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THE TEACHING LEARNING PROCESS OF ENGLISH
AT VOCATION HIGH SCHOOL 3 KLATEN 2012
AN ETHNOGRAPHY STUDY IN VOCATIONAL SCHOOL 3
KLATEN
Thesis Submitted of Fulfill One of The Requirement For The Completion of Graduate Degree in Language Studies
By
SUYAMTO
S.200 110 025
DEPARTMENT OF LANGUAGE STUDIES GRADUATE
PROGRAM MUHAMMADIYAH UNIVERSITY OF
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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
of Muhammadiyah University of Surakarta
Assalamu’alaikum Warrahmatullahi Wabarakatuh,
Having r ead, examined, corrected and necessarily revised the thesis of :
Name : Suyamto
NIM : S.200 110 025
Focus On : English Language Teaching
Title : THE TEACHING LEARNING PROCESS OF ENGLISH AT
VOCATIONAL HIGH SCHOOL 3 KLATEN : AN ETHNOGRAPHY STUDY
I access that the thesis is approved to be examined by Board of Examiners in The Language Study of Graduate Program of Muhammadiyah University of
Surakarta.
Wassalamu’alaikum Warrahmatullahi Wabarakatuh,
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NOTE OF ADVISOR
Dra. Siti Zuhriyah A, 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
of Muhammadiyah University of Surakarta
Assalamu’alaikum Warrahmatullahi Wabarakatuh,
Having r ead, examined, corrected and necessarily revised the thesis of :
Name : Suyamto
NIM : S.200 110 025
Focus On : English Language Teaching
Title : THE TEACHING LEARNING PROCESS OF ENGLISH AT
VOCATIONAL HIGH SCHOOL 3 KLATEN : AN ETHNOGRAPHY STUDY
I access that the thesis is approved to be examined by Board of Examiners in The Language Study of Graduate Program of Muhammadiyah University of
Surakarta.
Wassalamu’alaikum Warrahmatullahi Wabarakatuh,
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TESTIMONY
This is to certify that I myself write this thesis entitled “The Teaching Learning Process of English at Vocational High School 3 Klaten : An Ethnography Study.
It is not plagiarism or made by others, anything related to other works in 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, February 14th 2014
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ABSTRACT
Suyamto : The Teaching Learning Process of English at Vocational High School 3 Klaten : An Ethnography Study. Thesis. English Department Graduate School Muhammadiyah University of Surakarta, 2014.
The study aims to enhance the learning achievement of English especially at Vocational High School 3 Klaten ,by improving students’ ability to solve English skill’s problem through Teaching Learning Process of English effectively . The research problem of the study is how the teaching learning process of English at Vocational High School 3 Klaten. The objectives of the study reveal briefly of Teaching Learning Process of English at Vocational High School 3 Klaten in which encompasses syllabus, learning objective, instructional material, teaching design, evaluation and strength and weakness of English Teaching. The research was an ethnography study. The efforts of study overview national – functional syllabus which categorized into novice level, elementary level, and intermediate level. The learning objective are general and specific learning out come. The instructional material is devided into printed, audio and visual material. The teacher’s roles are facilitator, observer, organizer and explainer. The student’s roles are processor, performer and listener. The classroom procedure is three patterns namely : BKOF – MOT – JCOT – TCOT – BKOF – MOT – JCOT and BKOF – MOT – JCOT. The classroom activities are advance organizer, classroom practice, question and answer, silent reading, reading aloud, role play and comprehension.
The media are grouped into two forms. The first is printed media such as picture, letter. The second is printed media for instance tape recorder and compact disk. The evaluation describes evaluation model and kind of evaluation. The evaluation models are completion task, close procedural text and multiple choice. The kind of evaluation involves formative, sub summative, mid semester and summative / last semester. There are strength and weakness among teaching learning process of English at Vocational High School 3 Klaten. Departing with the finding, discussion, conclusion and implication, the researcher suggests for English teacher to encourage student, engagement in the classroom, the application of diverse methods and techniques are obviously required in teaching English. The researcher also recommends for next writer to expand the study in other research field.
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2. All the wealth of the world could not buy you a friend no pay you for the
less of or.
Semua kekayaan di dunia tidak dapat membeli engkau teman, tidak juga
membayarmu bila kehilangan teman = Kekayaan yang paling berharga di dunia ini adalah teman sejati, yang selalu menemani kita dalam suka dan duka.
3. Kindness like grain, increase by sowing.
Kebaikan seperti gandum, bertambah bila ditaburkan = Kita harus berbuat kebaikan sebanyak-banyaknya.
4. Nothing venture nothing win.
Tidak ada keberanian, tidak ada kemenangan = Dalam memperoleh sesuatu, seringkali diperlukan keberanian untuk pengorbanan, baik secara moril maupun materiil.
5. One is never too old to learn.
Orang tidak pernah terlalu tua untuk belajar = Dalam mempelajari sesuatu tidak memandang berapapun usia seseorang.
6. The fear of God is beginning of wisdom.
Takut pada Tuhan adalah awal dari kebijaksanaan = Orang yang takut kepada Tuhan tidak akan berbuat hal-hal yang negative.
