This article examines how EFL teachers implement the English curriculum, particularly the Merdeka Curriculum, in elementary schools in North Toraja and the challenges that appear in classroom realization. The study used a qualitative design supported by classroom observation, document analysis, and thematic interpretation. The findings show that teachers implemented the curriculum through supportive classroom routines, clear learning objectives, contextual topics, communicative activities, integrated language skills, classroom-based assessment, and reflective feedback. The lessons connected English with familiar experiences such as fruits, shopping, quantities, money, and future plans, making learning meaningful for young learners. However, implementation also faced several challenges, including balancing grammar and communication, expanding spontaneous speaking practice, differentiating instruction for mixed-ability learners, increasing media variety, integrating Toraja local culture more explicitly, and developing broader communicative assessment instruments. The article concludes that curriculum implementation in the observed classrooms was practical and adaptive, but it still requires stronger support in resources, teacher development, local contextualization, and assessment practices.
Hartono1*, Charlie Baka2 , Markus Deli Girik Allo3 (Tue,) studied this question.