MINI RESEARCH

“ANALYSIS OF THE IMPLEMENTATION IN ENGLISH TEACHING-

LEARNING PROCESS TO THE TENTH GRADE STUDENTS AT SMK
SINAR HUSNI MEDAN”

ECMD

Lecturer :
Dr. Rahmad Husein, M.Ed.
Arranged by :
1. Henny Agustina Harianja (2183121032)
2. Nurul Wahyuni Lase (2182121026)
3. Sayidina Fahira (2183321048)
4. Nurmala Sari Ritonga (2183321032)
5. Nur Sakinah Sirait (2181121027)
6. Umar Sukirbon Sianturi (2181121022)

ENGLISH EDUCATION
LANGUAGE AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
November, 2019.
 PREFACE
Praise to the God, Allah SWT, for His blessings so that we are given the opportunity to be
able to compile a working paper about “Mini Research” as the part of ECMD assignments.
We do this paper for the most important to increase our knowledge about the problems
appeared and the good implementation of English teaching and learning at Vocational High
School. Within our writing in this paper, we realized that there are still many mistakes we’
already made. So we do hope all the critics and suggestions from our lecturer so then we can
write better for the next. Also last but not least, I’ll say my beautiful thanks to my parents,and
absolutely to my lecturer, Sir Dr. Rahmad Husein, M.Ed. who already guided us to do this.
And for all the readers, hope you can get more knowledge after reading my paper.

Medan, 28th November 2019.

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 TABLE OF CONTENTS
PREFACE
TABLE OF CONTENTS
CHAPTER I : INTRODUCTION……………………………………..3
1.1. Background of the Study.........................................................................................3
1.2. The Objectives of Research.....................................................................................3
1.3. The Benefits of Research.........................................................................................4

CHAPTER II : THEORITICAL REVIEW…………………………..5

CHAPTER III : RESEARCH METHODOLOGY…………………...8

3.1.Research Design.......................................................................................................8
3.2 Sample......................................................................................................................8
3.3. Data Collection........................................................................................................8
3.4 Data Analysis............................................................................................................8

CHAPTER IV : RESULTS AND DISCUSSION……………………..9

4.1 Results......................................................................................................................9
4.2 Discussion................................................................................................................10

CHAPTER V : CLOSING……………………………………………..13
5.1 Conclusions..............................................................................................................13
5.2 Suggestions...............................................................................................................13

REFERENCES………………………………………………………….14
APPENDIX……………………………………………………………...15

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 CHAPTER I
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teaching language, especially teaching English is not easy job for many people.
English teachers find a lot of problem. Teacher should understand the characteristics of the
students. It is considered that the students as learners have different characteristics, especially
in teaching learning process. One of the challenges in teaching foreign language is motivating
the students to speak in English. Confident students are always participating, but the students
who are less confident are unenthusiastic. English language teaching has focused on teaching
the language rather than teaching about the language. The importance is not the linguistic
competence of language learners but also on the development in their communicative ability.
Teaching English focuses on the ability of communication of the students. Listening,
Speaking, Reading, and Writing are four important basic skills to improve student’s English
skill. Those skills are integrated in English teaching learning process, and it will develop
students’ skill.
A teacher should be creative to apply teaching method, so students can master the
four important basic skills. A teacher should make students interested in the material in order
that students can understand the material easily. However, professional competence is one of
the important competencies which must be improved and mastered by the English teacher of
vocational high school especially toward mastering the subject matter of language aspects.
Being successful in teaching process depends on the teachers' ability in developing materials
creatively. Therefore, the researchers focused on seeking the teachers' problems dealing with
the implementation of English teaching and learning process in Vocational High School.
From the explanation above, the researcher becomes interested to make a research related to
the English teaching learning process especially to know about the teaching learning
objectives, the syllabus used by teachers, the teachers and learners role, the material, the class
room procedure, the class room activity, the evaluation and the strength and weaknesses.

