i
CAMBRIDGE INTERNATIONAL CURRICULUM AS
IMPLEMENTED AT SMP TAZKIA INTERNATIONAL
ISLAMIC BOARDING SCHOOL (IIBS) MALANG
A Thesis
Written as a Partial Fulfillment of the Requirements for the Graduate Degree of English Language Teaching
Written by:
NISRIN ADELYNA DARAYANI S891508030
ENGLISH EDUCATION DEPARTMENT OF GRADUATE SCHOOL TEACHING TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY SURAKARTA
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled: Cambridge International Curriculum as Implemented at SMP Tazkia International Islamic Boarding School (IIBS) Malang. It is not a plagiarism or made by others.
Anything related to others’ work is written in quotation, the source of which is
listed on the references. If then this pronouncement proves wrong, I am ready to accept any academic consequences, including the withdrawal or cancelation of my academic degree.
Surakarta, April 2017
v ABSTRACT
Nisrin Adelyna Darayani. 2017. S891508030. Cambridge International Curriculum as Implemented at SMP Tazkia International Islamic Boarding School (IIBS) Malang. Thesis Supervisor I: Dra. Dewi Rochsantiningsih, M. Ed, Ph. D; Thesis Supervisor II: Prof. Dr. Sri Samiati Tarjana. Thesis: English Education Department of Graduate School of Sebelas Maret University. 2017.
This study aims at: (1) describing the implementation of international English curriculum, (2) describing the problems encountered in implementing international English curriculum, (3) exploring the teachers’ solution toward problems encountered in implementing international English curriculum, and (4)
exploring the effects of the teaching on students’ achievement.
This study applies a case study method which had been carried out at SMP Tazkia International Islamic Boarding School (IIBS) Malang in the second semester of the academic year of 2016/2017. The data were collected through document analysis, observation, interview, and questionnaire. The data were, then, analyzed through interactive method.
The findings of this study reveal that first, the implementation of Cambridge curriculum in Tazkia has made English as the main language to communicate not only in classroom, but also in daily life. Additionally, the appropriate combinations of teaching technique, class activities, learning material, and media supported the teaching-learning process. Second, the problem encountered related to the absence of language laboratory as one of the requirements of the implementation of Cambridge curriculum to teach English. The other problems were related to the way of students’ thinking which was difficult to solve the problems given during the teaching and learning process, lack of English book in the library, and the absence of language laboratory. Third, to overcome the problems related the students’ difficulties in solving the problem, the teachers guided students in every process of learning. To maintain the lack of English book in the library, the school initiated by providing Wi-Fi connection, so that students could access other information from the internet. The absence of language laboratory was minimized by using speaker while listening practices.
Fourth, related to students’ achievement, the researcher found out that most
students achieved the passing grade. Only some of them still got under the passing
grade. In regard to the students’ achievements, it is interestingly found that the implementation of Cambridge curriculum brings positive effect on the students who have high motivation and confidence to develop their skill.
Considering the result of this study, the implementation of Cambridge curriculum at SMP Tazkia International Islamic Boarding School (IIBS) Malang gave positive effects on the students’ achievements, so that it could be an alternative way of teaching English in other schools.
vi MOTTO
My past has taught me many things
Through the ups and downs,
Nothing can stop me to step on;
No matter what.
vii DEDICATION
to my beloved parents,
to my future: kids and husband,
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ACKNOWLEDGEMENT
Alhamdulillah, the first and foremost thanks to Allah SWT for His blessings, grace, and guidance that I finally finish this master study. My deepest gratitude then goes to the following people who have continuously given help, support, and encouragement during the process of my thesis completion.
First, I would like to acknowledge my first gratitude to Dra. Dewi Rochsantiningsih, M.Ed, PhD as my first supervisor. She was such a wise person with indispensable advice and guidance, who undoubtedly boosted my inner motivation and triggered my critical thinking. She also has shared valuable life lessons to motivate me in pursuing a better academic life in the future. Second, my gratitude goes to Prof. Dr. Sri Samiati Tarjana, Dip. TESOL as my secondary supervisor, for her patience and kind assistance during this master journey. Her comments and encouragement were very enlightening to improve my critical writing skill. Third, I am forever indebted to The Dean of Teacher Training and Education Faculty, Prof. Dr. Joko Nurkamto, M.Pd., and The Head of English Education Department of Graduate School, Dr. Ngadiso, M.Pd., as they provide me with the supportive learning environment on campus. I also gratefully thank all my lecturers for all the knowledge they have shared.
I sincerely thankful the Headmaster of SMP Tazkia IIBS, the Vice Principle of Learning, and the English teachers who were willing to take parts in this research. I have never felt being so much helped by their consents and willingness to share their teaching experiences. Moreover, I would also like to thank the other teachers and friends for being incredibly supportive during my study. Thank you for being there when I felt down and had no confidence to keep on writing. To all VII grade of SMP Tazkia female students, I truly appreciate your sincere love and support during the completion of this thesis. Being there with you all was such an enjoyable experience that I was blessed with your warmth welcome.
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research. To all my friends, thank you for the endless love and care. Finally, my best regard sincerely goes to those who kept supporting me. I am deeply sorry that I can mention all of you here, and words are not enough to replace all the priceless things you have given to me.