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DEDICATION
This thesis is wholly dedicated to : My beloved wife
My big family at Birin, Mlese, Gantiwarno My warm family at Ngering, Jogonalan, Klaten
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AKNOWLEDGEMENT
Praise is always for Allah, that gives mercy and guidance, so the thesis article “The Teaching Learning Process of English at Vocational High School 3 Klaten : An Ethnography Study”. The writer is absolutely aware that there are many people helping him throughout this study. In this opportunity, the writer thanks to some people who have helped in material or immaterial to finish this thesis.
Prof. Dr. Bambang Setiadji, The Rector of UMS who has given a variety of facilities in completing studies at Muhammadiyah University of Surakarta, 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 his sincerest deepest graduate to his first advisor Prof. Dr. Endang Fauziati, M.Hum, The Second Advisor Dra. Siti Zuriah, M.Hum and The Board Examiner Agus Wijayanto, Ph.D. who have guide the parties that cannot be mentioned one by one.
As the end of this preface, the writer says that thesis is far from perfect. Therefore, the writer expects the construction criticism and suggestion from the reader.
Surakarta, February 14th 2014
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CHAPTER I : INSTRODUCTION A. Background of Study ... 1
B. Problem in The Study ... 8
C. Objectives of Study ... 9
D. Benefit of Study ... 10
E. Research Paper Organization ... 11
CHAPTER II : REVIEW 1AND UNDERLYING THEORY A. Previous Study ... 12
B. Theoretical Review ... 23
1. Learning Objective ... 24
2. The Kinds Of Syllabus ... 27
3. Instructional Material ... 29
4. Methods of Teaching Language ... 30
a. Direct Method ... 32
b. Audio Lingual Method (ALM) ... 33
c. Cognitive Code Learning ... 37
d. Collaborative Learning... 38
1. Teaching Learning Procedure... 39
1.1 The Recording Session... 39
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1.3 Reflection Period... 41
1.4 Listening... 42
1.5 Practicing and Free Conversation ... 42
2 . Teaching Learning Activities ... 42
3. Teacher’s Roles ... 45
4. Student’s Roles ... 47
5. Teaching Media ... 49
6. Evaluation of Language Teaching ... 53
CHAPTER III : RESEARCH METHODOLOGY A. Type of Research ... 56
B. Descriptions of Setting ... 58
C. The Subject of The Research ... 60
D. Data and Source of Data ... 61
E. Method of Collecting Data ... 62
F. Data Credibility ... 64
G. Technique for Analyzing Data ... 64
CHAPTER IV : RESEARCH FINDING AND DISCUSSION A. Research Finding ... 66
1. Syllabus... 66
a. The Principle of Syllabus ... 67
b. Kinds of Syllabus ... 69
c. Application of Syllabus ... 73
2. Learning Objectives ... 77
3. Instructional Material ... 79
a. Printed Material ... 80
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d. Classroom Activities ... 104
e. Media ... 112
a. Dialogue Completation Task ... 119
b. Multiple Choice ... 121
c. Listening Cloze Task ... 121
b. Kind of Evaluation ... 122
1) Formative Evaluation ... 122
2) Summative Evaluation ... 125
6. Strengths And Weakness ... 125
a. Strenghts a. Appropriateness Syllabus ... 126
b. Variety of Instructional Materials ... 127
1) Text Book ... 128
2) Hand Book ... 128
3) Cassette ... 128
4) Teaching Design ... 129
c. Focus Of Learning Objective ... 129
1) General Objective ... 129
2) Specific Objective ... 129
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4) Classroom Procedure ... 133
5) Creative Media ... 134
6) Evaluation ... 134
b. Weakness ... 135
a. School Unit Of Syllabus ... 135
b. Imperfect Instructional Material ... 135
c. Multiple of Learning Objective ... 136
d. Teaching Design ... 136
1) Student’s Part ... 136
a. Student’s Competence ... 137
b. Student’s Character ... 137
2) Teacher’s Part ... 138
a. Teacher’s Competence ... 138
b. Taking Part of Teacher ... 139
3) Classroom Activity ... 139
4) Classroom Procedure ... 139
5) Media ... 140
6) Evaluation ... 140
B. Discussions ... 140
1. Syllabus ... 141
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a) General Objectives ... 143
b) Specific Objectives ... 145
3. Instructional Material ... 145
4. Teaching Design ... 147
a) Teacher’s Role ... 147
b) Student’s Role ... 148
c) Classroom Activities ... 149
d) Classroom Procedure ... 152
e) Media ... 153
5. Evaluations ... 154
CHAPTER 5 : CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS A. Conclusions ... 157
B. Pedagogical Implications ... 159
C. Suggestions ... 160
Bibliography ... 163
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LIST OF APPENDICES
Page
Appendix 1 Observations and Interview Outline ... 167
Appendix 2 Observations and Interview Schedule ... 171
Appendix 3 Lesson Plan (RPP) ... 172
Appendix 4 Prectures of Classroom Activity ... 175
Appendix 5 Mrs. Dany’s Fieldp Note ... 176
Appendix 6 Mr. Suyoto’s Field Note ... 178
Appendix 7 Mrs. Nur’s Field Note ... 180
Appendix 8 Mr. Is Widodo’s Field Note ... 182
Appendix 9 Mrs. Ana’s Field Note ... 184
Appendix 10 Students Field Note ... 187
Appendix 11 Angket Penelitian Guru ... 188
Appendix12 Angket Penelitian Siswa ... 189
Appendix 13 Surat Ujin Penelitian ... 190
Appendix 14 The Books for Teaching ... 191
