Year: 2023 | Month: December | Volume: 10 | Issue: 12 | Pages: 145-158
DOI: https://doi.org/10.52403/ijrr.20231218
Teachers’ Perception, Plan, and Implementation of Cambridge Curriculum in Teaching Writing at Cambridge Bilingual High School Yogyakarta
Syifa Aulia1, Januarius Mujiyanto2, Suwandi3
1,2,3English Language Education, Master Program of Universitas Negeri Semarang, Indonesia
Corresponding Author: Syifa Aulia
ABSTRACT
Cambridge English Language Assessment is one of the curriculum pathways used in Senior High School. This curriculum has required subjects, including English as a Second Language/ESL. At the end of the course, Cambridge curriculum has a final test named Cambridge testing/ IGCSE test. Based on previous studies, it found that writing is the students’ lowest point. In addition, preliminary research at CBHS Yogyakarta also found that writing skills, especially hortatory exposition text, is the most challenging material faced by 11th-grade students. Therefore, the role of the teachers in the teaching-learning process, especially in writing, is essential. This thesis aimed to evaluate how English teachers perceive, plan, and implement the Cambridge curriculum in teaching writing. The objectives of the research are (1) to explain the teachers’ perception of the Cambridge curriculum in teaching writing in CBHS Yogyakarta (2) to explain the teachers’ plan of the Cambridge curriculum in teaching writing in CBHS Yogyakarta (3) to explain the teachers’ implementation of the Cambridge curriculum in teaching writing in CBHS Yogyakarta (4) to show the relationship between the teachers’ perception, the teachers’ plan, and the teachers’ implementation of Cambridge curriculum in teaching the students writing in CBHS Yogyakarta. It was collected by qualitative research. The sample involved four English teachers of CBHS Yogyakarta. Data collection included interview guidelines, questionnaires, document analysis, and observation. The technique of analyzing the data will use the steps of analyzing data proposed by Creswell (2014). The results showed the four teachers of CBHS Yogyakarta had positive perception in teaching writing. They have adequate knowledge and experience dealing with Cambridge curriculum implementation. The teachers’ implementation aligned with their perception and plan. However, although their lesson plan did not include all aspects based on the local curriculum qualification, it was completed enough to implement in the classroom.
Keywords: Teachers’ perception, teachers’ plan, teachers’ implementation, Cambridge curriculum, hortatory exposition texts.
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