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THE IMPLEMENTATION OF INQUIRY-BASED APPROACH FOR THE
TEACHING OF ENGLISH AT STATE ISLAMIC HIGH SCHOOL 2
BOYOLALI: A MICRO-ETHNOGRAPHY STUDY
THESIS
Submitted in partial fulfillment of the requirement to achieve the Master Degree in
English Language Study
By:
SRI KARMINI
S200110047
ENGLISH DEPARTMENT
GRADUATE SCHOOL
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2017
ii
NOTE OF ADVISOR
Prof. Dr. Endang Fauziati,M.Hum
Lecture of Language Study of Graduate program
Muhammadiyah University of Surakarta
Official Note on Student’s Thesis
Dear,
The Director of Graduate Program
At Muhammadiyah University of Surakarta
Assalamua’laikum Wr.Wb,
Having read, examined, corrected and necessarily revised the thesis of :
Name :Sri Karmini
NIM : S200110047
Focus on : English Language Teaching
Title : The implementation of Inquiry-Based Approach for Teaching of English at
State Islamic High School 2 Boyolali: A Micro-Ethnography Study
I access that thesis is approved to examined by the board of examiners in Language Study of
Graduate Program of Muhammadiyah University of Surakarta.
Wassalamua’laikum Wr.Wb
Surakarta, 9 February2017
First Advisor
Prof. Dr. Endang Fauziati, M.Hum
iii
NOTE OF ADVISOR
Dr. Phil Dewi Candraningrum, M. Ed
Lecture of Language Study of Graduate program
Muhammadiyah University of Surakarta
Official Note on Student’s Thesis
Dear,
The Director of Graduate Program
At Muhammadiyah University of Surakarta
Assalamua’laikum Wr.Wb,
Having read, examined, corrected and necessarily revised the thesis of:
Name : Sri Karmini
NIM : S200110047
Focus on : English Language Teaching
Title : The implementation of Inquiry-Based Approach for Teaching of English at
State Islamic High School 2 Boyolali: A Micro- Ethnography Study
I access that thesis is approved to examined by the board of examiners in Language Study of
Graduate Program of Muhammadiyah University of Surakarta.
Wassalamua’laikum Wr.Wb
Surakarta, 9 February 2017
Second Advisor
Dr. Phil Dewi Candraningrum, M.Ed
v
TESTIMONY
This is to certify that I myself write this thesis entitledThe implementation of Inquiry-
Based Approach For The teaching of English at State Islamic School 2 Boyolali: A micro
Ethnography study. It is not plagiarism or made by others, anything related to other works is
written in quotation, the source is listed on the bibliography.
If then pronouncement proves incorrect, I am ready to receive any academic punishment
including withdrawal or cancellation of my academic degree.
Surakarta, 9 February 2017
Sri Karmini
S200110047
vi
THE IMPLEMENTATION OF INQUIRY-BASED APPROACH FOR THE TEACHING
OF ENGLISH AT STATE ISLAMIC HIGH SCHOOL 2 BOYOLALI: A MICRO-
ETHNOGRAPHY STUDY
By
SRI KARMINI
S200110047
ABSTRACT
The purpose of the study is to reveal briefly of the implementation of Inquiry- Based
Approach for teaching of English at State Islamic High School 2 Boyolali are namely: 1)
syllabus, 2) learning objective, 3) instructional material, 4)technique, 5) media, 6) teacher’s
roles, 7) student’s roles and 8) assessment model. The research applied ethnographic study. The
effort of research shows mixed syllabus are namely: functional syllabus, genre based syllabus,
grammar syllabus, notion syllabus, task based syllabus and skill based syllabus .The learning
objectives are general and specific learning objective.The instructional material is categorized
into printed material and unprinted material. Teacher’s roles are controller, observer and
assessor. The student’s roles are processor and listener. The classroom activities are explanation,
discussion and presentation, debate, conversation practice, role play, comprehension and
answering question. The classroom procedure illustrated four patterns namely: EEC, CEC, EC
and EE. The media are language laboratory, You Tube, Encarta and wall color paper. The
assessments are grouped two main categories. The first assessment is form of assessments are
namely; essay task, listening close task, dialogue compellation task and multiple choice. The
second assessment is time of assessment such as formative and summative assessment. There is
uniqueness of the implementation inquiry based approach of English teaching at State Islamic
senior high school 2 Boyolali. Depart to finding, discussion, conclusion and implication, the
writer suggest for English teacher to grow students’ interest and involvement in the classroom.
The application of variety procedures, techniques, media are absolutely required to English
teaching. She also recommended for future researcher to expand the study in other research field
and diversity point of view.
