Abstrak
ABSTRACT Migo Aktavianda, 2321076, An Analysis of English Teachers’ Difficulties and Strategies in Choosing Teaching Material in the Merdeka Curriculum at SMPN 1 Palembayan, A Thesis, State Islamic University of Sjech M.Djamil Djambek Bukittinggi, 2025. The background of this research was several problems. First, teachers had difficulties in selecting teaching materials that matched students’ diverse proficiency levels in English. Second, teachers had limited understanding of the Merdeka Curriculum, which made it challenging to choose materials that aligned with learning objectives (TP) and learning outcomes (CP). Third, teachers had difficulties in finding engaging and motivating teaching materials due to limited skills in utilizing technology. Fourth, teachers had difficulties in selecting teaching materials that suited students’ diverse learning styles, such as visual, auditory, and kinesthetic. Therefore, this research was conducted to find out the difficulties faced by English teachers and to identify the strategies they used in choosing teaching material under the implementation of the Merdeka Curriculum. The design of this research was qualitative research with a case study approach. The informant consisted of three English teachers from grade VII, VIII, and IX, who were selected using a purposive sampling technique. To collect the data, this research used observation sheets, which focused on teachers’ difficulties and strategies in choosing teaching materials in the classroom, and interviews, which explored teachers’ difficulties and strategies in choosing teaching materials in the Merdeka Curriculum. The data were analyzed through data reduction, data display, and conclusion drawing, following the typical stages of qualitative research. The findings showed that English teachers faced various difficulties in choosing teaching materials in choosing teaching materials. First, the teachers found it difficult to ensure that the selected materials were relevant to the Merdeka Curriculum and learning objectives because some textbook contents did not fully align with expected competencies. Second, the teachers faced difficulties in selecting materials that matched students’ English proficiency levels, as some materials were too dificult for lower-level students. Third, the teachers found it hard to maintain the cultural and contextual relevance of materials since some topics were not realted to students’ local culture or daily life. Fourth, they struggled to sustain students engagement and motivation when the materials lacked variety or interactivity. Fifth, the teachers encountered limitations in facilities, unstable internet connections, and lack of multimedia support. Sixth, the teachers experienced difficulties in adapting materials spontaneously during classroom activities, and seventh, the teacher faced time constraints in preparing, selecting, and organizing teaching materials. To overcome these challenges, the teachers implemented several strategies. First, the teachers adapted materials by simplifying vocabulary, shortening texts, and modifying content to suit students’ proficiency levels. Second, the teachers supplemented textbooks with additional materials such as worksheets, poster, and short videos. Third, the teachers modified classroom activities through group work, games, and diffrentiated tasks. Fourth, the teachers used authentic materials such as audio recordings, videos, and locally relevant reading texts to make lessons more meaningful. Fifth, the teachers collaborated and shared materials with colleagues through MGMP meetings and online groups. Finally, the teachers integrated technology, including PowerPoint and YouTube videos, to make lessons more engaging and effective. Keywoards: Curriculum, Merdeka Curriculum, Teaching Material, Difficulties in Choosing Teaching material, Strategies to overcome Difficulties in Choosing Teaching Material