INSTRUCTIONAL DESIGN FOR TEACHING OF SPEAKING SKILL TO THE EIGHT GRADE STUDENTS OF SMP MUHAMMADIYAH 4 SURAKARTAIN 2015/2016 ACADEMIC YEAR: A NATURALISTIC STUDY
RESEARCH PAPER
Submitted as a Partial Fulfilment of Requirements for Getting Bachelor Degree of English
Education Department by
NANIK AYU ASTUTI A 320 120 275
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
v SUMMARY
Nanik Ayu Astuti. A320120275. INSTRUCTIONAL DESIGN FOR
TEACHING OF SPEAKING SKILL TO THE EIGHT GRADE STUDENTS OF SMP MUHAMMADIYAH 4 SURAKARTA IN 2014/2015 ACADEMIC YEAR: A NATURALISTIC STUDY. Research Paper. Muhammadiyah University of Surakarta. 2016.
This research is aimed at observing the instructional design for teaching speaking skill to the eight garde students of SMP Muhammadiyah 4 Surakarta in 2015/2016 academic year. The objective of the study is to describe instructional design in teaching learning process of speaking skill at SMP Muhammadiyah 4 Surakarta. In this research, there are eight components of instructional design in teaching speaking skill that the researcher analyze, namely: (1) Learning Objective. (2) Classroom Procedure. (3) Classroom Technique. (4) Instructional Material. (5) Media. (6) Teacher Role. (7) Student Role. (8) Assessment.
The type of the study is descriptive qualitative research especially naturalistic approach. In this research, the data derived from event, informant, and field note. There are three techniques of collecting data, namely: observation, interview and documentation. Techniques for analyzing data are reduction of the data, display of data, and conclusion.
The results of the study are: (1) There are general learning objective and specific learning objective in teaching speaking skill. (2) Classroom procedure used Exploration, Elaboration, Confirmation. (3) Classroom techniques used in teaching speaking skill are question and answer, discussion, role-play, giving feedback and summarizing. (4). The kind of instructional materials printed and unprinted material that compare both print and non-print source as access material and material on the internet. The role of instructional material are as a resource for presentation, a source of activities for learner practic and communicative interaction (5) Media used by the teacher in teaching speaking skill are picture and LCD. (6) The English teacher roles are as facilitator, organizer, assessor, participant, observer. (7) The learner roles are as the leaner is monitor and evaluator of his or her own progress, the learner is a member of a group and learning by interacting with others, the leaner learns from the tacher, from Other Students and other Teaching Sources. (8) Assessment for teaching speaking is that the teacher used is answer and question.
vi
RINGKASAN
Nanik Ayu Astuti. A320120275. INSTRUCTIONAL DESIGN FOR TEACHING OF
SPEAKING SKILL TO THE EIGHT GRADE STUDENTS OF SMP
MUHAMMADIYAH 4 SURAKARTA IN 2014/2015 ACADEMIC YEAR: A NATURALISTIC STUDY. Research Paper. Muhammadiyah University of Surakarta. 2016.
