Stevi Maria Alexandra Mbeo Pengarang LAURENSIUS KIAN BERA Dosen Pembimbing 1 Soleman Dapa Taka Dosen Pembimbing 2 Fransiskus Bustan Ketua Penguji

This research aims to describe the implementation of Kurikulum Merdeka in English language teaching at the second grade of SMP Negeri 5 Kota Kupang. Using a descriptive qualitative method, data were collected through interviews, observations, and documentation involving English teachers and students. The findings indicate that the implementation of Kurikulum Merdeka follows the stages of planning, implementation, and evaluation in alignment with its principles. In the planning stage, teachers used the English for Nusantara textbook along with CP, ATP, and MA to support differentiated and student-centered learning. During the implementation stage, teachers applied project-based learning and differentiated instruction while integrating the Pancasila Student Profile into classroom activities, following structured stages of opening, core, and closing in their teaching practices. In the evaluation stage, diagnostic, formative, and summative assessments were carried out to monitor and assess students’ cognitive, affective, and psychomotor development, reflecting Kurikulum Merdeka’s goal of fostering comprehensive learning. However, in the process of implementing Kurikulum Merdeka, teachers faced several obstacles that impacted its optimal application. During the planning stage, teachers experienced heavy administrative workloads that limited their focus on preparing creative and contextualized lessons. In managing learning, large class sizes and varied student proficiency levels made it challenging for teachers to apply differentiated and student- centered approaches effectively. During the implementation stage, inadequate supporting facilities, such as limited electricity and digital tools, hindered the delivery of technology-based learning materials prepared by teachers. In the evaluation stage, limited time and administrative demands constrained teachers from conducting in- depth and continuous assessments aligned with Kurikulum Merdeka principles. These obstacles suggest that while teachers at SMP Negeri 5 Kota Kupang are committed to implementing the curriculum, systematic support and improvements are necessary to optimize its implementation in English language teaching. Keywords: Kurikulum Merdeka, English Language Teaching, Implementation, SMP Negeri 5 Kota Kupang.