THE STUDENTS’ COMMON EXPECTATIONS

INSIDE THE ENGLISH CLASSROOM

IN THE TENTH GRADE OF SMA N 1 JEKULO KUDUS

IN ACADEMIC YEAR 2015/2016

By

MOCH RIDHO FAIZIN

NIM 201132247

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2016

ii

iii

STUDENTS’ COMMON EXPECTATION

INSIDE THE ENGLISH CLASSROOM IN THE TENTH GRADE OF

SMA N 1 JEKULO KUDUS IN ACADEMIC YEAR 2015/2016

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing

the Sarjana Program in the Department of English Education

By

MOCH RIDHO FAIZIN

NIM 201132247

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2016

iv

MOTTO AND DEDICATION

MOTTO

Not difficulties that make us fear, but the fear that make us difficult. (Ali

bin Abi Thalib)

When things go against your desire, just pray and keep struggling.

If you don’t know in fact, don’t judge a person from what other people

said

DEDICATION

This skripsi is dedicated for:

The most important people in his life,

his beloved family and friends.

v

ADVISORS’ APPROVAL

This is to certify that the Skripsi of MOCH RIDHO FAIZIN (201132247) has

been approved by the skripsi advisors for further approval by the Examining

Committee.

Kudus, July 2016

Advisor I

Fitri Budi Suryani, SS, M.Pd

NIP. 0610701000001155

Advisor II

Junaidi, S.Pd, M.Pd

NIS. 0610701000001225

Acknowledged by

Head of English Education Department,

DiahKurniati, S.Pd, M.Pd.

NIS. 0610701000001190

vi

EXAMINERS’S APPROVAL

This is to certify that the Skripsiof MOCH RIDHO FAIZIN (201132247)

has been approved by the Examining Committee as recruitment for the Sarjana

Degree of English Education.

Kudus, August 2016

Skripsi Examining Committee:

Dr. A. Hilal Madjdi, M.Pd. Chairperson

NIP.

Junaidi, S.Pd, M.Pd. Member

NIS. 0610701000001225

Rismiyanto, SS, M.Pd. Member

NIS. 0610701000001146

Dra. Sri Endang Kusmaryati, M.Pd. Member

NIS. 0610713020001009

Acknowledged by

The Faculty of Teacher Training and Education

Dekan,

Dr. Slamet Utomo, M.Pd.

NIP. 19621219198703 2 015

vii

ACKNOWLEDGEMENT

Alhamdulillah, all praises and thanks to Allah SWT who has been giving

all mercies and blessings in every single thing in life. Especially, the researcher

would like to express the greatest gratitude upon Allah who has been always with

him in accomplishing this skripsi entitled “The Students’ Common Expectations

inside the English Classroom in the Tenth Grade of SMA N 1 Jekulo Kudus in

Academic Year 2015/2016”.

This skripsi won’t be done successfully without any support from other

great people. Therefore, the researcher would like to express his gratitude to:

1. Dr. Slamet Utomo, M.Pd., the Dean of Teacher Training and Education

Faculty of Muria Kudus University.

2. Diah Kurniati, S.Pd.,M.Pd, the Head of English Education Department of

Teacher Training and Education Faculty of Muria Kudus University.

3. Fitri Budi Suryani, SS, M.Pd., as the first advisor who has guided and

supported him in finishing this research.

4. Junaidi, S.Pd, M.Pd., as the second advisor who has given his constructive

criticisms and assistances during completing this research.

5. The lecturers of English Education Department of Teacher Training and

Education Faculty of Muria Kudus University.

6. Drs. Joko Sutrisno, the headmaster of SMA1 Jekulo Kudus who has

permitted him to conduct the research there.

7. Noor Tjahjani, S.Pd, the English teacher of SMA1 Jekulo Kudus who has

been very cooperative during the research process.

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8. Students of Grade X-4 of SMA1 Jekulo Kudus2015/2016 who have kindly

participated in this research.

9. His beloved family, especially Mr. Noor Ali and Mrs. Munfariah and all

siblings who always accompany him during his lifetime.

