LEARNING PRINCIPLES REFLECTED IN ENGLISH TEACHING LEARNING PROCESS AT MODEL CLASS Learning Principles Reflected In English Teaching Learning Process At Model Class A Naturalistic Study at SMP N 1 Bodeh Pemalang in Academic Year 2014-2015.
LEARNING PRINCIPLES REFLECTED IN ENGLISH
TEACHING LEARNING PROCESS AT MODEL CLASS
A Naturalistic Study at SMP N 1 BodehPemalang
in Academic Year 2014-2015
THESIS
Submitted to the Department of Language Studies
Graduate School of Universitas Muhammadiyah Surakarta
in partial fulfilment of the requirements for
the degree of Master of Education
By
ACHMAD HIBATULLAH
ID No. S200130037
DEPARTMENT OF LANGUAGE STUDIES
GRADUATE SCHOOL
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2017
i
ii
MOTTO
“Starting everything by saying Basmallah, and ending everything by
saying Hamdalah”
“Surely with difficulty is easy. With difficulty is surely ease”
iii
iv
v
MOTTO
“Starting everything by saying Basmallah, and ending everything by
saying Hamdalah”
“Surely with difficulty is easy. With difficulty is surely ease”
vi
DEDICATION
This thesis is dedicated to:
My beloved father and mother (Bapak H. Abdullah Hasyim and Ibu Hj.
Zubaekah)
My thesis supervisors (Ibu Prof. Dr. Endang Fauziati and Ibu Muamaroh,
Ph.D)
All of my classmates in Post-Graduate Program majoring Magister of
Language Study of Universitas Muhammadiyah Surakarta
Everyone who knows me and reads this thesis
vii
ACKNOWLEDGMENT
Bismillahirrahmanirrahim
Alhamdulillahirabbil’alamin, all praises be to Allah the lord of the universe.
Due to his blessing, eventually, the writer could finish this thesis well. Our
blessing and praises to our prophet Muhammad, who has brought us from the
darkness to the lightness, and also his families, his companion, and his followers.
However, the writer would not be able to finish this thesis well without any
help, guidance, and support from other people. Therefore, the writer would like to
thank to:
1. Prof. Dr. Bambang Setiaji, as the rector of Universitas Muhammadiyah
Surakarta,
2. Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, as the director of Graduate
School of Universitas Muhammadiyah Surakarta,
3. Prof. Dr. Markhamah, M.Hum, as the Head of Language Study
Department,
4. Prof. Dr. Endang Fauziati, M.Hum, and Muamaroh, Ph.D, as supervisors
of this thesis who have guided and advised me during the arrangement of
this thesis from the beginning until the end,
5. Amrina Rosada, as my beloved wife who always prays for me,
6. H. Abdullah Hasyim and Hj. Zubaekah, as the writer‘s parents who always
pray for me,
viii
7. Sriyana, S.Pd, Yulianti, S.Pd, Retno Widowati, S.Pd, as the teachers of
SMP N 1 Bodeh Pemalang who contribute on this research,
8. All of friends in Magister of Language Studies at Universitas
Muhammadiyah Surakarta,
9. Everyone who prays and cares about me.
The writer realizes that this research paper still has a lot of weaknesses,
therefore the writer thanks to the readers if they give suggestion and criticism
to make this thesis better.
Surakarta, January 31st 2017
The Writer
ACHMAD HIBATULLAH
ID No. S200130037
ix
TABLE OF CONTENTS
COVER ..........................................................................................................
i
SUPERVISORS‘ APPROVAL.....................................................................
ii
APPROVAL OF EXAMINERS ……………………………………………
iv
STATEMENT OF AUTHORSHIP ………………………………………...
v
MOTTO …………………………………………………………………….
vi
DEDICATION ……………………………………………………………..
vii
ACKNOWLEDGMENT……………………………………………………. viii
TABLE OF CONTENTS …………………………………………………... x
LIST OF TABLES …………………………………………………………. xiv
LIST OF FIGURES ………………………………………………………...
xv
LIST OF APPENDICES …………………………………………………… xvi
ABSTRAK………………………………………………………................
xvii
ABSTRACT………………………………………………………………..
xviii
CHAPTER I: INTRODUCTION
A. Background of the Study ............................................................... 1
B. Limitation of the Study ………………………………………….. 6
C. Problem Statement of the Study ....................................................
6
D. Objectives of the Study .................................................................
7
E. Benefits of the Study .....................................................................
7
F. Research Paper Organization ……………………………………
8
CHAPTER II: REVIEW OF RELATED LITERATURE
x
xi
A. Previous Study ............................................................................... 9
B. Underlying Theory ………………………………………………
16
1.
