The Implementation of Independent Curriculum on English Learning and Teaching in Vocational High School in Bojonegoro

The purpose of this study was to describe the implementation of the Independent Curriculum in learning English and to find teacher problems during the implementation of the Independent Curriculum in learning English in vocational high schools in Bojonegoro. In this study, researchers used a qualitative descriptive method. Researchers collected data through interviews and questionnaires. Data were obtained from questionnaires and interviews with English teachers from each vocational high school. The researcher uses data analysis techniques from Miles and Huberman which has three stages: (1) Data reduction, (2) Data presentation, (3) Conclusion and verification. For data validity. The results of the study show that the Independent Curriculum has been 100% implemented in teaching and learning English. The teacher makes a Flow of Learning Objectives and Teaching Modules based on the Independent Curriculum which is adapted to the characteristics of the educational unit. The teacher has also carried out the learning cycle and carried out an assessment based on the Independent Curriculum. Learning components in the form of objectives, materials, methods, media and evaluation have been fulfilled in learning English. The problem faced by teachers is the limited time to design different learning based on the individual needs of students in each department in vocational high schools and 66.7% of teachers still need workshops or training on implementing an independent curriculum.