ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstract. This study investigates the use of Smartboard technology to enhance teaching techniques within the framework of the Merdeka Curriculum in an English as a Foreign Language (EFL) classroom at a rural junior high school in Indonesia. Employing a qualitative phenomenological approach, data were collected through classroom observations, semi-structured interviews, and documentation involving three teachers and thirteen students. The findings reveal that Smartboard technology was consistently utilized in all observed sessions; however, its use was predominantly limited to interactive presentation (62.5%), with less frequent implementation of collaborative learning (25%) and gamification (12.5%). A notable gap (25%) was identified between lesson planning and classroom implementation, indicating challenges in translating student-centered instructional design into practice. While 69.2% of students responded positively to Smartboard-based learning, engagement levels varied depending on opportunities for direct interaction. The study highlights that the effectiveness of technology integration is influenced more by teachers’ pedagogical competence than by the availability of digital tools. This research contributes to the literature by providing empirical evidence from a rural EFL context and by identifying discrepancies between technological access, pedagogical practices, and student participation. The findings suggest the need for targeted professional development to support interactive and inclusive teaching practices aligned with the Merdeka Curriculum.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
English speaking is a crucial component of language learning that enables learners to communicate ideas, opinions, and emotions in real-life interactions. This study aims to investigate teachers’ strategies in teaching speaking skills within the implementation of the Merdeka Curriculum at SMP PGRI 1 Labuhan Maringgai and to identify the supporting and inhibiting factors influencing the implementation of these strategies. This research employed a descriptive qualitative method. The data were collected through classroom observation, semi-structured interviews with the principal, an English teacher, and seventh-grade students, and documentation. The research instruments included observation sheets and interview guidelines. The data were analyzed using data reduction, data display, and conclusion drawing techniques, while data validity was ensured through triangulation of sources and methods. The findings show that the teacher primarily applies role play and describing pictures as dominant strategies in teaching speaking. These strategies are effective in improving students’ motivation, participation, vocabulary development, fluency, and confidence. The supporting factors include students’ learning motivation, teacher creativity, and the availability of learning media. Meanwhile, the inhibiting factors consist of differences in students’ English proficiency levels, low self-confidence, and limited exposure to English outside the classroom. In conclusion, interactive and contextual teaching strategies play an important role in enhancing students’ speaking skills within the Merdeka Curriculum framework. It is recommended that teachers continuously develop varied speaking activities and create a supportive learning environment to overcome students’ difficulties and improve their communicative competence.