10. His special awkward funny friends during college mbak Siti Rohmah, Huda,

Faisol, Hanif, Dewi, Elisa; and also his other great friends Nia, Ulil, Rizki,

Avif, Gilang, Faisal, and Imam who has given him huge support, motivation ,

and laugh.

11. All of his friends of EED UMK especially IC-H 2011and his PPL team,

Formi UMK, INMA Trainer, Umar Al Faruq group, and Also XI IPA 3

2009/2010 SMA 1 Jekulo Kudus.

Hopefully, this skripsi will be useful for anyone who needs information

related to this study. The constructive critics and suggestions are expected from

all of the readers.

Kudus, July 2016

Moch Ridho Faizin

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ABSTRAK

Faizin, Moch Ridho. 2016. Ekspektasi Siswa dalam Kelas Bahasa Inggris Kelas

X SMA N 1 Jekulo Kudus Tahun Ajaran 2015/2016. Skripsi. Program

Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu

Pendidikan, Universitas Muria Kudus. Pembimbing: (i) Fitri Budi

Suryani, SS, M.Pd (ii) Junaidi, S.Pd, M.Pd

Kata Kunci : Ekspektasi Siswa, Pembelajaran Bahasa Inggris, aktivitas kelas

bahasa inggris

Jumlah siswa yang besar dalam sebuah kelas menciptakan keberagaman

karena mereka memiliki minat dan kebutuhan yang berbeda. Hal tersebut

memberikan tantangan kepada guru untuk menemukan metode mengajar yang

cocok dengan cara belajar siswa. Ekspektasi siswa terhadap pembelajaran bahasa

inggris memberikan gurur panadangan yang jelas tentang apa yang siswa inginkan

untuk dilakukan guru di dalam kelas. Berdasarkan Khati (2010) ekspektasi siswa

dibagi menjadi enam area: manajemen kelas, menerapkan kerjasama, penugasan,

pemberian umpan balik, bahasa Inggris kelas, dan pekerjaan rumah.

Tujuan penelitian ini adalah untuk menemukan ekspektasi siswa kelas X

SMA 1 Jekulo Kudus tahun ajaran 2015/2016 terkait kegiatan belajar mengajar

bahasa Inggris di kelas.

Penelitian ini adalah sebuah penelitian kualitatif fenomenologis. Terdapat

35 siswa sebagai partisipan yang berasal dari kelas X-4. Data dikumpulkan

menggunakan kuesioner tertutup yang diadaptasi dari penelitian Khati (2010).

Data kuesionaire yang didapat dianalisis dengan menghitung persentase dan

menginterpretasikan hasilnya.

Hasil penelitian ini menunjukkan bahwa ekspektasi siswa dalam

pembelajaran bahasa Inggris di kelas diantaranya adalah: (a) dalam hal

manajemen kelas, kebanyakan siswa menginginkan adanya aturan yang jelas,

dipanggil dengan nama pangggilannya, duduk dengan susunan bangku

sejajar/lurus, dan berharap gurunya berdiri di depan kelas ketika mengajar; (b)

dalam hal kerjasama, mayoritas siswa berharap untuk terlibat dalam kerja

kelompok dan berharap temannya berkomunikasi dengannya menggunakan

bahasa Inggris dengan sedikit bahasa indonesia; (c) dalam hal penugasan, siswa

ingin terlibat dalam beberapa aktivitas dalam satu periode pembelajaran, diberikan

latihan di level yuang menantang, diberikan aktivitas diluar buku pembelajaran,

dan menyukai aktivitas seperti permainan, menyanyi, dan bercerita lucu; (d)

dalam hal penggunaan bahasa dalam pembelajarn di kelas, siswa berharap

gurunya berbicara dalam bahasa inggris yang singkat dan mudah, serta

memasukkan kosa kata baru dengan sedikit penggunaan bahasa Indonesia; (e)

dalam hal pemberian umpan balik, siswa berharap gurunya bisa memberikan

informasi terkait perkembangan mereka dan sebagian besar berharap diberikan

umpan balik melalui buku catatannya atau tertulis; (f) dalam hal pekerjaan rumah, siswa lebih suka PR mereka dikoreksi sekali seminggu oleh gurunya dan mereka

tidak mengharapkan adanya pekerjaan rumah yang lebih dari tugas biasanya.

