum bahasa Inggris 1994 dalam buku ajar bahasa Inggris untuk SMP. Di samping itu, tujuan penelitian ini juga untuk mengidentifikasi tingkat signifikansi kesesuaian penerapan Kurikulum Bahasa Inggris 1994 tersebut dalam Buku Ajar Bahasa Inggris untuk SMP.Sumber data dalam penelitian ini diambil dari tiga buah buku ajar bahasa Inggris untuk SMP yang terdiri dari dua puluh lima tema, yaitu kelas satu terdiri dari delapan tema, kelas dua terdiri dari sembilan tema, dan kelas tiga terdiri dari delapan tema. Buku ajar tersebut dianalisis dengan menggunakan daftar pertanyaan. Dana pertanyaan tersebut diperoleh melalui sintesis kriteria yang dikemukakan oleh Cunningsworth (1984), Rivers (1981), Nurhadi (1995) dengan memperhatikan kegiatan-kegiatan pembelajaran yang terdapat dalam kurikulum bahasa Inggris 1994.Untuk menjelaskan prosentase kesesuaian penerapan kurikulum bahasa Inggris 1994 dalam Buku Ajar Bahasa Inggris untuk SMP digunakan skala Likert. Selanjutnya, untuk mengidentifikasi tingkat signifikansi kesesuaian penerapan kurikulum bahasa Inggris 1994 dalam buku ajar bahasa Inggris untuk SMP digunakan Uji-beda T-test. Proporsi tingkat kesesuaian berdasarkan uji deskriptif (skala lima) adalah 65%. Artinya, kurikulum bahasa Inggris 1994 yang sudah diterapkan dalam buku ajar bahasa Inggris untuk SMP kelas 1, 2, dan 3 adalah 65%.Hasil Uji-beda dengan menggunakan T-test dengan taraf signifikansi 5% dan derajat kebebasan 9 menunjukkan bahwa T-hitung < T-tabel yaitu 0,370 < 2,262. Artinya, tidak terdapat perbedaan yang signifikan antara kurikulum bahasa Inggris 1994 dengan buku ajar bahasa Inggris untuk SMP.Jadi berdasarkan hasil penelitian yang dilakukan dapat disimpulkan bahwa kurikulum bahasa Inggris 1994 cukup baik diterapkan dalam buku ajar bahasa Inggris untuk SMP.

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The purpose of this research is to describe the compliance of English Language Textbook for Junior High Schools with the 1994 English Curriculum. In addition, this research aims at identifying the level of significance of the compliance of English Language Textbooks to the 1994 Curriculum.

Three Junior High School English Textbooks were used as the source of data for this research. These books comprised twenty-five different themes: eight themes in the first grade, nine themes in the second grade and eight themes in the third grade. These textbooks were analyzed using a checklist. This checklist was compiled by synthesizing criteria put forwards by Cunningsworth (1984), Rivers (1981), Nurhadi (1995) by looking the learning activities that there were in 1994 English Curriculum.

The Likert scale was used to measure the percentage of compliance with the 1994 English Language Curriculum; The Differential T-test was used to identify the significance of the implementation of the 1994 English Language Curriculum in English Language Textbooks for Junior High School.

The percentage of compliance based on the descriptive test (on a scale of five) is 65%. In other words, 65% of the 1994 English Language Curriculum has been implemented in English Language Textbooks for grade 1 through 3 of Junior High School.

The results of the T-test use a significant difference of compliance of 5% and a degree of difference of 9. This means that there is no significant difference between the 1994 English Language Curriculum and the English Language Textbooks for SMP.

Therefore based on the research findings it can be concluded that the 1994 English Language Curriculum for Junior High School has been implemented quite well in the English Language Textbooks for Junior High School."

"Penelitian ini bertujuan untuk menginvestigasi penerapan pembelajaran berbasis proyek dalam kelas bahasa Inggris di SMA Swasta dan SMA Negeri yang terpilih sebagai "Sekolah Penggerak". Kedua sekolah merupakan pelopor dalam mengimplementasikan Kurikulum Merdeka sebagai kurikulum yang didampingi oleh pemerintah. Pendekatan pembelajaran berbasis proyek didaulat menjadi dasar dari kurikulum ini. Oleh karena itu, pelaksanaan proyek diterapkan secara masif. Penelitian ini menitikberatkan pada implementasi pembelajaran berbasis proyek dalam kelas bahasa Inggris kurikulum terbaru, khususnya pada proses implementasi, persepsi siswa dan guru. Metode studi kasus digunakan dengan instrumen lembar observasi, kuesioner daring dan wawancara. Data dikumpulkan dari 348 peserta (346 siswa dan 2 guru) lalu dianalisis secara kualitatif. Temuan menunjukkan bahwa penerapan pembelajaran berbasis proyek bervariasi sesuai dengan konteks dan karakteristik masing-masing sekolah. Siswa memberikan respons positif terhadap implementasi pembelajaran berbasis proyek dalam kelas bahasa Inggris Kurikulum Merdeka, baik dari segi pelaksanaannya maupun peran guru dalam menerapkannya. Siswa merasa tergerak, aktif, dan menunjukkan kemampuan dalam mengerjakan proyek menggunakan aplikasi teknologi yang membantu proses pembelajaran. Di sisi lain, guru juga aktif dan antusias untuk terlibat sebagai fasilitator dalam memandu langkah-langkah implementasi pembelajaran berbasis proyek. Signifikansi hasil penelitian menunjukkan pembelajaran berbasis proyek merupakan salah satu alternatif metode pembelajaran yang memungkinkan untuk diimplementasikan dalam pembelajaran bahasa Inggris Kurikulum Merdeka. Pada penelitian selanjutnya, menarik untuk mengecek ketertarikan guru dalam mengikuti pelatihan guru profesional terkait pembelajaran berbasis proyek serta perkembangannya dalam Kurikulum Merdeka sebagai kurikulum terbaru di Indonesia.

