UNIVERSITAS INDRAPRASTA Jenis Ujian : UTS

Nama : Yohanes Christian, S.Pd.,Gr.

(UNINDRA) NPM : 20237470007
FAKULTAS PASCASARJANA Program Studi : Pendidikan Bahasa Inggris
SEMESTER GANJIL T.A. 2023/2024 Mata Kuliah : Academic Writing
Jl. Nangka No.58C Tanjung Barat, Jagakarsa, Jakarta Selatan Kelas/Semester : NRA/1A/
Tlp.: (021) 78835283 – 781871 7818718 ex .: 104 ex .: 104 Dosen : Dr. Hana Sundari, M.Pd

INTRODUCTION Paragraph Hook:

1 As we enter the current global era where innovations take place around
the world, the presence of good human-sources is needed to prepare.

Connecting information:

One way to achieve a good human resource or it is well-known as 2045

golden Indonesia is by education. A good education comes from a good
program. Thus, the role of curriculum in the advancement of education is
crucial (Situmorang, 2023).

Thesis statement:
Given the traits and abilities of both Indonesian students and
teachers, I wholeheartedly endorse this policy and its focus, especially
concerning the teaching of English in the Indonesian context. Therefore,
there are a few considerations why this framework will succeed in
achieving students’ English competences on a global level.

BODY Paragraph Support (argument) 1:

2 The first consideration is the use of project-based learning as the baseline
of the curriculum. Nguyen (2011) emphasizes PBL as a learning method
which focuses on the learner (learner-centered) while the teacher’s role is
as facilitator and motivator. The following statements are in line with the
aim of Merdeka Curriculum which is to give students more freedom in
their studies, focusing on autonomy learning.

Paragraph Support (argument) 2:

3 Another characteristic of Merdeka Curriculum in terms of English is the
genre-based approach. It is stated by the Standards, Curriculum, and
Educational Assessment Agency of the Ministry of Education, Culture,
Research, and Technology (2022) that “the approach used in general
English language learning is a text-based approach (genre-based
approach), where learning is focused on text in various modes, whether
oral, written, visual, audio, or multimodal”.

Page 1 of 2
 Paragraph Opposing viewpoint
4
• Counterargument:

Despite the uniqueness of Merdeka Curriculum can deliver positive

effects in fostering students’ English competence, this cannot be
separated from the role of the teachers in the classroom, such as
teachers’ insufficiency of knowledge and expertise in learning
methodology and ICT.

• Refutation/rebuttal:

However, this is not a significant obstacle because the government

has provided independent training through the Merdeka Mengajar
Platform. It was built to support the implementation of the Merdeka
Curriculum so that it can help teachers get references, inspiration and
understanding of the Merdeka Curriculum

Restating thesis:
As a result, this framework is really needed for transforming Indonesia’s
education system.

Restating arguments:

This not only gives students more freedom in their studies, but also this
emphasizes independent learning for teachers.

CONCLUSION Paragraph Suggestion/opinion/prediction:

5 In summary, the Merdeka Curriculum represents a significant leap for
Indonesian education, particularly in teaching English. By promoting project-
based learning and a genre-based approach, it empowers students for real-
world communication and autonomous learning. Despite challenges, the
government's Merdeka Mengajar Platform supports teachers, ensuring
effective implementation. This innovative curriculum prepares students for
the global stage and equips teachers with essential skills, marking a crucial
step toward a prosperous future for Indonesia's education system.

