REFLECTIVE STUDY ON TESOL PRACTICES IN EFL TEACHING: COMPARING KURIKULUM 2013 AND KURIKULUM MERDEKA

Abstrak

This article discusses the reflection of a teacher's experience in teaching, especially teaching English, using the 2013 curriculum and the independent curriculum in Indonesia. This reflection applies TESOL practices to the Communicative Language Teaching (CLT) approach at the supra, macro, micro, and nano levels in learning. The results of this reflection indicate that the 2013 curriculum tends to limit teacher flexibility in planning learning, as well as motivating students to be more silent. In addition, the independent curriculum provides enormous flexibility for teachers to adjust learning methods and techniques according to students' abilities and needs, so that ultimately, this can also increase active participation, as well as the confidence of the students who speak English. At the end of this article, the independent curriculum can be more helpful in implementing communicative and student-focused TESOL practices. So that second language (EFL) teachers are expected to be able to think flexibly when choosing learning strategies and methods that are in line with the context in the classroom and the needs of students.