Implementing National English Curriculum at Elementary Level
DOI:
https://doi.org/10.24256/ideas.v12i2.5603Abstract
This research examines the educational programs at an elementary school in Batam City, Indonesia, incorporating both the national and Cambridge curricula. The goal is to identify key elements that improve the quality and efficiency of education. Data was gathered through observations, interviews with three English teachers, and documentation using a qualitative case study method. The study utilized an observation checklist and interviews modified from earlier research. The results show nine key components essential for successful teaching and learning: engagement, interaction, motivation and goals, diversity of approaches, professionalism and support, teamwork, organization and response, group projects and communication, and flexibility. Various methods were found to improve the quality of learning through engagement. Dynamic exchanges in interactivity enhanced participation and promoted ongoing improvement. Student engagement was fueled by motivation and clear objectives, as various teaching techniques accommodated different learning preferences. Professionalism, combined with guidance, involved a mix of firmness and empathy to assist students with their academic and emotional needs. Teamwork between educators and stakeholders enhanced teaching techniques. Effective planning and constructive feedback led to optimal learning outcomes. Collaborative tasks encouraged the development of teamwork and problem-solving abilities within groups. Ultimately, teachers were able to effectively address curriculum changes and student needs due to their adaptability. To sum up, the research highlights how integrating these factors is crucial in establishing a vibrant and supportive learning atmosphere, necessary for students to thrive in a globalized academic setting.
References
Abrahamsen, E. B., Selvik, J. T., Moen, V., & Kvaløy, J. T. (2020). Om sammenhengen mellom motivasjon, studentaktiv undervisning og konstruktive tilbakemeldinger. En studie fra Universitetet i Stavanger. Uniped, 43(4), 298–311. https://doi.org/10.18261/issn.1893-8981-2020-04-03
Admiraal, W. (2020). A Typology of Student-Teachers’ Coping with Stressful Classroom Events. 3(1).
Azhariah, S., Lengkanawati, N. S., & Rodliyah, R. S. (2023). Teacher Roles in Fostering Learner Autonomy. SALEE: Study of Applied Linguistics and English Education, 4(2), 440–457. https://doi.org/10.35961/salee.v4i2.829
Purwati, O., & Setiawan, S. (2022). Exploring teacher power use and student silence in an EFL classroom: Evidence from Indonesia. Pegem Journal of Education and Instruction, 12(2), 157-165.
Cooper, J. J., & Ozansoy, K. (2022). issue 2] THE IMPACTS OF STRATEGIES IN TEACHING ON STUDENTS’ PERFORMANCE IN SCHOOL. In Near East University Journal of Education Faculty (NEUJE) (Vol. 5).
Dianovi, A., Siregar, D., Mawaddah, I., & Suryaningsih, S. (2022). Guidance and Counselling in Education. World, 1(2).
Ginting, D. (2021). Student Engagement and Factors Affecting Active Learning in English Language Teaching. VELES Voices of English Language Education Society, 5(2), 215–228. https://doi.org/10.29408/veles.v5i2.3968
Hang, L. T., & Van, V. H. (2020). Building strong teaching and learning strategies through teaching innovations and learners’ creativity: A study of vietnam universities. International Journal of Education and Practice, 8(3), 498–510. https://doi.org/10.18488/journal.61.2020.83.498.510
Hong, J. C., Ye, J. H., Chen, P. H., & Yu, Y. Y. (2020). A checklist development for meaningful learning in classroom observation. International Journal of Information and Education Technology, 10(10), 728–735. https://doi.org/10.18178/ijiet.2020.10.10.1450
Huseinović, L. (2024). The effects of gamification on student motivation and achievement in learning English as a foreign language in higher education. MAP Education and Humanities, 4, 10-36.
Husnaini, H. (2022). Development of Self Esteem-Oriented Micro Teaching Materials for IAIN Palopo English Education Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 538-560.
Iksan, M., Husnaini, H., & Masruddin, M. (2022). Implementation of weekly English Program with fun learning method for Pesantren students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 872-879.
Intan Hayati, C., Alue Naga Tibang Kecamatan Syiah Kuala, J., & Aceh Korespondensi Penulis, B. (2022). INOVASI KURIKULUM PENDIDIKAN AGAMA ISLAM (PAI) DALAM RANGKA PENANAMAN NILAI-NILAI KEARIFAN LOKAL. Journal of Education Science (JES), 8(2), 2022.
Lamba, N., Van Tonder, A., & Raghavan, A. (2022). Unpacking qualitative methodology to explore experiences of mothers with children with autism spectrum disorder in the UAE: A thematic analysis inquiry. International Journal of Qualitative Methods, 21, 16094069221110295.
Lestari, I. B., Wahyudin, D., & Dewi, L. (2023). Analysis of Managerial Procedures for Developing the Cambridge Curriculum in Junior High Schools. Indonesian Journal of Curriculum and Educational Technology Studies, 11(1). https://doi.org/10.15294/ijcets.v11i1.69361
Lestari, R. P., Asrori, M., & Sulistyawati, H. (2019). THE ENGLISH TEACHING STRATEGIES FOR YOUNG LEARNERS IN AN INTERNATIONAL PRIMARY SCHOOL IN SURAKARTA.