Page 2 of 2
 Empowering Indonesian Education: The Merdeka Curriculum Revolutionizing English
Teaching
As we enter the current global era where innovations take place around the world, the presence of
good human-sources is needed to prepare. Indonesia, a country that is blessed with a population of
270.203.917 people (Badan Pusat Statistik, 2020), currently struggles with its focus on elevating the quality
of human resources. One way to achieve a good human resource or it is well-known as 2045 golden
Indonesia is by education. A good education comes from a good program. Thus, the role of curriculum in
the advancement of education is crucial (Situmorang, 2023). The Ministry of Education, Culture, Research,
and Technology (Kemendikbud) has released a new policy in regard to the educational system; Merdeka
Curriculum. According to Banks (Banks, 2002, p. 40), the curriculum applied in schools should be formed
from an exclusive to comprehensive, which develop and provide students with understanding, values,
perspectives, attitudes, knowledge, skills and behaviour. In relation to this, the Merdeka Curriculum aims
to give students more freedom in their studies, focusing on student-centered education. Moreover, this
approach emphasizes independent learning, allowing students to make decisions about their learning in
which learners plan, implement, monitor, and evaluate their learning (Little (2020), quoted in Febrianti
(2021)) while the teacher provides support. Given the traits and abilities of both Indonesian students and
teachers, I wholeheartedly endorse this policy and its focus, especially concerning the teaching of English
in the Indonesian context. Therefore, there are a few considerations why this framework will succeed in
achieving students’ English competences on a global level.
The first consideration is the use of project-based learning as the baseline of the curriculum. Nguyen
(2011) emphasizes PBL as a learning method which focuses on the learner (learner-centered) while the
teacher’s role is as facilitator and motivator. The following statements are in line with the aim of Merdeka
Curriculum which is to give students more freedom in their studies, focusing on autonomy learning. In
addition, autonomous learning is promoted when the students become more responsible for their own
learning. According to Levine [6] in Nguyen (2011), students’ language skills can be improved through the
project because students can engage in purposeful communication to complete authentic activities – tasks
that are relevant and useful in the real world; they therefore have the opportunity to use language in
relatively natural contexts and engage in meaningful activities that require authentic language.
Another characteristic of Merdeka Curriculum in terms of English is the genre-based approach. It is
stated by the Standards, Curriculum, and Educational Assessment Agency of the Ministry of Education,
Culture, Research, and Technology (2022) that “the approach used in general English language learning is
a text-based approach (genre-based approach), where learning is focused on text in various modes, whether
oral, written, visual, audio, or multimodal”. Students learn English by mastering text types; to gain
knowledge and comprehension of how texts relate to their contexts, how they make use of cultural
references, how texts' purposes and structures relate to one another, and how texts' linguistic features relate
to one another (Richards, 2006).
Page 3 of 2
 Despite the uniqueness of Merdeka Curriculum can deliver positive effects in fostering students’
English competence, this cannot be separated from the role of the teachers in the classroom, such as
teachers’ insufficiency of knowledge and expertise in learning methodology and ICT. However, this is not
a significant obstacle because the government has provided independent training through the Merdeka
Mengajar Platform. It was built to support the implementation of the Merdeka Curriculum so that it can
help teachers get references, inspiration and understanding of the Merdeka Curriculum. Also, it provided to
be a driving partner for teachers and school principals in teaching, learning and creating (Kementerian
Pendidikan, 2023). As a result, this framework is really needed for transforming Indonesia’s education
system. This not only gives students more freedom in their studies, but also this emphasizes independent
learning for teachers.

In the global era of innovation, where quality human resources are essential, this curriculum stands
as a beacon of progress in Indonesian education. In summary, the Merdeka Curriculum represents a
significant leap for Indonesian education, particularly in teaching English. By promoting project-based
learning and a genre-based approach, it empowers students for real-world communication and autonomous
learning. Despite challenges, the government's Merdeka Mengajar Platform supports teachers, ensuring
effective implementation. This innovative curriculum prepares students for the global stage and equips
teachers with essential skills, marking a crucial step toward a prosperous future for Indonesia's education
system.

References
Badan Pusat Statistik. (2020). Retrieved from
https://sensus.bps.go.id/main/index/sp2020#:~:text=Jumlah%20penduduk%20Indonesia%20pada%20tah
un%202020%20adalah%20sebanyak%20270.203.917%20jiwa.

Badan Standar, K. d. (2022). Salinan Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan
Kementrian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 033/H/KR/2022 Tentang Perubahan
atas keputusan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementrian Pendidikan.

Banks, J. A. (2002). An Introduction to Multicultural Education. Boston: MA: Pearson and AB Longman.

Febrianti, R. H. (2021). Autonomy Learning in The Praxis of Language Education: A Systematic Review. Hortatori:
Jurnal Pendidikan Bahasa dan Sastra Indonesia.

Kementerian Pendidikan, K. R. (2023). Merdeka Mengajar. Retrieved from

https://pusatinformasi.guru.kemdikbud.go.id/hc/en-us/articles/6090880411673-Apa-Itu-Platform-
Merdeka-Mengajar-

Lam, N. T. (2011). Project Based Learning in Teaching English as a Foreign Language. VNU Journal of Science,
Foreign Languages.

Richards, J. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.

Situmorang, D. L. (2023). Junior High School English Teachers’ Experience towards Merdeka Curriculum
Implementation in Jambi City.

