eprintid: 11183
rev_number: 7
eprint_status: archive
userid: 48
dir: disk0/00/01/11/83
datestamp: 2026-09-04 06:37:18
lastmod: 2026-09-04 06:37:18
status_changed: 2026-09-04 06:37:18
type: thesis
metadata_visibility: show
creators_name: Andi, Syarif Hidayatullah
creators_NPM: 031122006
contributors_type: http://www.loc.gov/loc.terms/relators/THS
contributors_type: http://www.loc.gov/loc.terms/relators/THS
contributors_name: Mursidah, Rahmah
contributors_name: Abdul, Rosyid
corp_creators: Universitas Pakuan
corp_creators: Fakultas Keguruan dan Ilmu Pendidikan
corp_creators: Pendidikan Bahasa Inggris
title: EXPLORING ENGLISH TEACHERS PERCEPTIONS TOWARD THE  
IMPLEMENTATION CAMBRIDGE CURRICULUM : CHALLENGES  
AND OPPORTUNITIES
ispublished: pub
subjects: 20
divisions: Pro_bsen
full_text_status: public
abstract: The Cambridge Curriculum is widely implemented in Indonesian schools to 
promote student-centered learning, critical thinking, and inquiry-based 
instruction. However, its implementation presents various challenges for English 
teachers, particularly in adapting teaching practices, supporting students’ 
English proficiency, and meeting curriculum requirements. At the same time, it 
provides valuable opportunities for teachers’ professional growth and 
instructional improvement. This study explored English teachers’ perceptions of 
the implementation of the Cambridge Curriculum at SMA Cahaya Rancamaya, 
focusing on the challenges they encountered and the opportunities they gained, 
using a qualitative descriptive design. Data were collected through 
semistructured interviews with two English teachers who implemented the 
Cambridge Curriculum. To enhance the credibility of the findings, member 
checking was conducted to validate the researcher’s interpretations of the 
interview data. The data were analyzed using thematic analysis to identify 
patterns in the teachers’ experiences and perceptions. The findings revealed three 
major challenges: students’ limited ability to understand English instructions, 
unfamiliarity with academic vocabulary, and difficulties in balancing the 
Cambridge Curriculum with the national curriculum. In contrast, six 
opportunities emerged, including increased students’ confidence in using 
English, improved academic English proficiency, enhanced teachers’ creativity 
in designing engaging learning activities, improve teachers' ability to implement 
student-centered learning strategies, an enhanced school reputation, and 
continuous professional development supported by the institution. The findings 
suggest that although the implementation of the Cambridge Curriculum posed 
several challenges, it also provided valuable opportunities for teachers, students, 
and the institution to support effective teaching and learning.  
Keyword: Cambridge Curriculum, teachers’ perceptions, challenges, 
opportunities, English teacher.
date: 2026
date_type: published
institution: Universitas Pakuan
department: Pendidikan Bahasa Inggris
thesis_type: Skripsi
thesis_name: Sarjana
citation:   Andi, Syarif Hidayatullah  (2026) EXPLORING ENGLISH TEACHERS PERCEPTIONS TOWARD THE IMPLEMENTATION CAMBRIDGE CURRICULUM : CHALLENGES AND OPPORTUNITIES.  Skripsi thesis, Universitas Pakuan.   
document_url: http://eprints.unpak.ac.id/11183/1/Anisya%20Nur%20Hidayah.pdf