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Berdasarkan hasil penelitian diatas, disartankan kepada: (a) guru kelas

untuk mempertimbangkan ekspektasi siswa tersebut sebgai acuan untuk membuat

rencana pembelajaran atau menentukan aktivitas yang sesuai digunakan dalam

kelas; (b) siswa untuk mengungkapkan ekspektasinya dengan jujur agar guru

dapat memahami apa yang siswa sukai dan harapkan.

xi

ABSTRACT

Faizin, Moch Ridho. 2016. Students’ Common Expectation inside the English

Classroom in the Tenth Grade of SMA N 1 Jekulo Kudus in Academic

Year 2015/2016. Skripsi. English Education Department, Teacher

Training and Education Faculty, Muria Kudus University. Advisors: (i)

Fitri Budi Suryani, SS, M.Pd (ii) Junaidi, S.Pd, M.Pd

Key Words : Students’ common expectation, English language teaching,

English classroom activities

The large number of students in the class creates the heterogenity

becouse they have difference need and interest. It challenge the teacher to find the

method to teach that suitable with their learning ways. Students’ common

expectation about English language teaching gives clear view about what they

want the teacher to do in the classroom. Based on Khati (2010) the students’

common expectation is devided into six different area: classroom management,

establishing collaboration, range of tasks, giving feedback, classroom English,

and home assignment.

This research objective isto find outthe students’ common expectations in

the tenth grade of SMA N 1 Jekulo Kudus in academic year 2015/2016 related to

the English language teaching and learning process in the classroom.

This studyis a phenomenological qualitative research. There are 35

students as the participant in grade X-4. The data are collected using close ended

questionnaire which adapted from Khati (2010). The questionnaire data are

analyzed by counting the percentage then interpreting the result.

The result of the study shows that the students’ common expectation

inside the English classroom are: (a) on classroom management area, most of

students expect to have fixed rules, to be called by their nick name, to sit in

straight row, and expect the teacher to stand at the front while teaching; (b) on

eshtablishing collaboration, most of student expect to be involved in group work

and prefer their friends to speak using english mixed with mother tongue; (c) on

range of task area, the students like to be involved in few activities in period,

having challenging exercise, having additional activities more than textbook, and

having some activities such as game, language song, and telling jokes; (d) on

classroom English area, the students expect the teacher to speak in simpler

English or shorter expression by introducing some new words with limited use of

mother tongue; (e) on giving feedback area, the students expect averagely to be

inform about their progress and mostly they like to be given feedback on

notebook; (f) on home assignment area, the students prefer the homework to be

checked once a week by their teacher and they do not expect additional home task.

Based on the result, it is suggested to: (a) English teacher to consider that

students’ expectation for making a lesson plan or determining activities used in

the classroom; (b) the students to express their expectation truly so that the teacher

can understand what are actually students’ need and interest.