Page 4 of 2
PLAGIARISM SCAN REPORT
Date 2023-10-24

0% 100% Words 735

Plagiarised Unique

Characters 5132

Content Checked For Plagiarism

As we enter the current global era where innovations take place around the world, the presence of good human-sources is
needed to prepare. Indonesia, a country that is blessed with a population of 270.203.917 people (Badan Pusat Statistik,
2020), currently struggles with its focus on elevating the quality of human resources. One way to achieve a good human
resource or it is well-known as 2045 golden Indonesia is by education. A good education comes from a good program.
Thus, the role of curriculum in the advancement of education is crucial (Situmorang, 2023). The Ministry of Education,
Culture, Research, and Technology (Kemendikbud) has released a new policy in regard to the educational system; Merdeka
Curriculum. According to Banks (Banks, 2002, p. 40), the curriculum applied in schools should be formed from an exclusive
to comprehensive, which develop and provide students with understanding, values, perspectives, attitudes, knowledge,
skills and behaviour. In relation to this, the Merdeka Curriculum aims to give students more freedom in their studies,
focusing on student-centered education. Moreover, this approach emphasizes independent learning, allowing students to
make decisions about their learning in which learners plan, implement, monitor, and evaluate their learning (Little (2020),
quoted in Febrianti (2021)) while the teacher provides support. Given the traits and abilities of both Indonesian students
and teachers, I wholeheartedly endorse this policy and its focus, especially concerning the teaching of English in the
Indonesian context. Therefore, there are a few considerations why this framework will succeed in achieving students’
English competences on a global level.
The first consideration is the use of project-based learning as the baseline of the curriculum. Nguyen (2011) emphasizes
PBL as a learning method which focuses on the learner (learner-centered) while the teacher’s role is as facilitator and
motivator. The following statements are in line with the aim of Merdeka Curriculum which is to give students more
freedom in their studies, focusing on autonomy learning. In addition, autonomous learning is promoted when the students
become more responsible for their own learning. According to Levine [6] in Nguyen (2011), students’ language skills can be
improved through the project because students can engage in purposeful communication to complete authentic activities
– tasks that are relevant and useful in the real world; they therefore have the opportunity to use language in relatively
natural contexts and engage in meaningful activities that require authentic language.
Another characteristic of Merdeka Curriculum in terms of English is the genre-based approach. It is stated by the
Standards, Curriculum, and Educational Assessment Agency of the Ministry of Education, Culture, Research, and
Technology (2022) that “the approach used in general English language learning is a text-based approach (genre-based
approach), where learning is focused on text in various modes, whether oral, written, visual, audio, or multimodal”.
Students learn English by mastering text types; to gain knowledge and comprehension of how texts relate to their contexts,
how they make use of cultural references, how texts' purposes and structures relate to one another, and how texts'
linguistic features relate to one another (Richards, 2006).
Despite the uniqueness of Merdeka Curriculum can deliver positive effects in fostering students’ English competence,
this cannot be separated from the role of the teachers in the classroom, such as teachers’ insufficiency of knowledge and
expertise in learning methodology and ICT. However, this is not a significant obstacle because the government has
provided independent training through the Merdeka Mengajar Platform. It was built to support the implementation of the
Merdeka Curriculum so that it can help teachers get references, inspiration and understanding of the Merdeka Curriculum.
Also, it provided to be a driving partner for teachers and school principals in teaching, learning and creating (Kementerian
Page 5 of 2
 Pendidikan, 2023). As a result, this framework is really needed for transforming Indonesia’s education system. This not only
gives students more freedom in their studies, but also this emphasizes independent learning for teachers.

In the global era of innovation, where quality human resources are essential, this curriculum stands as a beacon of progressin
Indonesian education. In summary, the Merdeka Curriculum represents a significant leap for Indonesian education,

particularly in teaching English. By promoting project-based learning and a genre-based approach, it empowers studentsfor real-
world communication and autonomous learning. Despite challenges, the government's Merdeka Mengajar

Platform supports teachers, ensuring effective implementation. This innovative curriculum prepares students for the global stage and
equips teachers with essential skills, marking a crucial step toward a prosperous future for Indonesia's education system.

Matched Source

No plagiarism found

Product Requirement* YES NO

The outline of the essay (Table) V

Final draft of 5-paragraph argumentative essay + references (at least 3) V

Screenshot of plagiarism check V

Page 6 of 2
Page 7 of 2