THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN

TEACHING ENGLISH TO THE 8TH GRADE STUDENTS OF SMP N 2

SAWIT BOYOLALI IN 2015/2016

RESEARCH PAPER

Submitted as a Partial Fulfillment the Requirements

for Getting Bachelor Degree of Education

in English Department

by

KHUSNATUL KHOTIMAH

A320120025

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2016

ii

PRONOUNCEMENT

Herewith, I testify that in this research paper, there is no plagiarism of the

previous literary work which has been raised to obtain bachelor degree in the

university, there are not opinions or masterpieces which have been written or

published by others, except those which the writings are referred in the manuscript

and mentioned in literary review and bibliography. If it is proven that there are some

untrue statements in this testimony, hence, I will be fully responsible.

Surakarta, 30 May 2016

The Researcher

KHUSNATUL KHOTIMAH

A320120025

iii

APPROVAL

THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN

TEACHING ENGLISH TO THE 8TH GRADE STUDENTS OF SMP N 2

SAWIT BOYOLALI IN 2015/2016

RESEARCH PAPER

by

KHUSNATUL KHOTIMAH

A 320 120 025

Approved to be Examined by Consultant

Consultant I Consultant II

Prof. Dr. Endang Fauziati, M. Hum. Aryati Prasetyarini, S.Pd, M.Pd.

NIK. 274 NIK. 725

iv

ACCEPTANCE

THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN

TEACHING ENGLISH TO THE 8TH GRADE STUDENTS OF SMP N 2

SAWIT BOYOLALI IN 2015/2016

by

KHUSNATUL KHOTIMAH

A 320 120 025

Accepted and Approved by Board of Examiner

School of Teacher Training and Education

Universitas Muhammadiyah Surakarta

on Mei 30, 2016

Team of Examiners:

1. Prof. Dr. Endang Fauziati, M. Hum. ( )

(First Examiner)

2. Aryati Prasetyarini, S. Pd, M. Pd. ( )

(Second Examiner)

3. Drs. Djoko Srijono M. Hum. ( )

(Third Examiner)

Dean,

Prof. Dr. Harun Joko Prayitno, M. Hum.

NIP. 19650428199303001

v

MOTTO

Ikatlah ilmu dengan menuliskannya ( Ali bin Abi Thalib)

Still optimistic for achieving the goals that have not been ( The Writer)

vi

DEDICATION

This research paper is lovingly dedicated to:

Alloh SWT, the Lord of everything,

My consultants and lecturers,

My beloved mother,“ Amirah”, and father ,“ Lasuwi”,

My dear brother,” Ahmad Saifuddin”,

My love,”Muh. Ali Anwar”,

My best partner,

All of my friends in English Department 2012, and

All of my friends everywhere, thank you for your helped, friendship,

and everything.

vii

ACKNOWLEDGMENT

Assalamualaikum Wr. Wb.

Firstly, the researcher would like to praise to Alloh SWT, the Lord of universe,

for blessing and guiding to accomplish paper entitled The Implementation of Inquiry-

based Learning in Teaching English to The 8th

Grade Students of SMP N 2 Sawit

Boyolali in 2015/2016 Academic Year for getting bachelor degree of education in

English Department of Muhammadiyah University of Surakarta.

Peace be upon Muhammad SAW, the last messenger of Alloh who will be hero

for all his followers in the life after. The researcher also realizes that this amazing

moment cannot come true without the help and support of other people. On this

opportunity, she would like to express her great gratitude and appreciation to:

1. Prof. Dr. Harun Joko Prayitno, M.Hum as Dean of School of Teacher

Training and Education of Muhammadiyah University of Surakarta for giving

approval to carry out this research paper,

2. Prof. Dr. Endang Fauziati M. Hum as the first consultant and the first

examiner who has given the researcher spirit, help, advice, guidance, suggestion,

and correction during the arrangement of the research paper,

3. Aryati Prasetyarini S.Pd, M.Pd as the second consultant and the second

examiner who has given the researcher guidance, suggestion, and correction of

her research paper,

4. Mauly Halwat Hikmat, Ph.D., as Head of English Department Muhammadiyah

University of Surakarta for encouragement to the researcher,

5. Prof. Dr. Endang Fauziati, M.Hum., as the academic advisor who has given

the researcher guidance during her study in Muhammadiyah University of

Surakarta,

6. All lecturers of English Department, for guidance during the study in

Muhammadiyah University of Surakarta,

viii

7. Drs, Adi Minar Palatho, as the headmaster of SMP Negeri 2 Sawit Boyolali for

giving permission to have research in his institution,

8. Siti Asiyah, S. P.d, as the English teacher at SMP Negeri 2 Sawit Boyolali for

giving complete information and allowing the writer to observe the teaching

learning process,

9. Her beloved parents, Ibu Amirah and Bapak Lasuwi for their endless love,

prayer, advice, patience, motivation, and also financial contribution given to her.

