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Abstract

Form-Focused Instruction (FFI) and Meaning-Focused Instruction (MFI) have been known in the field of English Language Teaching. However, since the COVID-19 pandemic disrupted education, the learning situations in a classroom can no longer rely on traditional ways. Following the shifts, this study aims to give an in-depth understanding of the implementation of FFI and MFI in an English language classroom at a senior high school in Indonesia after covid shift. This study uses a qualitative case study approach, and the data was collected through semi-structured interviews and then analyzed using thematic analysis. The findings reveal an integrated implementation of FFI and MFI as well as increase in technology use. The use of explicit grammar instruction, corrective feedback, and structured learning based on Kurikulum Merdeka reflects the implementation of FFI. On the other hand, the implementation of MFI is reflected in collaborative and learner-centered activities, real-world examples, and a Genre-Based Approach (GBA). Additionally, due to the pandemic shift, digital tools also facilitated learning beyond traditional situations. Teachers are suggested to adapt to the digitalized era by equipping them with digital literacy. However, the study is highly contextual and the scope is limited to a single school. Future research with more expanded scope is needed.

Keywords

Form-Focused InstructionMeaning-Focused InstructionCOVID-19 shifts

Article Details

How to Cite
Pringgadani, R. M. A. ., & Anjaniputra, A. G. . (2025). Adapting Form-Focused and Meaning-Focused Instruction in the Digital Post-Pandemic English Classroom. Inspiring: English Education Journal, 8(1), 1–21. https://doi.org/10.35905/inspiring.v8i1.12754
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