Language Learning...............................................................
16
2.
Learning Principles................................................................
18
a. Behaviorism ……………………………………………..
18
1) Notion of Behaviorism ……………………………….
18
2) Kinds of Behaviorist Theories ………………………..
19
3) Behaviorist Principles ……………………………......
22
4) The Application of Behaviorist Theory in Language
Learning ………………………………………………
23
5) Teaching Techniques Based on Behaviorist Theory …
24
b. Conitivism …………………………………………….....
30
1) Notion of Cognitivism ………………………………..
30
2) Cognitive Principles ………………………………….
32
3) The Application of Cognitive Theories in Language
33
Learning ………………………………………………
4) Teaching Techniques Based on Cognitive Principles ... 34
c. Humanism ……………………………………………….
35
1) Notion of Humanism …………………………………
36
2) Humanistic Principles ………………………………..
36
3) Application of Humanistic Theory in Language
Learning ………………………………………………
xi
40
xii
4) Teaching Techniques Based on Humanistic Principles
42
d. Constructivism …………………………………………..
43
1) Notion of Constructivism …………………………….
43
2) Kinds of Constructivist Theory ………………………
45
3) Constructivist Principles ……………………………..
48
4) Application of Constructivist Theory in Language
49
Learning ………………………………………………
5) Teaching Techniques Based On Constructivist
51
Principles …………………………………………….
3.
Theoretical Framework …………………………………….
55
CHAPTER III: RESEARCH METHOD
A. Setting of the Study ……………………………………………...
57
B. Type of the Study ………………………………………………..
59
C. Subject of the Study …………………………………………….
60
D. Object of the Study ……………………………………………..
60
E. Data and Data Source ……………………………………………
60
F. Technique of Data Collection …………………………………… 62
G. Data Validity …………………………………………………….
64
H. Techniques of Data Analysis ……………………………………. 65
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ………………………………………………
1. The Task Types which Reflect Learning Principles in English
xii
68
xiii
Teaching Learning Process …………………………………... 68
a. Task Types Reflecting Learning Principles of Behaviorism
69
b. Task Types ReflectingLearning Principles of
78
Cognitivism………………………………………………...
c. Task Types ReflectingLearning Principles of Humanism..
84
d. Task Types which Reflect Learning Principles of
Constructivism ……………………………………………
2. The Frequency of each learning principles reflected on
90
93
English teaching learning …………………………………….
3. The Most Dominant Learning Principle Reflected on English
Teaching Learning Process …………………………………..
B. Discussion of Findings …………………………………………
94
95
CHAPTER V: SUMMARY, PEDAGOGICAL IMPLICATION AND
SUGGESTION
A. Summary ………………………………………………………...
105
B. Conclusion ………………………………………………………
107
C. Pedagogical Implication …………………………………………
107
D. Suggestion ………………………………………………………
110
BIBLIOGRAPHY
114
APPENDICES
118
xiii
LIST OF TABLES
Page
Table 4.1
Task Types which Reflect Behaviorism Learning
Principles
77
Table 4.2
Task Types which Reflect Cognitive Learning Principles
83
Table 4.3
Task Types which Reflect Humanism Learning Principles
90
Table 4.4
Task Types which Reflect Constructivism Learning
Table 4.5
Principles
93
The Frequency of Each Learning Principle
94
xiv
LIST OF FIGURES
Page
Figure 2.1
Learning Process According to Behaviorism
22
Figure 3.1
Components of Data Analysis by Miles &Huberman
65
xv
LIST OF APPENDICES
Page
Appendix 1
Interview Transcripts with the English Teachers &
119
Chairman ofModel Class of SMP N 1 BodehPemalang
Appendix 2
Activities in English Teaching Learning Process
xvi
127
ABSTRAK
Achmad Hibatullah, S 200130037: ―Prinsip-prinsip Pembelajaran yang tercermin
dalam Proses Belajar Mengajar Bahasa Inggris di Kelas Model: Sebuah Penelitian
Naturalistik di SMP N 1 Bodeh Pemalang Tahun Pelajaran 2014-2015‖
Penelitian ini bertujuan untuk menganalisa prinsip-prinsip pembelajaran yang
tercermin dalam proses belajar mengajar di Kelas Model SMP N 1 Bodeh
Pemalang. Tujuannya adalah untuk menggambarkan prinsip-prinsip pembelajaran,
mengetahui frekuensi, dan prinsip pembelajaran yang paling dominan. Penelitian
ini merupakan penelitian kualitatif dengan pendekatan naturalistik. Sumber data
berupa kegiatan pembelajaran, responden, dan dokumen. Teknik pengumpulan
data melalui observasi non-partisipatif, wawancara, dan dokumentasi. Validitas
data diperiksa menggunakan teknik triangulasi. Analisisa data menggunakan
prosedur pengumpulan data, data reduksi, penyajian, dan simpulan. Hasil
penelitian menunjukkan bahwa ada empat prinsip pembelajaran yang tercermin
dalam proses belajar mengajar yaitu behaviorisme, kognitivisme, humanisme, dan
konstruktivisme. Frekuensi prinsip behaviorism 39, 74%, prinsip kognitivis 19,
23%, prinsip humanisme 25, 64%, dan konstruktivisme 15, 39%. Prinsip
pembelajaran yang paling dominan adalah behaviorisme.