I love you my parents,

10. Her younger brother Ahmad Saifuddin, for his support, care, joke, and for the

many sweet things that have been shared,

11. Her big family in Blora, my beloved grandfather and beloved grandmother,

uncles, aunts, nephew, niece, cousin, and others.

12. Her lovely Muh. Ali Anwar, for his love, pray, motivation, support, and many

sweet things,

13. Her lovely Adhe Ardiani for her cares, support, jokes, and many places to take

some rest and hang out together,

14. Her best friends Putri, Devi, Khasa, Elsa, Mita, Tati, Alfi, Iin, Shinta for

their affection, care, motivation, and support,

15. Her best friends Indah Hendri Astuti and Mareta Rahayu Ning Tyas for their

affection, care, motivation, and support,

16. Her best partner Mei, Menik, thank for care, motivation,

17. Her friends in Boarding House , mbak Ana, Yulia, Firda, Riva, Niken, Dini,

Nabila, Sita, Melin , Uma, Siska, Koko, thanks for being a nice friends,

18. Her friends in English Department, especially for class A ’12, for all of the

support, care, share, friendship, and many other things,

19. Crews of “de Lorca” performance for our good cooperation,

20. Those who cannot be mentioned one by one toward their support to the

researcher in completing this research paper,

Finally, the researcher realizes that there are many weaknesses in this research

paper. This is caused by the limitation in her capability and knowledge. Therefore,

ix

all criticism and suggestion are highly expected. The researcher hopes, the simply

research paper would be beneficial to everyone.

Wassalamu’alaikum wr. wb.

Surakarta, 30 Mei 2016

The Researcher

KHUSNATUL KHOTIMAH

x

TABLE OF CONTENT

page

TITLE ......................................................................................................................... i

PRONOUNCEMENT ................................................................................................ ii

APPROVAL ............................................................................................................... iii

ACCEPTANCE ......................................................................................................... iv

MOTTO ..................................................................................................................... v

DEDICATION ........................................................................................................... vi

ACKNOWLEDGMENT ............................................................................................ vii

TABLE OF CONTENT ............................................................................................. xi

SUMMARY ...........................................................................................................xiii

RINGKASAN………………………………………………………………………xiv

CHAPTER I: INTRODUCTION ........................................................................... 1

A. Background of the Study .............................................................. 1

B. Scope of the Study ....................................................................... 3

C. Research Problems ....................................................................... 4

D. Object of the Study....................................................................... 5

E. Significance of the study .............................................................. 5

F. Research Paper Organization ....................................................... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ................................... 7

A. Previous Study ............................................................................. 7

B. Inquiry-based Learning ................................................................ 11

1. Notion of Inquiry-based Learning .................................... 11

2. Characteristics of Inquiry-based Learning ........................ 13

3. Procedure of Inquiry-based Learning………………......14

xi

C. Teaching Component ................................................................... 16

1. Learning Objective ........................................................... 16

2. Classroom Procedure ....................................................... 17

3. Classroom Technique ....................................................... 18

4. Role of Instructional Materials………………………...21

5. Teacher Roles………………………………………….22

6. Student Roles………………………………………….22

7. Media…………………………………………………..23

8. Types of Assessments………………………………….24

CHAPTER III: RESEARCH METHOD ............................................................... 27

A. Type of the Research ................................................................. 27

B. Object and Subject of the Study ................................................ 27

C. Data and Data Source ................................................................ 28

D. Method of Collecting Data ........................................................ 29

E. Technique of Analyzing Data ................................................... 30

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ............................. 31

A. Research Finding ..................................................................... 31

1. Learning Objective .............................................................. 31

2. Classroom Procedure .......................................................... 36

3. Classroom Technique .......................................................... 38

4. Role of Instructional Materials ........................................... 43

5. Teacher Roles ...................................................................... 48

6. Student Roles……………………………………………51

7. Media…………………………………………………….55

8. Type of Assessments…………………………………….57

B. Discussion of Research Finding ............................................. 61

1. Learning Objective………………………………………61

2. Classroom Procedure…………………………………….62

3. Classroom Technique…………………………………….63

4. Role of Instructional Materials…………………………..64

5. Teacher Roles…………………………………………....64

xii

6. Student Roles……………………………………………65

7. Media…………………………………………………….67

8. Type of Assessments…………………………………….67

CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND

SUGGESTION ........................................................................... 76

A. Conclusion ............................................................................ 76

B. Pedagogical Implication ........................................................ 78

C. Suggestion ............................................................................ 79

BIBLIOGRAPHY

VIRTUAL REFERENCE

APPENDIX

xiii

SUMMARY

Khotimah, Khusnatul. A320120025. THE IMPLEMENTATION OF INQUIRY-

BASED LEARNING IN TEACHING ENGLISH TO THE 8TH

GRADE

SRUDENTS OF SMP N 2 SAWIT BOYOLALI IN 2015/2016 ACADEMIC

YEAR. Research Paper.Muhammadiyah University of Surakarta. 2016

This study aims at describing the implementation of Inquiry-based Learning in

teaching English to the 8th

grade students of SMP Negeri 2 Sawit in 2015-2016

academic year consisting of learning objectives, classroom procedures, classroom

techniques, the roles of instructional material, teacher roles, student roles, media, and