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This research aims to investigate the implementation of project-based learning in English classrooms at a public and a private school, were selected as “Sekolah Penggerak” that implement Merdeka Curriculum as primary curriculum supervised by government. Both are the first and pioneer schools that chose to implement the curriculum. Project-based learning is a fundamental approach which underlies the basis of the curriculum; thus, projects are heavily imposed. This research puts emphasis on project-based learning implementation inside English classrooms under the newest curriculum in terms of its implementation, students’ and teachers’ perception. Case study was the research design; and the instruments used are observation sheet, online questionnaire and interviews. The data were collected from 348 participants (346 students and 2 teachers), and then were analysed qualitatively. Findings show that project-based learning was implemented based on its own context and characteristics of schools. Students possessed positive views on both the implementation and their teachers implementing project-based learning in English classroom of Merdeka Curriculum. Students were motivated, active, and able to use technological applications in finishing their project. Teachers, in the other side, were actively and eagerly got involved as facilitator to facilitate steps on project-based learning implementation. The significant findings indicated that project-based learning is one of the alternative teaching methods which is possible to be implemented in English classroom of Merdeka Curriculum. In further research, it would be interesting to explore teachers’ interest to join professional training related to project-based learning and its development in Merdeka Curriculum as the newest curriculum in Indonesia."

"This study examines the abolition of English subject for elementary students in Indonesia?s 2013 curriculum. English subject has been abolished due to the poor result of PISA (Programme for International Student Assessment) that led to the making of a new curriculum. The new curriculum focuses on character building and put more hours (English subject hours) into it. The non-existence of English subject is believed to hinder the progress of Indonesia?s next leader to compete in the even-more globalized world. This study argues about the importance of teaching English to early-age children by referring to some studies from Phillipson (1993), Brown (2007) and Pennycook (2007). After some research done on comparing 2013 curriculum and English Language Teaching theories, the argument that English postponed Indonesian students? character building, which was proposed by the Ministry of Education and Culture, was overthrown by the fact that there has not been any actual research on national?s morality decrease done by westernization (the school of thought which puts English as the main weapon of westernization). This study concludes that without any further proof on English diminishing national?s morality, English subject still needs to be taught to elementary level students."

"Tujuan studi ini dimaksudkan untuk mendapatkan informasi mengenai pengembangan kurikulum bahasa Mandarin di SMA I Purwokerto dan SMA Kalam Kudus Sukohardjo Jawa Tengah. Hasil studi menunjukkan bahwa kedua sekolah telah mengembangkan dan melaksanakan pembelajaran Bahasa Madarin.Guru mampu myusun silabus dan RPP serta perangkat penilaian...."

"This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs."

"Penelitian ini mencoba memperlihatkan bagaimana penerjemahan konsruksi terbelah dalam bahasa Inggris ke dalarn bahasa Indonesia dapat menunjukkan konstruksi terbelah dalam bahasa Indonesia. Data dalam penelitian ini diambil dari dua novel dan dua teks akademis dalam bahasa Inggris berikut terjemahannya dalam bahasa Indonesia. Metode yang digunakan untuk menganalisis data adalah (I) pemerian struktur, (2) pembandingan struktur, (3) dan pemerian perbedaan yang ada di antara konstruksi terbelah bahasa Inggris dan konstruksi dalam bahasa Indonesia yang menjadi padanannya. Untuk menganalisis konstruksi terbelah bahasa Inggris digunakan pendapat Biber et al. (1999), Brinton (2000), Huddleston dan Pullum (2002), dan Griffiths (2006). Untuk menganalisis terjemahannya digunakan pendapat Haim (1984), Suparno (1993), Alwi et al. (1998), dan Stoel (2005). Hasil penelitian ini memperlihatkan bahwa dalam bahasa Indonesia ada beberapa jenis konstruksi terbelah. Selain itu, diperlihatkan juga gambaran tentang struktur topik-komen dan fokus dalam konstruksi terbelah bahasa Indonesia.

