Jurnal Educatio Vol. 11, No. 1, 2025, pp. 1-8 DOI : https://doi.org/10.31949/educatio.v11i1.10431 ISSN 2459-9522 (Print) ISSN 2548-6756 (Online) This is an open access article under the CC BY-SA license. Copyright © 2025 by Author Implementation of Phase F Learning in Kurikulum Merdeka: How Well Students Able to Analyze Text? Titin Kustini, Rahma Ilyas Universitas Majalengka, Majalengka, Indonesia Abstract *Corresponding Author: titinkustini@unma.ac.id Article History: Received 2024-07-07 Revised 2024-12-26 Accepted 2025-01-03 Keywords: phase F, kurikulum merdeka, text, analyze, analytical exposition "Kurikulum Merdeka" allows teachers to choose the material they find necessary to teach in class. Phase F is a learning phase for grades 11 and 12 at vocational/senior high schools, with the final learning outcome that students should have standard competence in spoken, written, and visual English to communicate according to the situation, purpose, and audience/reader. In this phase, various texts can be used as the main learning material, as they can help students improve their vocabulary, grammar, interpretation, and ability to analyze and produce texts. However, many students face challenges with their basic English skills. A study was conducted to assess students' abilities in analyzing text, specifically analytical exposition texts. Fourteen students majoring in software engineering were involved in the qualitative descriptive study, and data was collected through observation and assessment. Students were required to analyze the text and record it as videos, aiming to increase their technological literacy through mastery of various applications such as Bandicam.The research findings revealed that students showed very good ability in analyzing the generic structure of the text, but struggled with analyzing language features like simple present tense, conjunctions, and terms related to the context. On the positive side, students demonstrated strong technological literacy as they were able to master various video-making applications. INTRODUCTION The Learning Achievement of English Subject Level F is that at the end of Phase F, students use spoken, written and visual texts in English to communicate according to the situation, purpose and audience/reader. Various types of texts such as narrative, exposition, discussion, literary texts, original texts, and multi-texts are the main references in learning English in this phase. Students use English skills to explore narrative texts, expositions and discussions on various topics including social issues and cultural contexts. In this phase, not only students' language skills are increasingly developing but also their critical thinking, creative, communicative and self-confident abilities in order to realize the Pancasila learner profile (Kemdikbud, 2021). As one of the text types introduced in Phase F, the learning process for analytical exposition texts is designed to achieve the targeted learning outcomes of this phase. Students engage with analytical exposition texts through various activities, such as listening, reading, writing, and discussing topics related to their personal context and broader significant issues, including social and environmental concerns. The primary goal of learning analytical exposition texts is to equip students with the ability to identify, comprehend, and produce this type of text effectively. Specifically, students are expected to identify the characteristics of analytical exposition texts, which include the thesis, arguments, and reiteration. They are also trained to recognize linguistic features, such as the use of facts and opinions, internal conjunctions, nominal phrases, and the simple present tense. Furthermore, students are guided to understand both implicit and explicit information within the text, including main ideas and detailed information, based on what they read and hear. Additionally, they learn to write analytical exposition texts by adhering to social functions, text structure, and linguistic elements appropriate to the context. Finally, they are encouraged to present the analytical exposition texts they have written while paying attention to these same elements. Beyond these textual competencies, the learning of analytical exposition texts also aligns with broader educational goals, including strengthening character education (PPK) as outlined in the Pancasila Student