1.2 THE OBJECTIVES OF RESEARCH

This study aims to know the implementation of teaching English to the tenth grade at
SMK Sinar Husni Medan that included the component of teaching learning process.

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1.3 THE BENEFITS OF RESEARCH

The benefit of the study theoretically is to be used as an input in English teaching.

The practical benefit, it can be a reference to improve the ability and competence in English
teaching and it will give an experience and clear understanding about how the good English
teaching should be.

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 CHAPTER II
THEORITICAL REVIEW

Modern science and technology are progressively altering world into ‘a global
village’ and carrying people from different places around the world into public
communication. Globalization is reflected the use of English as International language.
Nowadays, most of requirement to enter jobs is use English language. Not only to enter jobs
but also to communicate with another people in the different country. Mastering English is
important in our modern society and global area. Human being needs communication to life
in society. People can communicate in written and oral form. They communicate and
interacts each other using language in spoken and oral form in daily life. English plays a
crucial role in many areas: education, science, technology, politics, and trade.
The field of education is one of the important fields that need a special attention
because education has a vital role to develop the human resource that plays a role in the
formation of students to be assets of the nations expected to be a productive human. To be a
productive human we need an International language. Language is a means of
communication. It means that people normally use language to exchange their ideas, news,
and information. They may also use it to express their attitudes and feelings towards others.
As we know that English is the international language. So English is very important for
people in global era, most of people in this world use English language.
English language teaching has focused on teaching the language rather than teaching
about the language. The importance is not the linguistic competence of language learners but
also on the development in their communicative ability. Teaching English focuses on the
ability of communication of the students. Listening, Speaking, Reading, and Writing are four
important basic skills to improve student’s English skill. Those skills are integrated in
English teaching learning process, and it will develop students’ skill. A teacher should be
creative to apply teaching method, so students can master the four important basic skills. A
teacher should make students interested in the material in order that students can understand
the material easily.
According to Fauziati (2005:5) method is treated at the level of design in which the
roles of teachers, learners, and instructional materials are specified. Teaching method is
theoretically related to an approach and is organizationally determined by a design. Teaching
method is one of the elements in teaching and learning process, and it is related to an

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approach, design, and teaching procedure. It is needed in teaching-learning process to
determine the success in education.
Vocational High School is the stage which is determining the students to the next
level in college or company. As we know that Vocational High School focuses on their
department. The purpose of senior high school is to prepare the learner for careers that are
based in manual or practical activities, occupation or vocation, hence the term, in which the
learner participates. Vocational High School might be contrasted with Senior High School
which might concentrate in theory or abstract conceptual knowledge. While Vocational High
School can be at the secondary or postsecondary level and can interact with the
apprenticeship system.
In this chapter, the researcher provides journals related problems in implementing
English teaching and learning process to answer and compare the research problem. This
section summarize the major theories will be used by the researcher in solve the research
problem. From the journals we have read, this journal says that problem in the learning
process is one of the problems in teaching and learning activity. Years after years, the
Indonesian government keeps making any improvements in the educational field, one of
which is to make improvements to the learning activities namely the curriculum improvement
and the standard process improvement. Since the implementation of the curriculum 2013
(K13), then the learning process at schools in Indonesia gradually until the year 2019/2020
shall apply the learning process guided by the principles of scientific approach
(Permendikbud – Regulation of Minister of Education and Culture - No. 65 of
2013,concerning Process Standard of Primary and Secondary Education).

The learning process with K13 in Vocational High School (SMK) uses a scientific
approach. The scientific approach is a learning approach which was first introduced in
America in the late of 19th century (Hodson, 1996: 115). The Learning with scientific
approach is one of the activities with more effective learning results compared to the
traditional learning (Atsnan&Gazali, 2013). The scientific approach can be integrated into
several learning models, one of the learning models which can be integrated in scientific
learning is cooperative learning model (Nugroho, 2013).There are still many obstacles faced
in the implementation of scientific approach integration into cooperative learning, especially
for the vocational high school teachers, the phenomenon occurs because there are many
teachers who have not been able to change the mindset of learning from the old (previous)
curriculum to the K13 and are not yet available teaching materials that support the learning

