What Benefits that Students Can Take? Portraying the Implementation of EFL Curriculum in Indonesia through Phenomenological Lens

Urip Sulistiyo, Mariza Juwita, Kaspul Anwar, Hadiyanto Hadiyanto, Mujiono Wiryotinoyo, Prastiwi Sri Agustina, Syofranita Astini


In response to the latest curriculum implementation in Indonesia, this research examines the implementation of 2013 curriculum through a phenomenological lens. It draws the data from interviews with two experienced English teachers teaching in two pioneer schools that have implemented 2013 curriculum since 2014 in Jambi city, Sumatera, Indonesia. The finding of this research shows that there are two major benefits that students can take from the implementation of English as a Foreign Language Curriculum (EFL) 2013 curriculum. First, it is promoting for independent learning. Through the implementation of 2013 curriculum, students become active constructors for new knowledge in which the learning activities are planned and facilitated by the teachers. Second, the implementation of 2013 curriculum stimulates students to be creative learners. Students may be able to do their works or projects better than it is expected by the teachers. The finding suggests that teachers need to improve their ability to design classroom activity that allow students to be active and creative learners. Teachers need to be able to create good atmosphere and think a step ahead from the students in order to make a good classroom engagement and to trigger students’ independent learning and creativity for the lesson facilitated by the teachers.



Active learners, creative learners, language integrated skills, phenomenological lens

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