STUDENT INSIGHTS ON ENGLISH TEACHING STYLES: A KURIKULUM MERDEKA APPROACH

Abstract

This study investigates the alignment between students' perceptions of their lecturers' teaching styles and their expectations in English language education under Indonesia’s Kurikulum Merdeka. Using a quantitative research design, data was collected from 200 undergraduate students through two instruments: the Teaching Style Perception Scale (TSPS) and the Student Expectations Scale (SES). The results reveal strong alignment in student-centered and inquiry-based learning areas, where students valued active participation and critical inquiry. Lecturers were perceived as knowledgeable facilitators, with the Expert (mean: 4.2) and Facilitator (mean: 4.1) dimensions receiving the highest scores. However, a mismatch was identified between students' expectations for less control and autonomy and their perception of lecturers' adherence to more traditional, teacher-centered methods, particularly in the Formal Authority dimension (mean: 3.8). A significant correlation (r = 0.72, p < 0.01) was found between students’ perceptions of facilitators and their expectations for student-centered learning. These findings highlight the need for further adaptation toward inquiry-based and collaborative learning approaches to meet students’ evolving preferences better. The study underscores the relevance of Kurikulum Merdeka in fostering a more dynamic, student-driven learning environment while encouraging lecturers to reduce reliance on formal authority and increase opportunities for independent learning