types of assessment. The researcher gets the data of this research from event,

informant, and document analysis. This research applies descriptive qualitative

research. The subjects of this study are English teacher and the students of the eighth

grade at SMP Negeri 2 Sawit Boyolali. The methods of collecting data are

observation, interview, and document. The technique of analyzing data is descriptive

interactive covering the steps of reduction the data, data display, and conclusion

drawing or verification. The result of this study is divided into eight parts. First, for

learning objective, there are two kinds of learning objectives namely general learning

objective and specific learning objective. Second, the classroom procedures used are

exploration, elaboration, and confirmation. Third, the classroom techniques are oral

repetition, reading passage, identifying keyword, answering question, free writing,

and summarizing. Fourth, the instructional materials used are printed and non-

printed. The roles of instructional material are as a reference source for learners on

grammar, vocabulary, pronunciation, as a source of activities for learner practice and

communication, as resource of stimulation and ideas for classroom activities. Fifth,

the teacher roles are as controller, manager, facilitator, and motivator. Sixth, the

student roles are as subject learning, object of learning, performer, learner learns

from the teacher, learner learns from other students, learner learns from other

teaching sources, monitor and evaluator of his own progress. Seventh, the media

used in teaching learning process are picture and board. Eighth, types of assessment

used are test and non-test. Test consists of daily test, middle test and final test, while

non-test consists of listen and repeat, interactive in the conversation performance,

reading outcomes, and constructed response written.

Keywords: implementation, Inquiry-based Learning, teaching of English.

xiv

RINGKASAN

Khotimah, Khusnatul. A320120025. IMPLEMENTASI INQUIRY-BASED

LEARNING UNTUK PENGAJARAN BAHASA INGGRIS DI KELAS

DELAPAN DI SMP N 2 SAWIT BOYOLALI TAHUN AJARAN 2015/2016.

Skripsi. Universitas Muhammadiyah Surakarta. 2016.

Studi ini bertujuan untuk mendiskripsikan implementasi Inquiry-based

Learning untuk pengajaran bahasa Inggris murid kelas delapan di SMP Negeri 2

Sawit Boyolali tahun ajaran 2015/2016 yang terdiri dari tujuan pembelajaran,

procedur pembelajaran, teknik pembelajaran, peran materi pembelajaran, peran guru,

peran siswa, media, jenis penilaian. Data diperoleh dari peristiwa, informan, dan

dokumen. Tipe penelitian ini memakai diskriptif qualitatif. Subjek penelitian adalah

guru bahasa Inggris kelas delapan dan siswa kelas delapan di SMP Negeri 2 Sawit

Boyolali. Metode pengumpulan data yaitu dengan observasi, wawancara, dan

dokumen. Teknik analisis data yaitu pengurangan data, menampilkan data, dan

kesimpulan atau verifikasi. Hasil dari penelitian ini dibagi menjadi delapan. Satu,

untuk tujuan pembelajaran, ada dua macam yaitu tujuan pembelajaran umum dan

tujuan pembelajaran khusus. Kedua, prosedur pembelajaran yang digunakan yaitu

Ekplorasi, Elaborasi, Konfirmasi. Tiga, teknik pembelajaran yang digunakan yaitu

menirukan, membaca bagian, mengenal kunci kata, menjawab pertanyaan, menulis

bebas, dan meringkas. Empat, materi yang digunakan adalah printed dan non-printed

materi. Peran materi pembelajarn yaitu sumber grammar, kosa kata, pronunciation

untuk siswa, sebagai sumber kegiatan siswa untuk praktik dan interaksi komunikasi

dan sebagai sumber stimulasi dan ide dalam kegiatan pembelajaran bahasa di kelas.

Lima, peran guru adalah pengontrol, manajer, fasilitator, dan motivator. Enam, peran

siswa yaitu sebagai subject pembelajaran, sebagai objek pembelajaran, pelaku,

belajar dari guru, murid belajar dari murid lain, murid belajar dari sumber guru,

monitor dan penilai perkembangan dirinya. Tujuh, media yang digunakan dalam

proses belajar mengajar yaitu gambar dan papan tulis. Delapan, alat penilaian yang

digunakan adalah test dan non-test. Test terdiri dari ulangan harian, ujian tengah

semester, ujian akhir semester yang mana non-test terdiri dari mendengarkan dan

menirukan, interaktip mempraktikan percakapan, mengerjakan soal reading, menulis

dan merespon gagasan.

Keywords: implementasi, Inquiry-based Learning, pengajaran bahasa Inggris