The Challenge of Implementing Cambridge Curriculum in Elementary School

Muamaroh; Diyah Murti Hastuti; Muzaedah

doi:10.23887/jpbi.v12i3.86008

Authors

Muamaroh Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Diyah Murti Hastuti Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Muzaedah Universitas Muhammadiyah Surakarta, Surakarta, Indonesia

DOI:

https://doi.org/10.23887/jpbi.v12i3.86008

Keywords:

Cambridge Curriculum, Elementary School, A Case Study

Abstract

English language teaching in elementary schools has become a popular issue due to the decision of the Minister of Education that English will be a compulsory subject for elementary schools. Some elementary schools have used the Cambridge curriculum which is quite challenging for teachers to teach in English classes. This study aims to analyze the challenges of implementing the Cambridge curriculum in teaching English to elementary school students with a case study approach. The subjects of this study were two English teachers. The method in this study used descriptive qualitative research using a case study research design. Data collection used was observation and interviews which were analyzed qualitatively through content analysis. The results of the study showed that the challenges faced by teachers in implementing the Cambridge curriculum were that teachers needed more preparation time to start learning; students easily lost concentration during learning; students had different learning styles and they felt insecure to practice speaking English. To overcome these problems, teachers used variations and tones of voice and direct instructions to start lessons; they also used various types of teaching techniques such as songs, watching videos and games. In addition, teachers also use two languages, namely Indonesian and English in the learning process to make it easier for students to understand the lessons, as well as train students to increase their confidence in speaking English.

References

Abbasi, I. A., & Anthony, E. (2024). Group Work as a Contributing Factor for Language Use and Oral Fluency in EFL Classroom. Forum for Linguistic Studies, 6(4), 1–8. https://doi.org/10.30564/fls.v6i4.6669.

Abramova, I. E., Ananyina, A. V, Sherehova, O. M., & Shishmolina, E. P. (2020). Overcoming barriers in teaching efl to non-linguistic students. Education and Self Development, 15(2), 10–20. https://doi.org/10.26907/esd15.2.02.

Alghamdy, R. (2022). How Do EFL Learners Interact and Learn English Communication Skills during a Role-Play Strategy? World Journal of English Language, 12(1), 313–320. https://doi.org/10.5430/wjel.v12n1p313.

Alsaedi, N. (2023). Delayed Exposure to Second Language Acquisition: The Robustness of Critical Period Hypothesis and the Limitations of the Plasticity Theory. Theory and Practice in Language Studies, 13(12), 3149–3156. https://doi.org/10.17507/tpls.1312.12.

Arnon, I., & Christiansen, M. H. (2017). The Role of Multiword Building Blocks in Explaining L1–L2 Differences. Topics in Cognitive Science, 9(3), 621–636. https://doi.org/10.1111/tops.12271.

Benitez, V. L., & Li, Y. (2024). Cross-Situational Word Learning in Children and Adults: The Case of Lexical Overlap. Language Learning and Development, 20(3), 195–218. https://doi.org/10.1080/15475441.2023.2256713.

Butler, Y. G. (2019). Assessment of Young English Learners in Instructional Settings. In Springer International Handbooks of Education: Vol. Part F1628 (pp. 477–496). https://doi.org/10.1007/978-3-030-02899-2_24.

Chai, K.-X., Xu, F., Swaboda, N., & Ruggeri, A. (2023). Preschoolers’ information search strategies: Inefficient but adaptive. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1080755.

Clark, E. V. (2022). Language development in the early years. In International Encyclopedia of Education: Fourth Edition (pp. 1–13). https://doi.org/10.1016/B978-0-12-818630-5.07040-8.

Crosthwaite, P., & Steeples, B. (2024). Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning, 37(5–6), 1166–1197. https://doi.org/10.1080/09588221.2022.2068615.

Curtain, H. and Dahlberg, C. A. (2004). Languages and children:Making thematch:Newlanguages for young learners, Grades K-8 (Third). Longman.

Delamain, C., & Spring, J. (2022). Speaking, Listening & Understanding: Games for Young Children. In Speaking, Listening & Understanding: Games for Young Children. https://doi.org/10.4324/9781315173344.