Kata kunci: Prinsip Pembelajaran, Proses Belajar-mengajar, Pendekatan
Naturalistik
xvii
ABSTRACT
Achmad Hibatullah, S 200130037: ―Learning Principles Reflected in English
Teaching Learning Process at Model Class: A Naturalistic Study at SMP N 1
Bodeh Pemalang in Academic Year 2014-2015.‖
This study aimed at analyzing learning principles reflected in English teaching
learning process at Model Class of SMP N 1 Bodeh Pemalang. The objectives are
to describe types of learning principles, to find out the frequency of each type, and
the most dominant learning principle. This is a qualitative research using
naturalistic approach. The sources of data are teaching learning activities,
respondents, and documents. The data were collected through non-participant
observation, interview, and documentation. Data validity was checked using
triangulation technique. The data analysis was carried out through procedure of
data collection, data reduction, data display, and conclusion. The result showed
that there are four learning principles namely behaviorism, cognitivism,
humanism, and constructivism reflected during English teaching learning process.
The frequency of behaviorism principles is 39, 74%, the frequency of cognitivist
principles is 19, 23%, the frequency of humanistic principles is 25, 64%, and the
frequency of constructivist principles is 15, 39%. Behaviorism principles is the
most dominant learning principles reflected in English teaching learning process
at Model Class of SMP N 1 Bodeh Pemalang.
Keywords: Learning Principle, Teaching Learning Process, Naturalistic
Approach.
xviii
TEACHING LEARNING PROCESS AT MODEL CLASS
A Naturalistic Study at SMP N 1 BodehPemalang
in Academic Year 2014-2015
THESIS
Submitted to the Department of Language Studies
Graduate School of Universitas Muhammadiyah Surakarta
in partial fulfilment of the requirements for
the degree of Master of Education
By
ACHMAD HIBATULLAH
ID No. S200130037
DEPARTMENT OF LANGUAGE STUDIES
GRADUATE SCHOOL
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2017
i
ii
MOTTO
“Starting everything by saying Basmallah, and ending everything by
saying Hamdalah”
“Surely with difficulty is easy. With difficulty is surely ease”
iii
iv
v
MOTTO
“Starting everything by saying Basmallah, and ending everything by
saying Hamdalah”
“Surely with difficulty is easy. With difficulty is surely ease”
vi
DEDICATION
This thesis is dedicated to:
My beloved father and mother (Bapak H. Abdullah Hasyim and Ibu Hj.
Zubaekah)
My thesis supervisors (Ibu Prof. Dr. Endang Fauziati and Ibu Muamaroh,
Ph.D)
All of my classmates in Post-Graduate Program majoring Magister of
Language Study of Universitas Muhammadiyah Surakarta
Everyone who knows me and reads this thesis
vii
ACKNOWLEDGMENT
Bismillahirrahmanirrahim
Alhamdulillahirabbil’alamin, all praises be to Allah the lord of the universe.
Due to his blessing, eventually, the writer could finish this thesis well. Our
blessing and praises to our prophet Muhammad, who has brought us from the
darkness to the lightness, and also his families, his companion, and his followers.
