attitudes. However, the present realities do not replicate the methodological aspects suggested in the curriculum documents. In fact,
the implementation of the methodological underpinning of the communicative approach is being impeded by many constraints that exist
in the present teaching-learning context. To overcome those problems, teachers were asked to suggest ways for adjusting the features of CLT
within their classroom realities.
6. The position of the current study.
Comparing with Ke l h s, his stud fo uses o the a ie s a d
curriculum innovations which have been developed and implemented, a hie i g a i g le els of su ess. The ethod of Kel h s stud is
comparative study. While this research focuses on curriculum and material development on the basis of Contextual Teaching and Learning CTL. The
method of this research belongs to qualitative research which is characterized by observation and description in form of words and
sentences. Co pa i g ith Vi to ia M. Ta lo et.al s, her study explains that one
area for strategic development in the area of health education is the design and assessment of English as a second language ESL curricula. They also
carried out experimental study. While this research examines the aspects of the objective of learning, syllabus, learning material, learning procedure,
tea he s a d stude ts oles, edia, assessment model, and strength and
weaknesses of the English teaching and learning process MAN 1 Boyolali. The type of this research is ethnographic research.
Comparing with “e ed Ah ad Kasaia s stud , the o je ti e of his
study is to fi d out the high s hool stude ts pa e ts ultu al attitudes
o fi ed thei esista e to thei hild e s e posu e to the manifestations of the incompatible aspects of the western culture and
disapproval of their possible adoption of a western lifestyle. The study above uses quantitative method. While the objective of this research is to
describe English teaching learning process in the class, and not in relation to the pa e ts ultu e outside s hool . This study uses qualitative method.
I a o da e ith the Kathlee G a es stud , this esea h has several differences.
Kathlee G a es stud provides a brief history of syllabus design and a rationale for moving beyond syllabus as the primary
construct for curriculum planning. It then explores the classroom as the context of enactment and the role of the teacher as catalyst for curriculum
change. It uses need analysis in which analyzes what the learners already know and know how to do and what they need to know and know how to
do so that the curriculum can bridge the gap. Mo eo e , this esea h does t dis uss the histo of s lla us
design. Thus, it explores how the syllabus is implemented in the teaching and learning process. This study uses qualitative analysis in which the
writer collects, arranges and presents the data.
Comparing with Md. Zulfeqar Haider et. al study, their study reveals the connections between the curriculum objectives and the classroom
realities faced by the teachers and seeks suggestions for achieving the stated objectives. Instead of revealing the connections between curriculum
objectives and classroom realities, this research focuses on curriculum implementation in classroom activities, the strengths and the weaknesses
of its implementation. The intensity of the studies of English Language Teaching ELT
coupled with the amount of exposure to the foreign language assures that students have the necessary language skills to deal with curriculum. In
addition with the previous studies above, this growing body of research has shown the implementation of English teaching learning process at MAN 1
Boyolali namely; 1 the objective of learning, 2 syllabus, 3 classroom procedure, 4 classroom technique, 5 learning material, 6 teachers and
stude ts oles, edia, 7 Assessment, and 8 strengths and
weaknesses.
B. Theoretical Review
