THE TEACHING OF ENGLISH AT UPT SDN 4 RANTETAYO: THE IMPLEMENTATION OF INDEPENDENT CURRICULUM

Endang Lestari M. Pasa, 2024. ENGLISH TEACHING AT UPT SDN 4
RANTETAYO: IMPLEMENTATION OF THE INDEPENDENT CURRICULUM. (Supervised by Shilfani, M.Pd and Nilma Taula'bi’, M.Pd).
The purpose of this study is to identify how the implementation of the independent curriculum at UPT SDN 4 Rantetayo in English language learning. The background of this research is How is the implementation of the independent curriculum at UPT SDN 4 Rantetayo. The methods used to collect data in this study were observation and interviews. The scope of this research involves homeroom teachers who are not from an English education background but teach English in implementing the independent curriculum in grade five.
Based on the interview with the teacher who teaches English and implements the standalone curriculum in grade five at UPT SDN 4 Rantetayo, the researcher found that the teacher has the ability to implement the standalone curriculum in English learning even though the teacher does not have a
background in English education. The learning objectives pathway, or ATP, offers a systematic and logical structure for designing educational objectives tailored to students' needs. As provided by the Ministry of Education and Culture, this framework is essential for personalized and effective education. Assessments, including baseline, formative, and summative evaluations, play an important role in guiding instructional design by identifying student readiness and assessing learning outcomes. The integration of structured teaching modules in English language learning involves a comprehensive approach that includes needs analysis, goal setting, content creation, module design, resource utilization, and provision of training and feedback. Feedback from teachers indicated that the method significantly improved English language learning by aligning activities with students' needs and objectives. In addition, the project's implementation of strengthening the learner profile of Pancasila in English education incorporates
patriotic activities, fostering a link between language learning and national values. The learner-centered approach further enriches the learning experience through interactive methods such as project-based learning, which encourage active participation and understanding. Finally, the incorporation of assessment, especially formative assessment at the beginning of learning, facilitates the adaptation of learning materials to individual student needs. This ensures a more personalized and effective approach to English language teaching, which meets the diverse learning needs of students.
Key Term : Teaching English, Implementation, Independent Curriculum,
elementary students