Analyzing the alignment of teacher-made youtube videos with the “english for nusantara textbook” a content analysis of instructional strategies

This study examined the instructional strategies employed in teacher-made YouTube videos designed for junior high school English Language Teaching and the extent to which these strategies align with the instructional principles embedded in the English for Nusantara Textbook under the Kurikulum Merdeka. Using qualitative content analysis, ten teacher-made YouTube videos addressing text-based English learning topics were examined through two self-developed frameworks: the Instructional Strategy Coding Framework (ISCF), which identified six categories of instructional strategy, and the English for Nusantara Textbook Alignment Framework (ENTAF), which rated alignment with five Merdeka Curriculum principles. Data were collected by coding 70 instructional segments across the ten videos and rating 50 alignment instances against the textbook’s principles. The findings show that Direct Instruction and Modeling were the dominant instructional strategies, together accounting for the majority of coded segments, while Student Engagement, Scaffolding, Questioning Techniques, and Feedback appeared less frequently and unevenly across videos. Regarding alignment, Meaningful Learning showed the strongest and most consistent alignment, whereas Technology Integration and Learner Autonomy were the least developed principles. Videos with a wider repertoire of instructional strategies also demonstrated stronger overall alignment with the textbook. These findings suggest that teacher-made YouTube videos reflect the Merdeka Curriculum’s emphasis on contextually grounded, meaningful instruction but have not yet fully incorporated its principles of differentiation, technology integration, and learner autonomy. The study recommends that English teachers diversify their instructional strategies and that curriculum developers provide targeted professional development in digital instructional design