April, 2017
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TABLE OF CONTENTS
COVER ... APPROVAL ... LEGITIMATION FROM THE BOARD OF EXAMINERS ... PRONOUNCEMENT ... TABLE OF CONTENTS ... LIST OF ABBREVIATIONS ... LIST OF TABLES ... LIST OF FIGURES ... LIST OF PICTURES ... LIST OF APPENDICES ... GLOSSARIES ... CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... B. Problem Statement ... C. Objectives of the Study ... D. Significance of the Study ...
1 7 7 8 CHAPTER II LITERATURE REVIEW ... 10
A. English Language Teaching ……... 1. Teaching English as a Foreign Language (TEFL) ... 2. Methods of Teaching English as a Foreign Language ... 3. The Nature of Language Teaching…………... 4. The Effective Teaching and Learning Language ... B. International Curriculum in Indonesian Education...
1. Immersion Program... 2. International standard school pilot project(RSBI) ... 3. International Curriculum in Indonesia Education... C. Cambridge International Curriculum (CIC)...
1. The Overview... 2. The Benefits... 3. Cambridge ICT Starters... 4. Teacher and Learner characteristics... 5. Assessments... D. Review of Related Research...
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CHAPTER III RESEARCH METHOD………... 32 A. Context of the Study ... B. Research Design ... C. Source of Data ... D. Techniques of Collecting Data ... E. Techniques of Validating Data ... F. Techniques of Analyzing Data ...
32 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 41
A. Research Findings ... 1. The Implementation of Cambridge International Curriculum ....
a) Teaching and Learning Documents ... 1) Cambridge International Curriculum ... 2) Syllabus ... 3) Lesson Plan ... 4) Teaching Material ... b) Stages of Teaching and Learning ... c) Teachers’ Knowledge and Experience ... d) Teacher’s Role and Student’s Role …... e) Teaching Media ……... f) Evaluation ... g) Supporting Facilities ... 1) Language Week ... 2) Language Festival ... 3) IT Support ... 4) Integrated Resource Center (IRC) ... 2. The Problems Encountered during Teaching and Learning
Process... 3. The Teachers’ Solution toward Problems ... 4. The Effects on Students’ Achievement ... a. Academic Achievement ... b. Life Skills Achievements ... B. Discussion ... 1. The Implementation of Cambridge International Curriculum ... a. Teaching and Learning Documents ... b. Stages of Teaching and Learning ... 2. The Problems Encountered in Implementing CIC ... 3. The Alternative Ways to Solve the Problem ... 4. The Effects on Students’ Achievements ...
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CHAPTER V CONCLUSION AND SUGGESTION ... 77 A. Conclusion ... B. Implication ... C. Suggestion ...
77 78 79 REFERENCES ... APPENDICES ...
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LIST OF ABBREVIATIONS
CIC EFL ESL IIBS IRC IT KTSP TIC TICH RSBI SBI TEFL
: Cambridge International Curriculum : English as a Foreign Language : English as a Second Language
: International Islamic Boarding School : Integrated Resource Center
: Information Technology
: Kurikulum Tingkat Satuan Pendidikan : Tazkia Islamic Culture
: Tazkia Islamic Conference Hall
: Sekolah Rintisan Berbasis Internasional : Sekolah Berbasis Internasional
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LIST OF TABLES
Page
Table 2.1. The Components of SBI/RSBI Management ... Table 2.2. Cambridge Curriculum Level ... Table 3.1. Time Setting of the Study ... Table 3.3. Data Collection Outline ……... Table 4.1. Summary of Research Findings ... Table 4.2. Students’ Closed Questionnaire on the Use of English ... Table 4.3. Tazkia Islamic Culture ... Table 4.4. The Summary of Main Activity ... Table 4.5. Teachers’ and Students’ Roles ... Table 4.6. Students’ Closed Questionnaire on Teacher’s Role ... Table 4.7. Students’ Closed Questionnaire on Teaching Media ... Table 4.8. Summary of Teaching media ... Table 4.9. The Specification of Evaluation ... Table 4.10. Writing Scoring Rubric ... Table 4.11. Students’ Closed Questionnaire on School’s Facility…... Table 4.12. Students’ and Teachers’ Problems ... Table 4.13. Teachers’ Suggestions ... Table 4.14. Class VII A Score ... Table 4.15. Class VII B Score ... Table 4.16. Class VII C Score ... Table 4.17. Students’ Achievements ...
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LIST OF FIGURE
xvi
LIST OF PICTURES
Page
Picture 4.1. Unit Plan ... Picture 4.2. Main Activity Stage ... Picture 4.3. The Benefits ... Picture 4.4. Textbook ... Picture 4.5. Online Source ... Picture 4.6. Opening Activity ... Picture 4.7. Teaching Media ... Picture 4.8. Closing Activity ... Picture 4.9. Language Week ... Picture 4.10. Language Festival ...
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LIST OF APPENDICES
Appendix 1: Instruments ... Appendix 2: Teaching-Learning Documents ... Appendix 3: Field Notes ... Appendix 4: Interview ... Appendix 5: Letter of Permission ... Appendix 6: Questionnaire ...
xviii GLOSSARIES
Glossaries are provided to clarify the meaning of the words appeared in this study. These words are often used in SMP Tazkia IIBS Malang.
Language army : students’ representative to help school controlling the language used during academic hours
Language court : a place to give punishment for students who do not speak English during school hours Tazkia Islamic Culture (TIC) : a habitual activity for opening and closing
session
