Implementation Of Inquiry-Based Learning For TeachingEnglish At Smp Negeri 2 GroboganIn 2014/2015 Academic Year
This research is aimed at describing the implementation of inquiry-based learning for teaching English at SMP Negeri 2 Grobogan. The type of the study is descriptive qualitative research especially naturalistic approach. In this research, the data are derived from event, informant, and field note. T...
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2015.
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| Summary: | This research is aimed at describing the implementation of inquiry-based learning for teaching English at SMP Negeri 2 Grobogan. The type of the study is descriptive qualitative research especially naturalistic approach. In this research, the data are derived from event, informant, and field note. There are three methods of collecting data, namely: observation, interview and document. Tehniques for analyzing data are reduction of the data, display of data, and conclusion or verification. The results of the study were: (1) There were general learning objective and specific learning objective. In general learning objective based on the syllabus which consists of the all material which expected to be mastered by all students. In specific learning objective of teaching English is written on lesson plan which consists of the material in every meeting based on the grade of students. (2) Classroom procedure used exploration, elaboration, confirmation and engagement, exploration, explanation, elaboration and evaluation. (3) Classroom techniques used in teaching of English were brainstorming, free writing, reading passage, skimming and scanning, comprehension, summarizing, questioning, identifying key words, recognizing sentence structure. (4). The roles of instructional materials were as a reference source for learners on grammar, vocabulary, pronunciation, etc, a source of stimulation and ideas for classroom language activities. (5) The English teacher roles were as explainer, manager, inquiry controller, and motivator. (6) The learner roles were the learner learns from English teacher, from other teaching sources, from other students, the learner is monitor, and evaluator of his/her own progress. (7) The medias used by the English teachers were board and picture. (8) The assessments were daily test, midterm test, final test. |
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| Item Description: | https://eprints.ums.ac.id/35343/2/NASKAH%20PUBLIKASI.pdf https://eprints.ums.ac.id/35343/4/HALAMAN%20JUDUL.pdf https://eprints.ums.ac.id/35343/5/CHAPTER%20I.pdf https://eprints.ums.ac.id/35343/13/CHAPTER%20II.pdf https://eprints.ums.ac.id/35343/6/chapter%20III.pdf https://eprints.ums.ac.id/35343/15/CHAPTER%20IV.pdf https://eprints.ums.ac.id/35343/9/CHAPTER%20V%20.pdf https://eprints.ums.ac.id/35343/10/BIBILIOGRAPHY.pdf https://eprints.ums.ac.id/35343/17/APPENDIX.pdf https://eprints.ums.ac.id/35343/1/SURAT%20PERNYATAAN%20PUBLIKASI.pdf |