The aim of this study is to know English teachers' perception of the
implementation of the Cambridge curriculum in English classrooms in non-
formal education, as well as to describe how learning is implemented using
this curriculum. This study takes a qualitative approach, employing interview
and non-checklist observation methodologies. The study's participants were
three English teachers who work in non-formal education. According to the
study's findings, teachers have a positive mindset toward the implementation
of the Cambridge curriculum. Teachers value the technique that promotes
language comprehension through real-world circumstances and gradual
learning experiences. Classroom engagement is encouraged from a social and
emotional standpoint through collaborative activities such as talks, role-
playing, and group work, which create a welcoming and communicative
learning atmosphere. From a constructivist perception, teachers allow
students to develop their own understanding before providing explicit
explanations, whereas from a technological perception, Cambridge audio-
visual media are regarded as effective in supporting comprehensive language
skills and increasing student learning independence. The implementation of
learning reflects the Cambridge curriculum's integration through diverse
activities that involve listening, speaking, reading, and writing abilities in a
relevant and entertaining way. To summarize, the Cambridge curriculum can
be effectively utilized in non-formal education with a flexible and student-
centered approach, aided by the use of technology and new learning
methodologies.
A. Conclusion
Based on the results of research conducted on the implementation of
the Cambridge curriculum in English language learning in non-formal
education, it was found that teachers have a positive perception of this
curriculum. The Cambridge curriculum is considered to be able to build
students' abilities gradually through a fun approach and does not emphasize
on memorizing grammatical structures alone. Teachers focus more on
understanding meaning, context and real learning experiences that enable
students to use English more naturally according to their level of cognitive
development.
In the social dimension, the primary foundation for establishing an
interactive and communicative learning environment is the interactions that
take place between students and between teachers. Teachers encourage
students to talk in English without fear by using techniques including role-
playing, group projects, interactive activities, and conversations. As they gain
confidence speaking in front of others, pupils can become accustomed to
expressing themselves in the target language.
In the process of learning, students' feelings are also a big concern.
By concentrating more on the ideas and messages that students wish to
express than on fixing structural mistakes, teachers can establish a
psychologically safe learning environment. Students' confidence and comfort
levels can be raised through the use of visual media, motor tasks, and
acknowledging their efforts. Students are more receptive to learning and
engage more actively when they feel accepted and unafraid to make mistakes.
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In terms of the constructivist approach, teachers provide space for
students to build their own understanding first before getting explicit
explanations. Students are directed to observe language patterns from
authentic texts and draw independent conclusions about language form and
function. Strategies such as collaborative writing, the use of illustrations, and
exploratory activities help students to form understanding in a more
meaningful and contextualized way.
One of the key components that helps to implement the Cambridge
curriculum is technology. Students can more interactively improve their
speaking, listening, reading, and writing skills by using Cambridge apps that
offer audio and video. Furthermore, letting students assess their own learning
outcomes through grading promotes independence and lessens peer pressure
that could result from grade comparisons.
Overall, the Cambridge curriculum's application to non-formal
English language instruction has a favourable effect on students' active
engagement, self-confidence, and language proficiency development.
Teachers overcame obstacles including scarce resources and modified
teaching strategies by using innovative and student-centered strategies. The
results demonstrate that, with the help of flexible teaching methods, sensible
technology use, and a dedication on the part of educators to keep supporting
and facilitating students' learning, the Cambridge curriculum can be
successfully adopted in non-formal educational settings.
B. Suggestion
1. English Teacher
This research is expected to be a source of information for teachers
about the application Cambridge Curriculum in English Class of non-
formal education so that it can help in the teaching and learning
process.
2. Students
This research is expected to help students in developing themselves
in English language learning since the curriculum and their teachers
are very helpful in the learning process to improve their English
language skills in English class of non-formal education.
3. Further Research
My hope for the future is that the aspects that have not been
researched in this study can be researched in the future. This research
is expected to be a source of information and reference related to the
Cambridge Curriculum in English Class of Non-Formal Education

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