Procedure in Teaching English

6 1 Discussion Technique a Pre-teaching Generally, from fourth times observations have similar activity in pre-teaching. The teacher came to the class on time. When she entered the class by greeting “Assalamualaikum”, and the students answered “Waalaikumsalam”. Then she asked the students “How are you?” all students said “I am fine”. Teacher also wanted to know the condition of the class and students. She made sure that they were ready to follow the lesson. At this stage the teacher prepared students to be ready to learn. Teacher asked the students the material last week, and then students gave their knowledge what they had remembered. b While-teaching 1 Exploration At this stage, there were some differences each meeting. Teacher had done by discussion activity in learning process. Exploration was steps for students to find the understanding of materials from their knowledge. Observer found that first and second meeting teacher involved students to explore their knowledge in understanding the materials. Teacher encouraged students to explore their memory with analytical exposition then liked to hortatory. The teacher used some media and sources. She showed picture and other text not included in students’ book. And then, the teacher facilitated them to discuss each other. But in third observation, teacher did not give chance for students to be active. She used lecturing during this step. In exploration step, observer concluded that the activity was done by exploring students’ knowledge to get 7 understanding of the materials. And also, teacher used some interesting media and sources, but the process was not completely done with standard process, because at third meeting teacher did not involve students to find information themselves. Teacher was dominant in explanation of material without gave chance for students explore their knowledge. 2 Elaboration Elaboration is the stage that students work collaborative to get information and find the solving of the problem. Teacher gave assignment for students, and then, presented their result of discussion. Based on the observation, teacher gave interesting assignment for students. In each meeting, teacher gave assignment for students to discuss in pairs or groups. At first meeting, teacher was lacked in her role. She read the text by herself, did not gave chance to students read the text. At second and third meeting the activity was similar, but just different assignment. Teacher engaged students to find information related with real life. The material in second meeting discussed about corruption. Students discussed what type of corruption that they had done in their life. In third meeting, they discussed about utilization of internet. Students discussed each paragraph of text in English Assessment Test Book at page 123. In the elaboration stage, observer founded that teacher not encouraged students to read text. She read herself at first meeting, so it was appropriate with standard process. But teacher engaged students to find more information and be active during discussion for getting understanding the materials. Students also have been 8 curious with the material. It made their critical thing develop in discussing. 3 Confirmation In this activity, teacher gave confirmation and positive feedback for students’ activities. Teacher asked question and answer to check students’ understanding. The students who did not understand could ask the teacher to find solution. Then teacher motivated students, and made sure that all students understood with material of that lesson.From that activity, students could know their mistake and found solution to make better in learning process. Students could improve their knowledge and critical thinking. c Post-teaching In this stage, teacher made conclusion of the lesson. She made sure students by asking question, “Have you understood, any question everybody?”. Because the time was up, teacher finished the meeting. Students prayed before leaving the class. Teacher closed by saying “Wassalamu’alaikum, see you next week.” 2 Problem-solving Technique a Exploration In the first and second observation, students found the solution of case given by the teacher. Teacher facilitated them to explore their information for getting solution. Students involved actively in their discussion to find the best solution of the case. Exploration stage generally was done to develop of understanding the materials. From the observation, this activity had been done in first and second meeting. Teacher engaged students to find the best solution from the case. Then, students 9 shared with their friends to improve their critical thinking. Most of students were enthusiastically active in each activity. b Elaboration Elaboration is the stage that students understand more about materials. Teacher gave assignment for students in collaborative work, and then, presented their result of discussion. In the first and second meeting, students were given assignment by teacher to solve the solution of the case. Teacher facilitated them to discuss and analyze the assignment. In the first meeting, students find the solution case of school role. They had been given a text and they discussed with group what the text is about. Teacher facilitated students when they tried to find the topic of text or meaning or some new words. Then they discussed in the class. A student delivered her arguments, and then other students added their arguments too. So, there was a transfer for new concept or knowledge in this activity. In the second meeting, January 20 th 2014 teacher gave case from Look A Head Book at page 185. At fourth meeting, February 3 th 2014 teacher held daily exam. From that activity, students could improve their critical thinking and made them to be active during the process. Students also get confident to solve their problem. Then observer concluded that in exploration stage, teacher had done completely with standard process. c Confirmation Teacher gave feedback for students’ process and result. That hortatory was a text consisted of argument from case or thesis. Teacher made sure that all students understood to find information of text and how to show their argument. Teacher motivated students to explore their knowledge. It could be from internet or book. 10

2. Suitability of Principle in Implementation of Inquiry-based Learning

The implementation of inquiry-based learning at SMA N 1 Boyolali especially XI-Science3 class had been applied. The process was in line with the principle of inquiry-based learning. According to Joe Exline there are fourth principles of the implementation of inquiry-based learning at class. First principle: Learning activities should focus on using information skills. Students learned naturally and actively in each activity. Teacher guided them to observe firstly before they discussed in groups. In that implementation, students and teacher applied the rule completely. They started with observation and had done by communication to get result. Students found more information to get broad knowledge and teacher gave material related to real life. So, the activities gave useful knowledge for students. Second principle: Putting the students at the center of an active learning process.It was implemented on processing inquiry-based learning at SMA N 1 Boyolali. At fourth observation, January, 16 th 20 th 27 th and February 3 th all of students were active in the process of learning. They always discuss with friends and curious with material given by teacher. Third principle: Positioning teacher is a facilitator of the learning process. That principle also implemented on process inquiry-based learning at SMA N 1 Boyolali. At fourth observation January, 16 th 20 th 27 th and February 3 th , teacher is facilitator when students learn in the class. Students asked her when they get problem, then teacher help them to find solve. Teacher also monitors the process of students learning. Fourth principle: Assessment is ongoing. Teacher evaluated students by monitoring development the ability for getting information of knowledge, and also how students improve their critical mind to solve the problem. In the observation, researcher saw teacher monitor students one by one, and observe them to make assessment. Although teacher done 11 daily exam on February 3 th 2014, teacher focus on process of students learning to give assessment. According to implementing inquiry-based learning at SMA N 1 Boyolali, it was in line with the fourth principles from Joe Exline. The observation showed that the fourth principle was done completely. But there are some principle was less.

D. Conclusion

The writer draws conclusion based on the implementation of inquiry-based learning in teaching English at second grade students of SMA N 1 Boyolali. The writer concludes this research as follows: 1. The procedure of teaching English used inquiry-based learning was not fully complete at SMA N 1 Boyolali. Based on standard process Permendiknas no 40 tahun 2007, there are three stages, namely: exploration, elaboration and confirmation. Inquiry-based learning had been applied at second grade student at science program with material of hortatory exposition focus on reading skill. It was implemented by discussion and problem-solving techniques. 2. The implementation of inquiry-based learning in science program of second grade student at SMA N 1 Boyolali was in line with the principle of inquiry. There are four principles inquiry-based learning based on Joe Exline. Student also interested in learning process using inquiry-based learning at class. It makes them develop their critical thinking and get more knowledge.

E. Bibliography

Branch, Jennifer, et all. 2004. Focus on Inquiry. Canada: Alberta Learning. Brown, Douglas. 2005. Principles of Language Learning and Teaching. New Jersey: Prentice Hall. Creswell, John W. 1998. Qualitative Inquiry Research Design. London: SAGE Publication.