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This research attempts to show how the translation of English cleft-construction into Indonesian can elucidate Indonesian cleft-construction. Two novels and two academic texts including their translation in Indonesian are employed to provide the data. The analysis methods used in this research are (l) to describe the structure, (2) to contrast the structure, and (3) to formulate the differences between the English cleft-construction and Indonesian construction used as its equivalence. The description of English cleft-construction is based on Biber et al. (1999), Brinton (2000), Huddleston and Pullum (2002), and Griffiths (2006). In Indonesian, Halim (1984), Supamo (1993), Alwi et al. (1998), and Stoel (2005) are used as a ground to analyze the construction used as English cleft-construction equivalence. It is revealed that there are some constructions called cleft-construction in Indonesian. Topic-comment structure and focus of Indonesian cleft-construction are also explained in this research."

"ABSTRAKTesis ini bertujuan untuk menunjukkan kesesuaian bahan ajar New Opportunities(NOP) yang digunakan di SMA Global Islamic School (GIS) dengan Kurikulumbahasa Inggris SMA 2013. Selain data yang didapatkan dari analisis NOP andKurikulum bahasa Inggris SMA 2013, data kuesioner untuk pemelajar danwawancara dengan pengajar SMA GIS serta Direktur Akademik GIS dilakukandalam penelitian lapangan. Ancangan kualitatif digunakan untuk mengetahuikesesuaian bahan ajar NOP dengan Kurikulum bahasa Inggris SMA 2013 danpendapat pengajar serta direktur tentang kesesuaian bahan ajar NOP denganKurikulum bahasa Inggris SMA 2013. Ancangan kuantitatif digunakan untukmengetahui persepsi pemelajar tentang bahan ajar itu. Penelitian ini menemukanbahwa, meskipun terdapat tingkat kesesuaian yang berbeda-beda yang dari tinggisampai rendah antara NOP dan Kurikulum SMA 2013 dari segi isi tematis, tujuanpengajaran, isi linguistis, serta filosofi pedagogi dan filosofi pemerolehan bahasaasing, bahan ajar ini layak digunakan di SMA GIS

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ABSTRACTThis research aims at demonstrating the fit between New Opportunities (NOP) usedin Senior High School of Global Islamic School (SMA GIS) and the Senior HighSchool English Curriculum 2013 (SMA English Curriculum 2013). In addition todata obtained from a close analysis of NOP and SMA English Curriculum 2013,questionnaires for the students and interviews with SMA GIS teachers and GISAcademic Director was conducted in the field research. Qualitative researchmethods were used to know the fit between NOP and SMA English Curriculum2013 and opinions of teachers and GIS Academic Director about fit between NOPand SMA English Curriculum 2013. Quantitative research was used to know thestudents’ perception about the book. This research found that although there wasdifferent levels of fit, ranging from high to low, between NOP and the SMA EnglishCurriculum 2013 in terms of thematic content, goal, linguistic content, and thepedagogical and foreign language philosophy, NOP is suitable to be used in SMAGIS;"

"This study focuses on the motivation in learning to speak English and the variations of utterances made by the santries in Pesantren Darunnajah, Ulujami, South Jakarta. It aims at describing the correlation between four kinds of santries' language learning motivation (integrative, instrumental, need for achievement, and self-confidence) and four aspects of their speaking skill (pronunciation, fluency, diction, and grammar). In addition, this study also aims at providing a description of the santries' utterance varieties, especially their variation in the phonological aspects.In order to do so, there were two approaches used in this study. Quantitative approach, that is, inferential statistics is used in analyzing the correlation between each kind of motivation and each aspect of the speaking skills. To support the approach, the researcher uses questionnaires and interviews. As the distribution of the obtained quantitative data is not normal, the correlations are computed with non-parametric statistics, that is, using Spearman-Rho analysis. The second approach, the ethnographic approach, is used to describe the santries' utterances varieties. To support the approach the researcher uses interviews, participant observations, and recordings. Then, the utterances varieties are described by transcribing the recorded audio data using International Phonetics Symbols.As a result, this study - which involves 55 fifth year santries as the respondents of this research -discovers positive correlations (a=4.05 and tSl.574) between certain types of motivation and some aspects of the speaking skills. The correlations are between integrative motivation and grammar (t=1.5922), between instrumental motivation and diction (t=1.7355), and between instrumental motivation and grammar (t=2.7113). In addition, there is a high correlation between integrative motivation and the santries' speaking skills in general (t=2.5142): The other results of the study are three kinds of the santries' phonological varieties. Those are the variety caused by interlanguage, phonetic interference, and the lack of santries' knowledge in the pronunciation."