CAMBRIDGE INTERNATIONAL CURRICULUM AS IMPLEMENTED AT SMP TAZKIA INTERNATIONAL ISLAMIC BOARDING SCHOOL (IIBS) MALANG

CAMBRIDGE INTERNATIONAL CURRICULUM AS

IMPLEMENTED AT SMP TAZKIA INTERNATIONAL

  

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

  

2017

  

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 Nisrin Adelyna Darayani

  

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.

  Keywords: Cambridge curriculum, TEFL, case study

  MOTTO My past has taught me many things Through the ups and downs,

  Nothing can stop me to step on; No matter what.

  

(

Nisrin Adelyna Darayani

  )

  

DEDICATION

to my beloved parents,

to my future: kids and husband,

the untold stories are hidden along with this work

  

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.

  To my parents, thank you for loving me that much. To my cousins, thank you for the housing during my study. To my PhD candidate sister, thank you for the stories, shared sources, and hospitality that support me completing this 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 The writer,

  Nisrin Adelyna Darayani

  

TABLE OF CONTENTS

  COVER ...................................................................................................... i APPROVAL .............................................................................................. ii LEGITIMATION FROM THE BOARD OF EXAMINERS .................... iii PRONOUNCEMENT ................................................................................ iv ABSTRACT .............................................................................................. v MOTO ........................................................................................................ vi DEDICATION ........................................................................................... vii ACKNOWLEDGEMENT ......................................................................... viii TABLE OF CONTENTS .......................................................................... x LIST OF ABBREVIATIONS .................................................................... xiii LIST OF TABLES ..................................................................................... xiv LIST OF FIGURES ................................................................................... xv LIST OF PICTURES ................................................................................. xvi LIST OF APPENDICES ............................................................................ xvii GLOSSARIES ........................................................................................... xviii

  CHAPTER I INTRODUCTION ................................................................ 1 A.

  1 Background of the Study ...............................................................

  B.

  7 Problem Statement .........................................................................

  C.

  7 Objectives of the Study ..................................................................

  D.

  8 Significance of the Study ...............................................................

  CHAPTER II LITERATURE REVIEW ................................................... 10 A.

  10 English Language Teaching ……...................................................

  1.

  10 Teaching English as a Foreign Language (TEFL) ...................

  2.

  12 Methods of Teaching English as a Foreign Language .............

  3.

  13 The Nature of Language Teaching…………...........................

  4.

  15 The Effective Teaching and Learning Language ....................

  B.

  16 International Curriculum in Indonesian Education.........................

  1.

  16 Immersion Program..................................................................

  2.

  (RSBI) ..................

  17 International standard school pilot project 3.

  21 International Curriculum in Indonesia Education.....................

  C.

  22 Cambridge International Curriculum (CIC)...................................

  1.

  22 The Overview...........................................................................

  2.

  23 The Benefits..............................................................................

  3.

  23 Cambridge ICT Starters............................................................

  4.

  24 Teacher and Learner characteristics.........................................

  5.

  25 Assessments..............................................................................

  D.

  25 Review of Related Research...........................................................

  CHAPTER III RESEARCH METHOD ………......................................... 32 A.

  32 Context of the Study ......................................................................

  B.

  32 Research Design ............................................................................

  C.

  33 Source of Data ...............................................................................

  D.

  34 Techniques of Collecting Data ......................................................

  E.

  38 Techniques of Validating Data ......................................................

  F.

  39 Techniques of Analyzing Data ......................................................

  CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................ 41 A.

  42 Research Findings ..........................................................................

  1.

  42 The Implementation of Cambridge International Curriculum ....

  a)

  43 Teaching and Learning Documents ................................... 1)

  43 Cambridge International Curriculum ................................... 2)

  45 Syllabus ................................................................................ 3)

  46 Lesson Plan .......................................................................... 4)

  47 Teaching Material ................................................................

  b)

  48 Stages of Teaching and Learning .............................................

  c)

  53 Teachers’ Knowledge and Experience .....................................

  d)

  55 Teacher’s Role and Student’s Role ….......................................

  e)

  57 Teaching Media ……................................................................

  f)

  59 Evaluation .................................................................................

  g)

  61 Supporting Facilities ................................................................. 1)

  62 Language Week ................................................................. 2)

  63 Language Festival .............................................................. 3)

  63 IT Support .......................................................................... 4)

  63 Integrated Resource Center (IRC) .....................................

  2. The Problems Encountered during Teaching and Learning Process..........................................................................................

  64 3.

  65 The Teachers’ Solution toward Problems ...................................

  4.

  66 The Effects on Students’ Achievement .......................................

  a. Academic Achievement ........................................................

  66 b. Life Skills Achievements ......................................................

  69 B.

  69 Discussion ......................................................................................

  1. The Implementation of Cambridge International Curriculum ...

  69 a. Teaching and Learning Documents ......................................

  69 b. Stages of Teaching and Learning .........................................

  71 2. The Problems Encountered in Implementing CIC ....................

  74 3. The Alternative Ways to Solve the Problem .............................

  75

  4. The E 75 ffects on Students’ Achievements ....................................

  CHAPTER V CONCLUSION AND SUGGESTION ............................... 77 A.

  77 Conclusion .....................................................................................

  B.

  78 Implication .....................................................................................

  C.

  79 Suggestion ...................................................................................... REFERENCES ..........................................................................................

  80 APPENDICES ...........................................................................................

  86

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 : Teaching English as a Foreign Language

  

LIST OF TABLES

Page Table 2.1. The Components of SBI/RSBI Management ............................

  56

  22

  32

  37

  41

  44

  46

  50

  55

  58

Table 4.17. Students’ Achievements ..........................................................

  58

  60

  60

  61

  64

  65

  66

  67

  68

  18

Table 4.16. Class VII C Score ....................................................................Table 2.2. Cambridge Curriculum Level ...................................................

  Teachers’ and Students’ Roles .................................................. Table 4.6.

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.

  Students’ Closed Questionnaire on Teacher’s Role ..................

Table 4.15. Class VII B Score ....................................................................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 ...................................................................

  69

  

LIST OF FIGURE

Figure 3.1. Interactive Model .......................................................................

  39

  

LIST OF PICTURES

Page Picture 4.1. Unit Plan ................................................................................

  47

  62

  52

  51

  49

  48

  47

  47

  45

Picture 4.2. Main Activity Stage ................................................................Picture 4.10. Language Festival .................................................................Picture 4.9. Language Week .....................................................................Picture 4.8. Closing Activity ......................................................................Picture 4.7. Teaching Media ......................................................................Picture 4.6. Opening Activity .....................................................................Picture 4.5. Online Source .........................................................................Picture 4.4. Textbook .................................................................................Picture 4.3. The Benefits ............................................................................

  63

  

LIST OF APPENDICES

Appendix 1: Instruments ............................................................................

  86 Appendix 2: Teaching-Learning Documents .............................................

  93 Appendix 3: Field Notes ............................................................................

  99 Appendix 4: Interview ................................................................................ 122 Appendix 5: Letter of Permission .............................................................. 142 Appendix 6: Questionnaire ........................................................................ 145

  

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 Unit Plan : syllabus