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with the scientific approach. The population in this study were all students of SMK in Malang
in the vocation field of autotronic (Automotive Electronic) Engineering, namely there are 66
students, while the number of samples in research and development was 37 students of
SMKN 6 Malang and 29 students of SMK 10 Malang

In other hand, the problem from others journal says that among the five steps of
scientific approach, the teachers were not able to implement the observing and questioning
steps optimally yet. Meanwhile, in experimenting and associating the teachers have applied
them well, and in communicating the teachers have applied them optimally. The data were
collected through observation of teaching learning process and interview with the teachers
and the students in two senior high schools in Padang, Indonesia. According to others journal,
the finding showed that there were four problems faced by the respondents in implementing
Scientific Approach. First, they had lack of knowledge about Scientific Approach. Second,
they found that the facilities from the school did not support the teaching and learning
activities. Third, they had misconception about Scientific Approach. The last, their capacity
in making students active was still poor. In addition, the researcher implied that the problems
faced by the respondents came from internal and external factors. For the internal factors, the
problems came because the respondents had lack of teaching practice and for the external
factors, the problems came because the teachers from the school did not help them to solve
the problem. The respondents were five students from eight semester of ELESP (English
Language Education Study Program).

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 CHAPTER III
RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

The research method used is qualitative data description. According to Ratna (2017)
in Bogdan and Taylor (Moleong, 2007) stated that qualitative methodology is a research
procedure that produces descriptive data in the form of written and oral words of people and
observed behaviors. ”A similar statement was stated by Clifford JD, Michael L. H & John L.
H (2017) saying that" Qualitative Research is Research that involves collecting data in the
form of words or narratives that explain the topic of the study, and emphasizes the collection
of data in settings natural. "In this study the authors use qualitative research in which the
authors seek a collection of data and describe the problems of English learning that occur in
vocational high schools.

3.2 SAMPLE

In this study, it took a sample of Class B in the 10th grade that consists of 30 children
from the population of 3 classes at SMK Sinar Husni Medan. The chosen subjects are 10th
grade students, because the focus of this research is intended according to their age level.

3.3 DATA COLLECTION

The steps taken for data retrieval are as follows: 1) Observation, the author obtains
data by direct observation of an English teacher who is conducting English learning in the
classroom using a camera; 2) Interview, data collection techniques through interviews with
the author asking the English teacher for an interview by asking a number of questions which
will be answered by the English teacher; 3) Documentation; Data is collected through photo
and video documentation.

3.4 DATA ANALYSIS

The author employed the data analysis steps based on Miles and Huberman's model in
Emzir (2012:129 136). The data were analyzed through data reduction, data display, and
conclusion.

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 CHAPTER IV
RESULTS AND DISCUSSION

4.1 RESULTS

The results of the research are summarized in terms of the problems of the English teachers in
teaching and learning English at SMK Sinar Husni Medan. The following is the data obtained
from interview and observation from the participants:

a. Lack of enthusiastic and vocabulary from the students to learning English.

Teacher had a problem in teaching English for the students because they seem unenthusiastic
for learning English and also a lack of vocabulary made the teacher feel a lot of difficulties in
teaching the students the higher level of study.

”Yeah, there are so many problem in teaching English such as their enthusiastic. Because, in
their mind English is very difficult, so it decreases their enthusiastic while learning English.
The second is they are very poor in vocabulary. So the teacher must build the vocabulary for
them, so they easy to study about English.”- Teacher

b. Difficult to update material from many sources.

The teachers should develop the professionalism continuously from many aspects. In
interview data, teacher realized that he faced difficulty in updating material from many
sources. The following is their statement.