However, the writer would not be able to finish this thesis well without any
help, guidance, and support from other people. Therefore, the writer would like to
thank to:
1. Prof. Dr. Bambang Setiaji, as the rector of Universitas Muhammadiyah
Surakarta,
2. Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, as the director of Graduate
School of Universitas Muhammadiyah Surakarta,
3. Prof. Dr. Markhamah, M.Hum, as the Head of Language Study
Department,
4. Prof. Dr. Endang Fauziati, M.Hum, and Muamaroh, Ph.D, as supervisors
of this thesis who have guided and advised me during the arrangement of
this thesis from the beginning until the end,
5. Amrina Rosada, as my beloved wife who always prays for me,
6. H. Abdullah Hasyim and Hj. Zubaekah, as the writer‘s parents who always
pray for me,
viii
7. Sriyana, S.Pd, Yulianti, S.Pd, Retno Widowati, S.Pd, as the teachers of
SMP N 1 Bodeh Pemalang who contribute on this research,
8. All of friends in Magister of Language Studies at Universitas
Muhammadiyah Surakarta,
9. Everyone who prays and cares about me.
The writer realizes that this research paper still has a lot of weaknesses,
therefore the writer thanks to the readers if they give suggestion and criticism
to make this thesis better.
Surakarta, January 31st 2017
The Writer
ACHMAD HIBATULLAH
ID No. S200130037
ix
TABLE OF CONTENTS
COVER ..........................................................................................................
i
SUPERVISORS‘ APPROVAL.....................................................................
ii
APPROVAL OF EXAMINERS ……………………………………………
iv
STATEMENT OF AUTHORSHIP ………………………………………...
v
MOTTO …………………………………………………………………….
vi
DEDICATION ……………………………………………………………..
vii
ACKNOWLEDGMENT……………………………………………………. viii
TABLE OF CONTENTS …………………………………………………... x
LIST OF TABLES …………………………………………………………. xiv
LIST OF FIGURES ………………………………………………………...
xv
LIST OF APPENDICES …………………………………………………… xvi
ABSTRAK………………………………………………………................
xvii
ABSTRACT………………………………………………………………..
xviii
CHAPTER I: INTRODUCTION
A. Background of the Study ............................................................... 1
B. Limitation of the Study ………………………………………….. 6
C. Problem Statement of the Study ....................................................
6
D. Objectives of the Study .................................................................
7
E. Benefits of the Study .....................................................................
7
F. Research Paper Organization ……………………………………
8
CHAPTER II: REVIEW OF RELATED LITERATURE
x
xi
A. Previous Study ............................................................................... 9
B. Underlying Theory ………………………………………………
16
1.
Language Learning...............................................................
16
2.
Learning Principles................................................................
18
a. Behaviorism ……………………………………………..
18
1) Notion of Behaviorism ……………………………….
18
2) Kinds of Behaviorist Theories ………………………..
19
3) Behaviorist Principles ……………………………......
22
4) The Application of Behaviorist Theory in Language
Learning ………………………………………………
23
5) Teaching Techniques Based on Behaviorist Theory …
24
b. Conitivism …………………………………………….....
30
1) Notion of Cognitivism ………………………………..
30
2) Cognitive Principles ………………………………….
32
3) The Application of Cognitive Theories in Language
33
Learning ………………………………………………
4) Teaching Techniques Based on Cognitive Principles ... 34
c. Humanism ……………………………………………….
35
1) Notion of Humanism …………………………………
36
2) Humanistic Principles ………………………………..
36
3) Application of Humanistic Theory in Language
Learning ………………………………………………
xi
40
xii
4) Teaching Techniques Based on Humanistic Principles
42
d. Constructivism …………………………………………..
43
1) Notion of Constructivism …………………………….
43
2) Kinds of Constructivist Theory ………………………
45
3) Constructivist Principles ……………………………..
48
4) Application of Constructivist Theory in Language
49
Learning ………………………………………………
5) Teaching Techniques Based On Constructivist
51
Principles …………………………………………….
3.
Theoretical Framework …………………………………….
55
CHAPTER III: RESEARCH METHOD
A. Setting of the Study ……………………………………………...
57
B. Type of the Study ………………………………………………..
59
C. Subject of the Study …………………………………………….
60
D. Object of the Study ……………………………………………..
60
E. Data and Data Source ……………………………………………
60
F. Technique of Data Collection …………………………………… 62
G. Data Validity …………………………………………………….
64
H. Techniques of Data Analysis ……………………………………. 65
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ………………………………………………
1. The Task Types which Reflect Learning Principles in English
xii
68
xiii
Teaching Learning Process …………………………………... 68
a. Task Types Reflecting Learning Principles of Behaviorism
69
b. Task Types ReflectingLearning Principles of
78
Cognitivism………………………………………………...
c. Task Types ReflectingLearning Principles of Humanism..