Keyword: Implementation, Inquiry-Based Approach, teaching
vii
PENERAPAN PENDEKATAN BERBASIS INKUIRI DALAM PENGAJARAN BAHASA
INGGRIS DI MADRASAH ALIYAH NEGERI 2 BOYOLALI: PENELITIAN MIKRO
ETHNOGRAFI
OLEH
SRI KARMINI
S200110047
ABSTRAK
Tujuan dari penelitian ini adalah mendeskripsikan dengan jelas implementasi pendekatan
berbasis inquiri pada pengajaran bahasa inggris di Madrasah Aliyah Negeri 2 Boyolali yaitu: 1)
silabus, 2) tujuan pembelajaran, 3) bahan pengajaran, 4) teknik pengajaran, 5) media, 6) peran
guru, 7) peran siswa dan 8) penilaian. Penelitian ini menerapkan penelitian ethnography. Hasil
penelitian menunjukkan bahwa silabus yang dipakai adalah silabus campuran yang terdiri dari
functional, genre (jenis text), tata bahasa, notion, silabus berbasis tugas dan silabus berbasis
keahlian. Tujuan pembelajaran meliputi tujuan khusus dan umum. Bahan pengajaran
dikategorikan menjadi bahan cetak dan non cetak. Peran guru sebagai pengawas, pengamat dan
penilai. Peran siswa sebagai pelaku dan pendengar. Teknik kegiaitan di kelas adalah
menerangkan, diskusi dan presentasi, debat, pecakapan dan bermain peran, pemahaman dan
menjawab pertanyaan. Media berupa laboratorium bahasa, You Tube, Encarta dan kertas dinding
berwarna. Penilaian dikelompokkan menjadi 2 kategori berdasarkan bentuk penilaian berupa
essay, teks rumpang, melengkapi dialog dan pilihan ganda. Sedangkan penilaian berdasarkan
waktu berupa penilaian formative dan sumatif. Ada ciri khas dalam implementasi pendekatan
berbasis inkuiri dalam pengajaran bahasa inggris di Madrasah Aliyah Negeri 2 Boyalali.
Berdasarkan temuan, pembahasan, kesimpulan dan implikasi, penulis menyarankan untuk guru
bahasa inggris utuk dapat menumbuhkan minat siswa dan keterlibatannya dalam kelas.
Penerapan jenis tahapan, teknik dan media mutlak diperlukan dalam pengajaran bahasa inngris.
Penulis merekomendasikan untuk peneliti di masa mendatang agar memperluas penelitian
dengan tempat penelitian dan sudut pandang yang berbeda.
Kata kunci : Penerapan, Pendekatan berbasis Inquiry, Pengajaran
viii
MOTTO
“We will test you in fear, hunger loss of wealth life and fruit but give glad tiding to patient”.
(Quran 2: 155).”
“Don’t train a child to learn by force or harshness; but direct them to it by what amuses
their minds, so that you may better able to discover with accuracy the peculiar bent of genius
of each”.
(Albert Einstein)
“Education: the path from cocky ignorance to miserable uncertainty”.
(Mark Twain)
ix
DEDICATION
This thesis is wholly dedicated to:
My beloved husband
My beloved sons
All my relatives and friends at MAN 1 Boyolali
All teachers and staff at MAN 2 Boyolali
x
ACKNOWLEDGMENT
In the name of Allah, Lord of universe, the Compassionate, theMerciful and the
Sovereign of the day judgment,praise to only to Allah, for his abundance blessing and shinning,
hence writer completed writing her thesis entitled “THE IMPLEMENTATION OF INQUIRY-
BASED APPROACH FOR THE TEACHING OF ENGLISH AT STATE ISLAMIC HIGH
SCHOOL 2 BOYOLALI: A MICRO-ETHNOGRAPHY STUDY”. She is absolutely aware that
there are many people helping her throughout this study. She thanks Prof.Dr. Khudalifah
Dimyati, M.Hum as Director of Graduate School and Prof.Dr. Markamah,M.Hum as Language
Study who had given the writer permission and opportunity to complete this thesis.
The writer also expresses her sincerest, deepest graduate to her first advisor
Prof.Dr.Endang Fauziati,M.Hum, the second advisor Dr.Phil. Dewi Candraningrum, M.Edand
the third examinerMuamaroh, Ph.D.,who have guided the writer with their suggestion, comments
and correction to fulfill the thesis completely.