Penelitian ini bertujuan untuk mengamati instructional design dalam keterampilan berbicara di kelas delapan SMP Muhammadiyah 4 Surakarta pada tahun ajaran 2015/2016. Tujuan dari pengamatan ini untuk menggambarkan instructional design dalam proses belajar mengajar keterampilan berbicara di SMP Muhammadiyah 4 Surakarta. Dalam penelitian ini, ada delapan komponen instructional design dalam pengajaran keterampilan berbicara yaitu: (1) Tujuan Pembelajaran. (2) Tatacara Pembelajaran. (3) Teknik Pembelajaran. (4) Materi Pembelajaran. (5) Media (6) Peran Guru. (7) Peran Siswa (8) Penilaian. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif terutama naturalistik. Dalam penelitian ini, data diperoleh dari kegiatan, informan, dan catatan lapangan. Ada tiga teknik pengumpulan data, yaitu: observasi, wawancara dan analisa dokument. Teknik untuk menganalisis data adalah reduksi data, menunjukan data, dan kesimpulan. Hasil dari penelitian ini adalah: (1) Tujuan Pembelajaran yaitu tujuan pembelajaran secara umum dan tujuan pembelajaran tertentu dalam mengajar keterampilan berbicara. (2) Tatacara Pembelajaran yang digunakan adalah Eksplorasi, Elaborasi, Konfirmasi. (3) Teknik Pembelajaran yang digunakan dalam mengajar keterampilan berbahasa adalah tanya jawab, diskusi, bermain peran, memberikan umpan balik dan meringkas. (4). Jenis materi pembelajaran yaitu materi yang cetak dan materi non-cetak yang membandingkan baik cetak dan sumber non-cetak sebagai bahan akses dan materi di internet. Peran materi pembelajaran adalah sebagai sumber untuk presentasi, sumber kegiatan untuk praktek belajar dan interaksi komunikatif (5) Media yang digunakan oleh guru yaitu gambar dan LCD. (6) Peran guru bahasa Inggris adalah sebagai fasilitator, organizer, motivator, peserta, pengamat. (7) Peran siswa yaitu siswa sebagai pemantau dan evaluator perkembanganya sendiri, siswa sebagai anggota dari kelompok dan belajar dengan berinteraksi dengan orang lain, siswa belajar lebih dari guru, dari siswa lainya dan sumber pembelajaran lainya. (8) Penilaian guru terhadapan siswa yaitu guru mengevaluasi melalui memberikan tanggapan dan pertanyaan kepada siswa.
vii MOTTO
Love all, trust a few, do wrong to none.
(William Shakespeare)
If people can do it, so can you.
viii DEDICATION
I gratefully dedicate this research paper to:
My dearest father, “Sutrimo”, and mother, “Maryati”,
My beloved sister “Dianti”,
My beloved brothers “Aji Bayu Pamungkas and Danil Ardiansyah”,
My consultants and lecturers, and
ix
ACKNOWLEDGMENT
Assalamu’alaikum Wr. Wb
Alhamdulillahirabil’alamin, praise and gratitude to the Most Gracious and
Most Merciful, Alloh SWT for the blessing the writer in accomplishing this research
paper, entitled “Instructional Design for Teaching of Speaking Skill to the Eight
Grade Students of SMP Muhammadiyah 4 Surakarta in 2015/2016 Academic Year:
A Naturalistic Study”. This is one of the requirements for getting Bachelor degree in
English Department of Muhammadiyah University of Surakarta. Praising is also
given to our prophet Muhammad SAW, peace be upon him, a glory person who
gives his blessing to his masses in the next day.
The writer would like to express her deepest gratitude to the people who have
ever helped her in getting through this research paper by their support, advice,
guidance, and even criticism. They are:
1. Prof. Dr. Harun Joko Prayitno, M. Hum, Dean of School of Teacher Training and Education Muhammadiyah University of Surakarta who has given the
legalization towards his research paper,
2. Mauly Halwat Hikmat, Ph. D, Head of English Education Department who has given the researcher permission to conduct the research.
