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

iv

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