EFL teachers' views: Implementing the Independent Curriculum in a Special School (SLB)

Abstract

This research aims to identify the EFL teachers' views on implementing an independent curriculum for SLB. The type of this research is qualitative with a case study approach. The sampling technique used was purposive sampling at SLBN 1 Bima City. Data was collected using observation, documentation, and interviews and analyzed using the Miles and Huberman model. A teacher must possess a view on educational transformation, specifically about the curriculum. Implementing the independent curriculum in SLBN 1 Kota Bima presents a novel challenge for educators, particularly those teaching English as a Foreign Language (EFL). Therefore, it can be concluded that EFL teachers have an optimistic view of the independent curriculum; implementing an independent curriculum suitable for students with special needs and pedagogical abilities still requires more intensive training.