3. Prof. Dr. Endang Fauziati, M. Hum, as first consultant who has guided him with great advice, her valuable time correcting this research paper, and useful
criticism,
x
5. Drs. Djoko Srijono, M. Hum, as examiner who has corrected this research paper and complete with corret language,
6. Giri Lumakto, S. Pd, as the academic advisor of class G’12. His thanks for his guidance and kindness,
7. All the lecturers of English Department of UMS. Thanks for the knowledge and the guidance for the past four years,
8. Drs. Sukendar as headmaster of SMP Muhammadiyah 4 Surakarta for giving information and allowing the writer to take research,
9. Henny Septinawati, S. Pd as the English teacher at SMP Muhammadiyah 4 Surakarta for giving information and allowing the writer to observe the teaching
learning process,
10. Librarians of UMS for their help in providing the references,
11.Her great father Mr. Sutrimo and the beloved mother Mrs. Maryati for guarding with tremendous love, care, support, and continue prayer to finish this
research paper,
12.Her beloved sister, Dianti and beloved brothers Aji Bayu Pamungkas and Danil Ardiansyah who always gives advice, support, and care,
13.Her friends in English Education Department ’12, for their support and cares, 14.Her friends in Students Respresentative Council’15 for their support and cares, 15.Her beloved friends “Fasih Iskartina, Listiyo Wakidatu, Linda Risti,
xi
16.Her friends in English Education Students Organization ’14, Randy, Nisa, Bekti, Rhizal, Neti, Finsa, Wawan, Intan, Irin, Rudi, Riski, Fasih, Hutomo, Dita, Wahyu, Dian, Firda.
17.Her beloved members in Fourth Divison of English Education Students Organization ’14, Hemix, Rifkhi, Melati, Pras, Azizah, Silfi, Jendro, Tika, Ovina, Andika, and
18.Those who cannot be mentioned one in favor of supporting the writer in accomplishing the research paper.
The writer realizes that this research paper is still far for being perfect. So the
writer welcomes any constructive comment, criticism, and suggestion from anyone.
Finally, he hopes that this research paper would help the other researchers who are
interested in studying instructional design and enrich the readers knowledge.
Wassalamu’alaikum Warahmatullohi Wabarokatuh.
Surakarta, April 2016
TABLE OF CONTENT
page
COVER ... i
APPROVAL ... ii
ACCEPTENCE ... iii
TESTIMONY ... iv
SUMMARY ... v
RINGKASAN ... vi
MOTTO... vii
DEDICATION ... viii
ACKNOWLEDGMENT ... ix
TABLE OF CONTENT ... xii
CHAPTER I : INTRODUCTION ... 1
A.Background of the Study... ... 1
B.Problem Statement ... 4
C.Limitation of the Study…... 4
D.Objective of the Study ... 4
E.Significance of the Study…….. ... 5
F. Research Paper Organization ... 5
CHAPTER II : REVIEW OF RELATED LITERATURE ... 7
A. Previous Study... ... 7
B. The Notion of Instructional Design ... 13
C. The Component of Instructional Design ... 14
1. Learning Objective... 14
2. Classroom Procedure ... 15
3. Classroom Technique... 20
4. Instructional Material ... 23
5. Media Used ... 25
6. Teacher Role ... 26
7. Student Role ... 28
8. Assessment ... 30
CHAPTER III : RESEARCH METHOD ... 32
A. Type of the Research ... 32
B. Setting of the Study ... 32
C. Subject of the Research ... 33
D. Object of the Research ... 33
E. Data and Data Source ... 34
F. Method of Collecting Data ... 35
G. Technique for Analyzing Data ... 36
CHAPTER IV : RESEARCH FINDING AND DISCUSSION ... 37
A. Research Finding... 37
1. Learning Objectives ... 37
2. Classroom Procedures ... 39
3. Classromm Techniques ... 42
4. Instructionl Material... 47
a. Kinds of Instructional Material ... 47
b. Roles of Instructional Material ... 48
5. Media ... 50
6. Teacher Roles... 53
7. Learner Roles ... 57
8. Assessment ... 61
B. Discussion of Research Finding ... 62
1. Learning Objectives ... 62
2. Classroom Procedure ... 64
3. Classroom Technique... 65
4. Instructional Material ... 65
5. Media ... 66
6. Teacher Roles... 67
7. Learner Roles ... 67
9. Assessment ... 68
CHAPTER V : CONCLUSION, PEDAGOGICAL IMPLICATION, AND SUGGESTION ... 77
A. Conclusion ... 77
B. Pedagogical Implication ... 79
C. Suggestion ... 80
BIBLIOGRAPHY
APPENDIX