She also expresses her great thank to the principal of Islamic state high school 2
Boyolali who had given opportunity to writer and allowed the research in the school. The writer
also thanks the vice principal, English teachers, staff and students of Islamic state high school 2
Boyolali. The writer wants to acknowledge special thank and gratitude to her beloved husband,
lovely sons, parent who never tired supporting her during the research.She also wants to express
her big thank to all friends of MAN 1 Boyolali who have been purely support her in conducting
this research. The last but not least, writer expects suggestion and critics for the sake of better
thesis since it is still far from being perfect.
Surakarta, 9 February 2017.
Sri Karmini
xi
TABLE OF CONTENT
COVER ........................................................................................................... i
NOTE OF ADVISOR ..................................................................................... ii
APPROVAL ................................................................................................... iv
TESTIMONY ................................................................................................. v
ABSTRACT .................................................................................................... vi
ABSTRAK ...................................................................................................... vii
MOTTO .......................................................................................................... viii
DEDICATION ............................................................................................... ix
ACKNOWLEDGMENT................................................................................. x
TABLE OF CONTENT .................................................................................. xi
CHAPTER I INTRODUCTION
A. Background of the Research ...................................................... 1
B. Limitation of the Study ............................................................. 7
C. Problem Formulation ................................................................ 7
D. Objective of the Research ......................................................... 8
E. The Benefit of the Study ................................................... ....... 9
CAPTER IIREVIEW OF RELATED LITERATURE
A. Previous Studies........................................................................... 10
1. Mick Healey’s Study........................................................... 10
2. Peggy Brickman’s et.al Study .............................................. 11
3. Evan T. Ortlieb’s et.al Study ................................................ 12
4. Thushani Alwis Weerasinghe’s et.al Study ........................ 14
5. Jamie Peter Wood’s Study ................................................... 15
6. The Position of The Current Study ..................................... 15
xii
B. Theoritical Review .................................................................... 17
1. Inquiry- Based approach ...................................................... 18
a. The Notion of Inquiry – Based Approach ........................ 18
b. Conceptual Framework of inquiry-Based Approach ........ 20
c. The Advantages of Inquiry- Based approach ................... 23
d. The Application of Inquiry-Based approach in Indonesia 25
2. The Component of English Teaching Learning ................... 27
a. Curriculum .................................................................... 27
b. Syllabus .......................................................................... 29
c. Learning Objectives ....................................................... 31
d. Instructional Material .................................................... 32
e. Approach, Method and Technique ................................. 35
1) Approach ........................................................................ 35
2) Metrhod .......................................................................... 36
3) Technique ....................................................................... 36
4) Classroom Activities ...................................................... 36
5) Classroom Procedure ..................................................... 38
f. Media ............................................................................. 41
g. Teacher’s ........................................................................ 44
h. Student’s Roles .............................................................. 45
i. Assessment ..................................................................... 46
CHAPTER III RESEARCH METHODOLOGY
A. Type of Research ....................................................................... 49
B. Setting of the Study .................................................................. 51
C. Subject and Object of the Study ................................................. 52
D. Data ............................................................................................ 52
xiii
E. Data source................................................................................. 53
F. Technique ofCollecting the Data .............................................. 54
G. Data Validity ............................................................................. 56
H. Data Analysis ............................................................................. 57
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ....................................................................... 59
1. The Syllabus......................................................................... 59
a. Principle of Syllabus ...................................................... 60
b. Type of Syllabus ........................................................... 60
1) Functional Syllabus ........................................................ 61
2) Genre Based Syllabus ................................................... 62
3) Notional Syllabus ........................................................... 64
4) Task-based Syllabus...................................................... 65
5) Skill Based Syllabus ...................................................... 67
c. The Implementation of Syllabus ..................................... 68
2. LearningObjectives .............................................................. 83
3. Instructional Material ........................................................... 88
4. The Technique .................................................................... 97
a. Classroom Activities ..................................................... 97
b. Classroom Procedure ..................................................... 106
5. Media ................................................................................... 114
6. Teacher’s Roles .................................................................... 121
7. Student’s Roles .................................................................... 125
8. Assessment Models .............................................................. 129
B. Discussion ................................................................................. 137
xiv
1. The syllabus in Inquiry based approach for English teaching 138
2. The learning objective in teaching English by using Inquiry 139
3. Instructional material of Inquiry based approach ................ 140
4. Techniques of Inquiry Based-Approach ............................ 141
5. Media of Inquiry Based Approach ...................................... 143
6. Teacher’s Roles .................................................................... 144
7. Student’s Roles .................................................................... 145
8. Assessment Model of Inquiry Based Approach ................. 146
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion ................................................................................. 148
B. Pedagogical Implication............................................................. 150
C. Suggestion ................................................................................. 151
BIBLIOGRAPHY ........................................................................................... 154
APPENDIX .................................................................................................... 157