English Teachers' Perception on the Implementation of Emancipated Curriculum in English Language Teaching (ELT)

Abstract

This study explores English teachers’ perceptions of the implementation of an Emancipated Curriculum in English Language Teaching (ELT) in Indonesia. Several previous research has done on using the Emancipated Curriculum in schools were primarily generic, this study is more focused on lesson planning, implementation, and evaluation processes, with an additional aspect namely support from institutions and colleagues. Conducted at a high school in Banyuwangi city, the research employed a qualitative descriptive design with interviews as the primary data collection method. Through thematic analysis, the findings indicate that the Emancipated Curriculum adds to teachers’ workload in creating lesson plans. Despite the added teachers’ workload, it offers flexibility in the learning resources, the differentiating materials to adapt students’ abilities, and the evaluation process. Teachers also received support from the institution and colleagues in implementing the new curriculum. This research hopes to be utilised as a reference for policymakers to assess the long-term sustainability of the Emancipated Curriculum's implementation. Consider developing comprehensive support systems and resources to address the challenges. Given the limitation of this study, further research should expand the number of participants and use a variety of data collection methods to enhance the research findings.