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
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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
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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.
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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
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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. NIP.
Chairperson
Junaidi, S.Pd, M.Pd. NIS. 0610701000001225
Member
Rismiyanto, SS, M.Pd. NIS. 0610701000001146
Member
Dra. Sri Endang Kusmaryati, M.Pd. NIS. 0610713020001009
Member
Acknowledged by The Faculty of Teacher Training and Education Dekan,
Dr. Slamet Utomo, M.Pd. NIP. 19621219198703 2 015
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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. vii
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.
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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.
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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
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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
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
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
2.4.2
4.1
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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
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 ............................................................................................. APPENDICES .............................................................................................. STATEMENTS ............................................................................................ CURRICULUM VITAE ..............................................................................
59 62 67 70
5.1
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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...................................................
2.2
Areas of students’ common Expectation ................................................. 11
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7
LIST OF APPENDICES
APPENDIX
PAGE
1. Questionnaire Form ..................................................................................... 62 2. Questionnaire Data Finding ......................................................................... 66
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