“They consider that internet media is a good media to update and learn the information from
different sources. However, the school did not facilitate the teachers and the teachers do not
make any effort. During the observation, they only used the material in a textbook without
combining with other references or teaching aids.”- Teacher

c. Lack of classroom management

The professional teacher is demanded to be able to have good management. The good
management can be seen by the capability of the teacher in managing the time, materials and
classroom. This challenge is also faced by the teacher in the classroom. In findings, the
students of teacher informed that she was lacking in managing the students in the class
especially when she explained the materials. They stated that some of their friends in the

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class were still noise when she explained the materials. The researchers also found that she let
the students operate their handphone during the learning process.

(This data reached by the direct observation in the process of English teaching and Learning
in Class B of 10th Grade at SMK Sinar Husni.)

4.2 DISCUSSION

Based, on the interview, the writer found difficulties faced by the teacher such as the
teacher has limited time because based on the curriculum 2013 English language is just two
times in a week. The book is limited for students. And teachers find out some methods to
teach English in order to make students interested. Based on the fact, the writer is concerned
in understanding the English teaching-learning process. The students also confront the
difficulties in learning English. They do not realize that English is important for them. The
students tend to study about their majors. Based, on the interview, the students tend to
competent, not think, because, they don’t like thinking too much. Based, on the observation,
in the classroom students do their educational activities - learning - but they also do another
activity like playing and socializing with their friends. In the classroom, the students can be
as object; but sometime they have to put themselves as subject. It means that they are not
only as receiver but also as an independent one who can speak up, give ideas, and contribute
to language in the classroom.

So, from the results above, it can be concluded that there are two kinds of learning
objective based on syllabus and curriculum 2013, namely: general objective and specific
objective. The general objective consists of four competencies that the learners should
achieve, they are: spiritual attitude, social Attitudes, knowledge, and skills. The specific
objectives were distinguished based on four skills. It means that the learners should master all
skills of study English, those are a) Listening the student be able to understand the simple
conversation, b) speaking the student be able to speak English in simple conversation, c)
Reading the student be able to read short text, d) Writing the student be able to make a simple
text based on the syllabus. The teachers are as facilitator to develop the students’ ability of
knowledge and skill. In the conclusion the writer can conclude that at SMK Sinar Husni
Medan has two objectives learning.

They are general learning objective and specific learning objective. Learning
objective is increasingly being used in the job performance evaluations of teacher. Doran,

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G.T (1981) said that learning objectives should be SMART. (1) Specific (target a specific
area for improvement) (2) measurable (quantify or at least suggest an indicator of progress)
(3) Assignable (specify who will do it) (4) Realistic (state what results can realistically be
achieved, given available resources (5) Time-related (specify when the result can be
achieved). Based on Bloom’s Taxonomy (1956) of classifying learning objectives is
identifies in three domains. There are (1) cognitive (thinking skills) (2) psychomotor
(manipulative and motor skills) (3) affective (attitudes, feelings, and values). The researcher
compares to previous findings, that will be different with Febrian (2015), Megawati (2014).
The previous finding in Febrian’s research (2015) is the objective of English Language
teaching was to improve the students’ English ability. It includes four language skills; those
are listening, speaking, reading, and writing. In Megawati’s research (2014) the learning
objective of teaching English was to develop communicative competence in spoken and
written form to deal with the development of science and technology in facing the
globalization era. The writer’s research found that SMK Sinar Husni Medan has two learning
objective, namely: general and specific objective that based on syllabus and curriculum 2013
with clear objectives.

Media is important in teaching learning activity at SMK Sinar Husni Medan because
it makes the student remember with the material and they will more attention with the
teaching learning process. The media which used in teaching English are printed material.
The teacher used white board and picture and image in teaching learning process. The
researcher found that the teacher explain the material orally, they used other media such as,
textbook, board, and picture and image. Harmer (2001: 134) state that Language teachers
may use a variety of teaching aids to explain language meaning and construction, engage
student in a topic, or as the basis of a whole activity. In the writer’s research found media that
used by the teachers in teaching learning process are textbook, white board and picture as the
media.