Egitim, S. (2022). Do Japanese students lack critical thinking? Addressing the misconception. Power and Education, 14(3), 304–309. https://doi.org/10.1177/17577438221107203.

Fearn, L. J. (2023). Online Community Projects: Learner-Centred Digital Mediation Tools for Secondary-School English as a Foreign Language Curricula. Teaching English with Technology, 23(2), 44–68. https://doi.org/10.56297/BUKA4060/EPGI2711.

Gualtieri, S., & Finn, A. S. (2022). The Sweet Spot: When Children’s Developing Abilities, Brains, and Knowledge Make Them Better Learners Than Adults. Perspectives on Psychological Science, 17(5), 1322–1338. https://doi.org/10.1177/17456916211045971.

Harris, K. I. (2022). Caring for the Hearts and Souls of Young Children: Acknowledging Spiritual Intelligence. Childhood Education, 98(1), 22–31. https://doi.org/10.1080/00094056.2022.2020534.

Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263–277. https://doi.org/10.1016/j.cognition.2018.04.007.

Hasanah, U. (2019). The integration model of 2013 curriculum and cambridge curriculum in elementary schools. Al Ibtida: Jurnal Pendidikan Guru MI, 6(2), 144. https://doi.org/10.24235/al.ibtida.snj.v6i2.4939.

Hasselgreen, A. (2013). Assessing young learners. In The Routledge Handbook of Language Testing (pp. 93–105). https://doi.org/10.4324/9780203181287-14.

Hernandez, A. E., Bodet, J. P., Gehm, K., & Shen, S. (2021). What does a critical period for second language acquisition mean?: Reflections on Hartshorne et al. (2018). Cognition, 206. https://doi.org/10.1016/j.cognition.2020.104478.

Islam, Z. N., & Fajaria, N. H. (2022). Cambridge curriculum implementation at SMP Madina Islamic School. Akademika: Jurnal Teknologi Pendidikan, 11(2), 101–112. https://www.jurnal.uia.ac.id/akademika/article/view/1932.

Isrokatun, I., Syahid, A. A., Putri, H. E., Julia, J., & Sunaengsih, C. (2019). Problem posing skill of elementary school students. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012124.

Jabbari, N., & Peterson, M. (2023). Complexity, accuracy, and fluency improvements through massively multiplayer online gaming: a longitudinal mixed-methods case study. Language Learning Journal, 51(4), 416–450. https://doi.org/10.1080/09571736.2023.2219713.

Jaekel, N., Schurig, M., van Ackern, I., & Ritter, M. (2022). The impact of early foreign language learning on language proficiency development from middle to high school. System, 106(January), 102763. https://doi.org/10.1016/j.system.2022.102763.

Jannah, R., Anggrarini, N., & Prawiro, I. Y. (2022). Pre-Service Teachers’ Challenges in Managing Students’ Interaction and Students’ Participation Using the Zoom Application in Teaching English During Apprenticeship Practice. JELLT (Journal of English Language and Language Teaching), 6(2), 81–99. https://doi.org/https://doi.org/10.36597/jellt.v6i2.12721.

Kemendikbud. (2024). Kurikulum Pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, Dan Jenjang Pendidikan Menengah. Permendikbud Ristek Nomor 12 Tahun 2024, 1–26.

Kusumawati, C., Prihantoro, P., & Gusmuliana, P. (2022). Students’ and Lecturers’ problems in online learning speaking class (Qualitative Research). IAIN CURUP.

Lazonder, A. W., & Janssen, N. (2021). Development and initial validation of a performance-based scientific reasoning test for children. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100951.

Li, C.-T., Hou, H.-T., & Lee, L.-H. (2022). Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Language Teaching Research. https://doi.org/10.1177/13621688221125903.

Lichtman, K. (2016). Age and learning environment: Are children implicit second language learners? Journal of Child Language, 43(3), 707–730. https://doi.org/10.1017/S0305000915000598.

Lo, M.-T. (2024). The intraindividual dynamics of university students’ motivation and emotions: The role of autonomy-supportive learning climates and learning activities. British Journal of Educational Psychology, 94(4), 1011–1032. https://doi.org/10.1111/bjep.12703.