xii

TABLE OF CONTENTS

PAGE

COVER …………………………………………………………………… i

LOGO ……………………………………………………………………. ii

TITLE …………………………………………………………………… iii

MOTTO AND DEDICATION …………………………………………... iv

ADVISORS’ APPROVAL ………………………………………………. v

EXAMINERS’ APPROVAL …………………………………………….. vi

ACKNOWLEDGMENT …………………………………………………. vii

ABSTRAK ………………………………………………………………. ix

ABSTRACT ……………………………………………………………….. xi

TABLE OF CONTENTS ………………………………………………… xii

LIST OF TABLES ……………………………………………………….. xv

LIST OF FIGURES ……………………………………………………….. xvi

LIST OF APPENDICES ………………………………………………… xvii

CHAPTER I INTRODUCTION ……………………………………… 1

1.1 Background of the Research …………………………………… 1

1.2 Statements of the Problem ………………………………….…….. 4

1.3 Objectives of the Research ……………………………………… 4

1.4 Significance of the Research ……………………………………… 5

1.5 Scope of the Research …………………………………………. 5

1.6 Operational Definition …………………………………………… 6

CHAPTER II REVIEW TO RELATED LITERATURE ........................ 7

2.1 Students’ Expectations ....................................................................... 7

2.2 Students’ common Expectations ........................................................ 10

2.2.1 Classroom Management ..................................................................... 11

2.2.2 Establishing Collaboration ................................................................. 13

2.2.3 Range of Tasks ................................................................................... 14

2.2.4 Classroom English .............................................................................. 16

2.2.5 Giving Feedback ................................................................................ 16

xiii

2.2.6 Home Assignment .............................................................................. 17

2.3 Mixed ability Students ....................................................................... 18

2.3.1 Roles of Teacher ................................................................................ 21

2.3.2 Teaching strategies for Mixed Ability Class ...................................... 22

2.4 Teaching English in SMA N 1 Jekulo Kudus .................................... 23

2.4.1 Curriculum and Purposes of Teaching English in

SMA N 1 Jekulo Kudus ..................................................................... 24

2.4.2 Students Centered Learning of Teaching English in

SMA N 1 Jekulo Kudus .................................................................... 25

2.4.3 Materials of Teaching English in SMA N 1 Jekulo Kudus ................ 25

2.5 Review of Previous Research............................................................. 26

2.6 Theoretical Framework ...................................................................... 28

CHAPTER III METHOD OF THE RESEARCH .................................... 30

3.1 Design of the Research....................................................................... 30

3.2 Data and Data Source ......................................................................... 31

3.3 Data Collection................................................................................... 31

3.3.1 Instruments of the Research .............................................................. 31

3.3.2 Steps of Data Collection .................................................................... 32

3.4 Data Analysis ..................................................................................... 33

CHAPTER IV FINDINGS OF THE RESEARCH ................................... 34

4.1 Students’ Common Expectations ....................................................... 34

4.1.1 Students’ Common Expectation on Classroom Management Area .... 35

4.1.2 Students’ Common Expectation on Establishing Collaboration Area. 38

4.1.3 Students’ Common Expectation on Range Of Tasks Area.................. 40

xiv

4.1.4 Students’ Common Expectation on Classroom English Area ............. 43

4.1.5 Students’ Common Expectation on Giving Feedback Area ................ 44

4.1.6 Students’ Common Expectation on Home Assignment Area ............. 45

CHAPTER V DISCUSSION ....................................................................... 47

5.1 The Students’ Common Expectations in the Tenth Grade

of SMA N 1 Jekulo .............................................................................. 47

5.1.1 Students’ Common Expectation of Classroom Management .............. 48

5.1.2 Students’ Common Expectation of Establishing Collaboration .......... 50

5.1.3 Students’ Common Expectation of Range of Tasks ............................ 51

5.1.4 Students’ Common Expectation of Classroom English ...................... 53

5.1.5 Students’ Common Expectation of Giving Feedback ......................... 54

5.1.6 Students’ Common Expectation of Home Assignment ....................... 55

CHAPTER VI CONCLUSION AND SUGGESTION.............................. 57

6.1 Conclusion .............................................................................................. 57

6.2 Suggestion ............................................................................................... 58

REFERENCES ............................................................................................. 59

APPENDICES .............................................................................................. 62

STATEMENTS ............................................................................................ 67

CURRICULUM VITAE .............................................................................. 70

xv

LIST OF TABLES

TABLE PAGE

2.1 Task Composer.............................................................................................. 15

4.1 Students’ Common Expectation inside The English Classroom

on Classroom Management Area ............................................................. 36

4.2 Students’ Common Expectation inside The English Classroom

on Establishing Collaboration Area ......................................................... 38

4.3 Students’ Common Expectation inside The English Classroom

on Range Of Tasks Area .......................................................................... 41

4.4 Students’ Common Expectation inside The English Classroom

on Classroom English Area ...................................................................... 43

4.5 Students’ Common Expectation inside The English Classroom

on Giving Feedback Area......................................................................... 45

4.6 Students’ Common Expectation inside The English Classroom

on Home Assignment Area ........................................................................... 46

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LIST OF FIGURES

FIGURE PAGE

2.1 Expectation Disconfirmation Paradigm................................................... 7

2.2 Areas of students’ common Expectation ................................................. 11

xvii

LIST OF APPENDICES

APPENDIX PAGE

1. Questionnaire Form ..................................................................................... 62

2. Questionnaire Data Finding ......................................................................... 66