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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

2017

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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

Nisrin Adelyna Darayani

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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

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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)

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DEDICATION

to my beloved parents,

to my future: kids and husband,

the untold stories are hidden along with this work

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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.

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

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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

The writer,

Nisrin Adelyna Darayani

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TABLE OF CONTENTS

COVER ......................................................................................................

APPROVAL ..............................................................................................

LEGITIMATION FROM THE BOARD OF EXAMINERS ....................

PRONOUNCEMENT ................................................................................

ABSTRACT ..............................................................................................

MOTO ........................................................................................................

DEDICATION ...........................................................................................

ACKNOWLEDGEMENT .........................................................................

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TABLE OF CONTENTS ..........................................................................

LIST OF ABBREVIATIONS ....................................................................

LIST OF TABLES .....................................................................................

LIST OF FIGURES ...................................................................................

LIST OF PICTURES .................................................................................

LIST OF APPENDICES ............................................................................

GLOSSARIES ...........................................................................................

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

A. Background of the Study ...............................................................

B. Problem Statement .........................................................................

C. Objectives of the Study ..................................................................

D. Significance of the Study ...............................................................

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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 ......................................................

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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 ......................................................................................

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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

: Teaching English as a Foreign Language

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LIST OF TABLES

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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

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

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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 ........................................................................

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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