Li, K. C., Wong, B. T., Kwan, R., Chan, H. T., Wu, M. M., & Cheung, S. K. (2023). Evaluation of hybrid learning and teaching practices: The perspective of academics. Sustainability, 15(8), 6780.
Mahmudah, M., & Kholis, A. (2023). THE IMPLEMENTATION OF ENGLISH BRIDGING PROGRAM ADAPTING CAMBRIDGE CURRICULUM FOR PRIMARY SCHOOL. Prominent: Journal of English Studies, 6(2), p-ISSN.
Pope, A. M., Finney, S. J., & Crewe, M. (2023). Evaluating the Effectiveness of an Academic Success Program: Showcasing the Importance of Theory to Practice. In Journal of Student Affairs Inquiry | (Vol. 6, Issue 1).
Prasetyono, H., Abdillah, A., Djuhartono, T., Ramdayana, I. P., & Desnaranti, L. (2021). Improvement of Teacher's Professional Competency in Strengthening Learning Methods to Maximize Curriculum Implementation. International Journal of Evaluation and Research in Education, 10(2), 720-727.
Prastiwi, Y., & Sutopo, A. (2023). Exploring the Implementation of Cambridge Curriculum in Early Elementary English Education: A Case Study. 7(3). https://doi.org/10.29408/velesv7i3.24094
Qomariyah, D. N., & Khasanah, N. (2023). The Application of Cambridge Curriculum in English as Second Language Teaching Learning at Secondary School. Journal of Language Intelligence and Culture, 5(1), 1–8. https://doi.org/10.35719/jlic.v5i1.115
Rahayu, P., Salsabila, A., Tohmi, N., Suksawai, P., Universitas, ), Pangaraian, P., Batam, U. I., Tambusai, J. T., Raya Kumu, J., Ladi, B.-S., Gajah Mada, J., Riau, K., & Corresponding, I. *. (2022). Identifying Student Speaking Anxiety at English Language Education. International Journal of Language Pedagogy, 02(01), 21–26. https://doi.org/10.24036/ijolp.v2i1.27
Rahman, D. M., & Febria, D. (2023). Diana Merliana Rahman/ Students’ Perception of Learning English wirh E-Learning During Covid-19 Pandemic Students’ Perception of Learning English with E-Learning During Covid-19 Pandemic. Issues in Applied Linguistics & Language Teaching, 05, 204–209. https://doi.org/10.23887/jear.v6i1
Ramadianti, A. A. (2022). Studi Literatur: Analisis Implementasi Kurikulum Cambridge Pada Pembelajaran di Sekolah Dasar. 10(1), 28–45. https://doi.org/10.23960/pdg.v10i1.25550
Risma Koroh, T., Abdi Keraf, M., & Damayanti, Y. (2021). Relationship between Affective Commitment and Work Engagement in Employees of Savings and Loans Cooperatives in Kupang City. In Fakultas Kesehatan Masyarakat Universitas Nusa Cendana (Vol. 3, Issue 1).
Saputra, A. D., Septiani, L., Adriani, R., & Sundari, H. (2021). Game-Based English Learning for Young Learners: A Systematic Review. JEdu: Journal of English Education, 1(3), 109–122. https://doi.org/10.30998/jedu.v1i3.4752
Simanjuntak, M. B., Suseno, M., Setiadi, S., Lustyantie, N., & Barus, I. R. G. R. G. (2022). Integration of curricula (curriculum 2013 and cambridge curriculum for junior high school level in three subjects) in pandemic situation. Ideas: Jurnal Pendidikan, Sosial, dan Budaya, 8(1), 77-86.
Smaldino, P. E., Moser, C., Pérez Velilla, A., & Werling, M. (2024). Maintaining Transient Diversity Is a General Principle for Improving Collective Problem Solving. Perspectives on Psychological Science, 19(2), 454–464. https://doi.org/10.1177/17456916231180100
Snow, M. E. (2022). John Creswell and Johanna Creswell Báez. (2020). 30 Essential Skills for the Qualitative Researcher, 2nd edition. Thousand Oaks, CA: Sage. eBook, 338 pages. (ISBN 978-1-5443-5570-2) . Canadian Journal of Program Evaluation, 37(2), 294–296. https://doi.org/10.3138/cjpe.75739
Sutrisno, S., Hayati, H., Saputra, N., Arifin, S., & Kartiko, A. (2023). The Influence of The Head of Madrasah and Infrastructure Facilities on The Quality of Education Through Teacher Competence. Tafkir: Interdisciplinary Journal of Islamic Education, 4(2), 274–288. https://doi.org/10.31538/tijie.v4i2.423
Ulum, M., & Mun’im, A. (2023). Curriculum Development, Guidance, and Innovation in Schools. 1(1). https://sunanbonang.org/index.php/arif
Yahya, A., Husnaini, H., & Putri, N. I. W. (2024). Developing Common Expressions Book in Indonesian Traditional Market in Three Languages (English-Indonesian-Mandarin). Language Circle: Journal of Language and Literature, 18(2), 288-295.
Waseem Bari, M., Ying-Fei, Y., University, S., Korea, S., Saqib, S., Hu, J., Tang, Y., & Carey, W. P. (2022). OPEN ACCESS EDITED BY The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2024 Muhammad Juliansyah Bedrio D, Tharisa Aura Maharani, Diba Yuri Mustafa, Leil Badrah Zaki, Hilarius Raditya Priambada Purba
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
