THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING METHOD BASED ON MERDEKA CURRICULUM IN JUNIOR HIGH SCHOOL IN PALOPO

This study aims to analyze the implementation of English teaching methods aligned with the Merdeka Curriculum in both public and private junior high schools in Palopo City. Using a descriptive qualitative design, data were collected through classroom observations, questionnaires, and interviews. One English teacher from each of two public and two private schools was observed during two classroom
sessions, with the research conducted over approximately two weeks (May 5–21, 2025). The findings reveal that teachers in both school types employ a variety of methods, including active approaches such as Project-Based Learning (PjBL),
Inquiry-Based Learning (IBL), and collaborative discussions. Private school teachers tend to be more consistent and reflective in using innovative methods, while public school teachers demonstrate flexibility and adaptability despite limited facilities and time. Key challenges include resource constraints, student conditions, and lesson preparation. Interviews indicate that teachers in both public and private schools possess a solid understanding, positive attitudes, and strong commitment to implementing the Merdeka Curriculum, although their school context. Theoretically, this research enriches the discourse on Merdeka Curriculum implementation by highlighting differences in teacher perceptions and practices between public and private schools and by underscoring the role of contextual factors in the successful application of English teaching methods. Keywords: English Teaching, Merdeka Curriculum, Public And Private Schools, Teacher Challenges, Teacher Perceptions