Maamuujav, U., Krishnan, J., & Collins, P. (2019). The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal, September. https://doi.org/10.1002/tesj.484.

Marji, M., Schwartz, C., Nguyen, T., Kupfer, A. S., Blais, C., Restrepo, M. A., & Glenberg, A. M. (2024). Learning to Listen: Changes in Children’s Brain Activity Following a Listening Comprehension Intervention. Behavioral Sciences, 14(7). https://doi.org/10.3390/bs14070585.

Martarelli, C. S., Mast, F. W., Läge, D., & Roebers, C. M. (2015). The distinction between real and fictional worlds: Investigating individual differences in fantasy understanding. Cognitive Development, 36, 111–126. https://doi.org/10.1016/j.cogdev.2015.10.001.

May. (2015). Top ten teachers celebrate in style. Metronewspaper.

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step Process of Thematic Analysis to Develop a Conceptual Model in Qualitative Research. International Journal of Qualitative Methods, 22, 16094069231205788. https://doi.org/10.1177/16094069231205789.

Neumann, M. M., & Herodotou, C. (2020). Young Children and YouTube: A global phenomenon. Childhood Education, 96(4), 72–77. https://doi.org/10.1080/00094056.2020.1796459.

Nguyen, C. D. (2021). The construction of age-appropriate pedagogies for young learners of English in primary schools. The Language Learning Journal, 49(1), 13–26. https://doi.org/10.1080/09571736.2018.1451912.

Nunan, D. (2016). Teaching English to young learners. In Handbook of Research in Second Language Teaching and Learning (pp. 68–81). Routledge.

Pebriantini, R., & Vianty, M. (2024). EFL Teachers ’ Lived Experiences in Teaching English to Young Learners. Veles Journal, 8(2), 501–511. https://doi.org/10.29408/veles.v8i2.26985.

Pertiwi, I. (2019). Students’ Paraphrasing Techniques in Writing (A Study at the Senior Students of English Program of IAIN Parepare). IAIN Parepare.

Porsch, R., Schipolowski, S., Rjosk, C., & Sachse, K. A. (2023). Effects of an early start in learning English as a foreign language on reading and listening comprehension in Year 9. Language Teaching for Young Learners, 5(2), 122–148. https://doi.org/10.1075/ltyl.22017.por.

Pratiwi, A. N. (2018). the Practice of English Language Teaching Using Cambridge Primary Curriculum in Sdk Kalam Kudus Surakarta. Kajian Linguistik Dan Sastra, 3(2), 109–118. https://www.academia.edu/download/82256730/pdf.pdf.

Prawiro, I. Y., & Anggrarini, N. (2019). An Exploration of Potential Rewards in English for Young Learner (EYL) Classroom. Wiralodra English Journal (WEJ), 3(2), 329–343. https://doi.org/10.31943/wej.v3i2.68.

Rajitha, K., & Alamelu, C. (2023). The Effectiveness of Activity Based Four-Dimensional Integrated Strategy for Alleviating Speaking Anxiety. Theory and Practice in Language Studies, 13(8), 1861–1870. https://doi.org/10.17507/tpls.1308.01.

Ramachandran, A., Huang, C.-M., & Scassellati, B. (2019). Toward effective robot-child tutoring: Internal motivation, behavioral intervention, and learning outcomes. ACM Transactions on Interactive Intelligent Systems, 9(1). https://doi.org/10.1145/3213768.

Ramadan, B., & Widagsa, R. (2022). An EFL Teacher Perspective on Implementation of Dual Curriculum (Cambridge and Indonesian K13 National Curriculum) at Mutiara Persada School, Yogyakarta. ELTICS : Journal of English Language Teaching and English Linguistics, 7(1). https://doi.org/10.31316/eltics.v7i1.2074.

Ransom, A., Ruggeri, A., & Ronfard, S. (2024). When is it appropriate to ask a question? The role of age, social context, and personality. Journal of Experimental Child Psychology, 245. https://doi.org/10.1016/j.jecp.2024.105976.

