THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM LEARNING RESOURCES IN TEACHING ENGLISH AT SEVENTH-GRADE LANGUAGE SMP MUHAMMADIYAH BOARDING SCHOOL ZAM-ZAM CILONGOK BANYUMAS

Titik, Fitiyatul Akrimah (2024) THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM LEARNING RESOURCES IN TEACHING ENGLISH AT SEVENTH-GRADE LANGUAGE SMP MUHAMMADIYAH BOARDING SCHOOL ZAM-ZAM CILONGOK BANYUMAS. Skripsi thesis, UIN Prof. K. H. Saifuddin Zuhri.

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Abstract

The study aimed to describe the utilization of Cambridge learning resources in teaching English to seventh-grade students at SMP Muhammadiyah Boarding School Zam-Zam Cilongok Banyumas. This qualitative research employed observation, interviews, and documentation as data collection methods. The participants included the curriculum coordinator, two English teachers, and two seventh-grade students. During the implementation phase, teachers utilized a variety of Cambridge learning resources, including textbooks, digital online resources, and interactive materials, to facilitate English instruction. The study highlighted that the teaching approach adopted was predominantly student-centered, which is a core principle of the Cambridge curriculum. This approach emphasizes active student participation, collaboration, and the development of critical thinking skills. Teachers implemented cooperative learning methods, where students worked together to produce original ideas and solve problems. The instructional process was divided into three stages: opening activities, main activities, and closing activities, each designed to engage students and enhance their learning experience. Furthermore, the study examined the evaluation methods used by teachers, which included both formative and summative assessments. Formative assessments were used to monitor student progress and provide ongoing feedback, while summative assessments were conducted to evaluate student learning at the end of instructional units. These assessment methods helped in identifying students' strengths and areas for improvement, thereby supporting a comprehensive learning process.

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