THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM FOR TEACHING READING COMPREHENSION (A Descriptive Qualitative Study on Ninth Grade Students at SMP IT Nurul Islam Tengaran in The Academic Year 2024/2025)

WARDANI, DINAR KUSUMA (2025) THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM FOR TEACHING READING COMPREHENSION (A Descriptive Qualitative Study on Ninth Grade Students at SMP IT Nurul Islam Tengaran in The Academic Year 2024/2025). Other thesis, IAIN SALATIGA.

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Abstract

ABSTRACT Wardani, D. K. 2025. The Implementation of Cambridge Curriculum of Teaching Reading Comprehension (A Descriptive Qualitative Study on Ninth Grade Students at SMP IT Nurul Islam Tengaran in The Academic Year 2024/2025). A graduating paper, English Education Study Program, Department of Language Education, Faculty of Teacher Training and Education, State Islamic University of Salatiga. Counselor: Dr. Win Listyaningrum Arifin, M.A., M.Pd. This study aims to explore how the Cambridge Curriculum is implemented to improve reading comprehension skills among Grade 9 students at SMP IT Nurul Islam Tengaran. Specifically, it investigates how teachers integrate Cambridge-recommended materials with local cultural and religious contexts, how they emphasize comprehension strategies, and how students respond in terms of engagement, critical thinking, and reading habits. A qualitative case study design was adopted, involving semi-structured interviews with English teachers, student and vice principal of curriculum, classroom observations, and document analysis of teaching modules. Data were triangulated through field observations, teacher narratives, and artifact review to highlight recurring themes and participant perspectives. Thematic analysis enabled identification of both opportunities and constraints in instructional practice. Findings show that the Cambridge Curriculum has been implemented in a structured yet adaptive manner. Teachers effectively blend international materials with Islamic values to support comprehension and engagement. Emphasis on strategies like identifying main ideas and making inferences contributed to enhanced critical thinking and collaborative learning. However, explicit text‑structure analysis remains underutilized in worksheets, presenting a significant instructional gap. Despite challenges such as limited vocabulary, mixed proficiency levels, and time constraints, adaptive strategies including small group work, vocabulary banks, and multimedia tools have had a positive impact on students’ reading habits, comprehension skills, and classroom participation. Key Word: Cambridge Curriculum, Reading Comprehension, Curriculum Implementation, Teaching Strategies, Qualitative Research

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