The researcher showed the finding of instructional by focus on the role of

instructional material and the kind of instructional used in the English teaching-learning
process of tenth grade students at SMK Sinar Husni Medan. Some roles of instructional
material are a resource for presentation materials (spoken and written), a source of actively
for learner practice and communicative interaction, a reference source for learners on
grammar, vocabulary, pronunciation and so on, a source of stimulation and ideas for
classroom activities. The material used by the teacher was generally taken from some sources

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based on syllabus. The teachers take printed material from other books. The teacher provided
the material before the teaching learning process in the class. According to Cunningworth
(1995:7) stated that the role of instructional material namely: (1) A resource for presentation
materials (spoken and written), (2) A source of actively for learner practice and
communicative interaction, (3) A reference source for learners on grammar, vocabulary,
pronunciation and so on, (4) A source of stimulation and ideas for classroom activities, (5) A
syllabus (where they are reflected) learning objectives that have already been determined and
(6) A support for less experienced teachers who have to gain in confidence. Based on the
Richard theories (2001) argued that instructional materials can take the form such as (a)
Printed material such as book, workbooks, worksheet, (b) Unprinted material such as cassette
or audio material, videos, computer-based material, and (c) Material that comprises both print
and non print source as sell access material and material on the internet. Megawati (2014)
stated that the instructional material used is printed material and the material that compare
both print and on print source as well access material on the internet. In the writer found that
the English teachers use printed material such as many textbook as source of study, and
material on the internet.

The English teacher at SMK Sinar Husni Medan use the same classroom procedure,
learning stage of scientific approach that called 5M namely: Observing, Questioning,
Experimenting, Associating, and Communicating) that has two pattern in the teaching
learning process, which the classroom activities were included in them. In procedure of
teaching learning process, between the teacher and students do some activities. The teachers
use 5M (Observing, Questioning, Experimenting, Associating, and Communicating).
Gunawan, et al. (2013) stated the learning cycle of teaching English are observing,
questioning, experimenting, associating, and communicating. There are also applied starting,
developing, reporting, assessing. In the previous finding, Megawati (2014) have term 5E
(Engagement, Exploration, Explanation, Elaboration, and Evaluation. The writer concludes
that the teacher used two procedure in teaching learning process namely, 5M (Observing,
Questioning, Experimenting, Associating, and Communicating) and starting, developing,
reporting, assessing. The procedure in teaching English is suitable with the scientific
approach.

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 CHAPTER V
CLOSING

5.1 CONCLUSIONS

The conclusions are drawn related to the research problem of the study about how the
implementation of teaching English to the tenth grade at SMK Sinar Husni Medan. The
researcher can conclude that the implementation of teaching English to the tenth grade at
SMK Sinar Husni Medan is good enough, because the English teachers almost have
implemented all aspect in teaching learning process. The teacher did it systematically. The
teachers have certain objectives in teaching learning process and it is based on curriculum
and syllabus. They also have some guide before the teaching learning process, so the teaching
learning process goes well. The teachers have a good understanding in teaching learning
process, especially about scientific approach that is implemented at SMK Sinar Husni Medan.
But there are also the problems of the English teaching and learning process is that students
are lacking of enthusiastic and vocabulary from the students to learning English, difficult to
update material from many sources and lack of classroom management. The teacher cannot
stand alone without student as the learner. The teachers need support from the students too.
The students are still having less capability in English. Then, the media and time that used is
limited. So, the students till have less interested in teaching learning process.

5.2 SUGGESTIONS
The suggestions of this research is made for the researchers : in order to hold broader
research with sampling more students as the participants of the study, so finally able to
proved clearly that this problem really happened in the most of vocational high school
especially in Indonesia. That will really help the people who are involved to fix the problems,
so the implementation of English teaching and learning is well done in every vocational high
school.

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REFERENCES

http://jurnal.unsyiah.ac.id/EEJ/article/view/9214

http://batchwood.herts.sch.uk/files/Learning-Objectives.pdf

https://journal.unnes.ac.id/nju/index.php/DP/article/view/13617

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APPENDIX

 Research Documentations

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