Sabariah, M. K., Santosa, P. I., & Ferdiana, R. (2020). Identification of children learning styles using elicitation application. Journal of Computer Science, 16(7), 856–862. https://doi.org/10.3844/JCSSP.2020.856.862.

Sakkir, G., Dollah, S., & Ahmad, J. (2021). E-learning in covid-19 situation: Students’ perception. EduLine: Journal of Education and Learning Innovation, 1(1), 9–15. https://doi.org/10.35877/454RI.eduline378.

Salahuddin, A. N. M., Khan, M. M. R., & Rahman, M. A. (2013). Challenges of implementing English curriculum at rural primary schools of Bangladesh. The International Journal of Social Sciences, 7(1), 34–51. https://www.researchgate.net/profile/arifur-rahman-83/publication/281548856_challenges_of_implementing_english_curriculum_at_rural_primary_schools_of_bangladesh/links/6625f80939e7641c0be0b32f/challenges-of-implementing-english-curriculum-at-rural-primary-schools-of-bangladesh.pdf.

Scott, W. A., & Ytreberg, L. H. (2001). Teaching English to Children (14th Ed.) (14th ed.). Longman.

Simanjuntak, M. B. (2020). The effects of integration between kurikulum 2013 and cambridge curriculum in english (study case taken from saint peter’s junior high school. Journal Of Advanced English Studies, 3(1), 50. https://doi.org/10.47354/jaes.v3i1.77.

Supri, I. Z., & Simatupang, E. C. M. (2019). Investigating a PC-based student-made application and its implementation in young learners’ classroom. Universal Journal of Educational Research, 7(4), 35–42. https://doi.org/10.13189/ujer.2019.071406.

Syafi’i, M. V. (2019). Implementation of Integrated Cambridge and 2013 Curriculum of English at Tazkia International Islam Boarding School Malang. Language-Edu, 8(2). https://www.researchgate.net/profile/arifur-rahman-83/publication/281548856_challenges_of_implementing_english_curriculum_at_rural_primary_schools_of_bangladesh/links/6625f80939e7641c0be0b32f/challenges-of-implementing-english-curriculum-at-rural-primary-schools-of-bangladesh.pdf.

Ulla, M. B., & Perales, W. F. (2021). Employing group work for task performances in a task-based learning classroom: Evidence from a University in Thailand. 3L: Language, Linguistics, Literature, 27(2), 89–100. https://doi.org/10.17576/3L-2021-2702-07.

Utami, S., & Husein, R. (2021). Students’ Attitude in Learning English Conversations. 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 518–522. https://doi.org/10.2991/assehr.k.211110.134.

Uysal, N. D., & Yavuz, F. (2015). Teaching English to Very Young Learners. Procedia - Social and Behavioral Sciences, 197(February), 19–22. https://doi.org/10.1016/j.sbspro.2015.07.042.

Walker, C. M., Gopnik, A., & Ganea, P. A. (2015). Learning to Learn From Stories: Children’s Developing Sensitivity to the Causal Structure of Fictional Worlds. Child Development, 86(1), 310–318. https://doi.org/10.1111/cdev.12287.

Weisberg, D. S., Choi, E., & Sobel, D. M. (2020). Of Blickets, Butterflies, and Baby Dinosaurs: Children’s Diagnostic Reasoning Across Domains. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02210.

Widjanarko, A., Kusumaningrum, R., & Surarso, B. (2018). Multi document summarization for the Indonesian language based on latent dirichlet allocation and significance sentence. 2018 International Conference on Information and Communications Technology (ICOIACT), 520–524. https://doi.org/10.1109/ICOIACT.2018.8350668.

Widodo, H. (2019). The Role of School Culture in Holistic Education Development in Muhammadiyah Elementary School Sleman Yogyakarta. Dinamika Ilmu, 19(2), 265–285. https://eric.ed.gov/?id=EJ1236099.

Yudha, U. A. (2016). The implementation of Cambridge curriculum: Case study the implementation of Cambridge curriculum in SD Laboratorium Universitas Negeri Malang. Universitas Islam Negeri Maulana Malik Ibrahim.