84
d. Task Types which Reflect Learning Principles of
Constructivism ……………………………………………
2. The Frequency of each learning principles reflected on
90
93
English teaching learning …………………………………….
3. The Most Dominant Learning Principle Reflected on English
Teaching Learning Process …………………………………..
B. Discussion of Findings …………………………………………
94
95
CHAPTER V: SUMMARY, PEDAGOGICAL IMPLICATION AND
SUGGESTION
A. Summary ………………………………………………………...
105
B. Conclusion ………………………………………………………
107
C. Pedagogical Implication …………………………………………
107
D. Suggestion ………………………………………………………
110
BIBLIOGRAPHY
114
APPENDICES
118
xiii
LIST OF TABLES
Page
Table 4.1
Task Types which Reflect Behaviorism Learning
Principles
77
Table 4.2
Task Types which Reflect Cognitive Learning Principles
83
Table 4.3
Task Types which Reflect Humanism Learning Principles
90
Table 4.4
Task Types which Reflect Constructivism Learning
Table 4.5
Principles
93
The Frequency of Each Learning Principle
94
xiv
LIST OF FIGURES
Page
Figure 2.1
Learning Process According to Behaviorism
22
Figure 3.1
Components of Data Analysis by Miles &Huberman
65
xv
LIST OF APPENDICES
Page
Appendix 1
Interview Transcripts with the English Teachers &
119
Chairman ofModel Class of SMP N 1 BodehPemalang
Appendix 2
Activities in English Teaching Learning Process
xvi
127
ABSTRAK
Achmad Hibatullah, S 200130037: ―Prinsip-prinsip Pembelajaran yang tercermin
dalam Proses Belajar Mengajar Bahasa Inggris di Kelas Model: Sebuah Penelitian
Naturalistik di SMP N 1 Bodeh Pemalang Tahun Pelajaran 2014-2015‖
Penelitian ini bertujuan untuk menganalisa prinsip-prinsip pembelajaran yang
tercermin dalam proses belajar mengajar di Kelas Model SMP N 1 Bodeh
Pemalang. Tujuannya adalah untuk menggambarkan prinsip-prinsip pembelajaran,
mengetahui frekuensi, dan prinsip pembelajaran yang paling dominan. Penelitian
ini merupakan penelitian kualitatif dengan pendekatan naturalistik. Sumber data
berupa kegiatan pembelajaran, responden, dan dokumen. Teknik pengumpulan
data melalui observasi non-partisipatif, wawancara, dan dokumentasi. Validitas
data diperiksa menggunakan teknik triangulasi. Analisisa data menggunakan
prosedur pengumpulan data, data reduksi, penyajian, dan simpulan. Hasil
penelitian menunjukkan bahwa ada empat prinsip pembelajaran yang tercermin
dalam proses belajar mengajar yaitu behaviorisme, kognitivisme, humanisme, dan
konstruktivisme. Frekuensi prinsip behaviorism 39, 74%, prinsip kognitivis 19,
23%, prinsip humanisme 25, 64%, dan konstruktivisme 15, 39%. Prinsip
pembelajaran yang paling dominan adalah behaviorisme.
Kata kunci: Prinsip Pembelajaran, Proses Belajar-mengajar, Pendekatan
Naturalistik
xvii
ABSTRACT
Achmad Hibatullah, S 200130037: ―Learning Principles Reflected in English
Teaching Learning Process at Model Class: A Naturalistic Study at SMP N 1
Bodeh Pemalang in Academic Year 2014-2015.‖
This study aimed at analyzing learning principles reflected in English teaching
learning process at Model Class of SMP N 1 Bodeh Pemalang. The objectives are
to describe types of learning principles, to find out the frequency of each type, and
the most dominant learning principle. This is a qualitative research using
naturalistic approach. The sources of data are teaching learning activities,
respondents, and documents. The data were collected through non-participant
observation, interview, and documentation. Data validity was checked using
triangulation technique. The data analysis was carried out through procedure of
data collection, data reduction, data display, and conclusion. The result showed
that there are four learning principles namely behaviorism, cognitivism,
humanism, and constructivism reflected during English teaching learning process.
The frequency of behaviorism principles is 39, 74%, the frequency of cognitivist
principles is 19, 23%, the frequency of humanistic principles is 25, 64%, and the
frequency of constructivist principles is 15, 39%. Behaviorism principles is the
most dominant learning principles reflected in English teaching learning process
at Model Class of SMP N 1 Bodeh Pemalang.
Keywords: Learning Principle, Teaching Learning Process, Naturalistic
Approach.
xviii