INQUIRY-BASED LEARNING

INSTRUCTIONAL VIDEO ON TEACHING

ENGLISH BASED ON CURRICULUM 2013
FOR JUNIOR HIGH SCHOOL ENGLISH
TEACHER

By
Putu Febby Laksmi Decker
1312021055
INTRODUCTION
Research Background

Curriculum

Selvi (2010) and Alsubaie (2016)

the most important and
The curriculum holds a responsible person in operating
key position in education the curriculum is the teacher, their
(Su, 2012) professional competencies are
essential in implementing the
curriculum effectively.
Teacher

“The teacher is a mediator

between the curriculum
and students” (Patankar
& Jadhav, 2013)
Background

CURRICULUM
2013

TCL SCL/SCI

• Instructor • Facilitator
• Decision maker • Motivator
• Students as blank • Students are actively
spaces involved in learning
Background

Scientific Approach
SCL/SCI

Learning Model

(Permendikbud 2014, no 103)

1.Inquiry-based Learning
2.Project-based Learning
3.Problem-based Learning
4.TBLT (Anwar & Arifani 2016)
5.Genre-based Learning (Amalia &
Hartono, 2015)
Background
THE
IMPLEMENTATION

TEACHERS
CONFUSION

GOVERNMENT
PREPARATIONS
The teachers’ understanding
is still low 1. Master book
Wamendikbud( 2014); Azizah 2. Teacher Training
(2015);Lutfiyah, Gunawan & 3. One and only video
Astika (2015)
Background Preliminary
Observation and
Interview

1. Less number of books provided by the government to the

students
2. The training didn’t explain the curriculum specifically or even in
detail about the learning models
3. The training was considered less effective, boring, too long and to
general
4. The one and only video given by the government was not
distributed to the teachers, but only presented at the time of
training.
5. The video only explains in general the teaching process using the
curriculum 2013
6. The training and video did not reach all the teacher.
Background
Research Questions

1. What are the features of the Inquiry-based

learning instructional video developed
based on the needs analysis conducted in
this study?

2. What is the quality of the Inquiry-based

Learning Instructional video developed in
this study?
Research Objectives

1. To develop Inquiry-based learning

instructional video supplemented with its
manual book and describe features of it
based on the needs analysis conducted in
this study.

2. To describe the quality of the Inquiry-

based Learning Instructional video
developed in this study
Research Significances Theoretical
Significance

To enrich the empirical

resources related to the
topic area and enrich the
knowledge about teaching
model in C13
Research Significances Practical
Significance
Theoretical Review
CURRICULUM 2013
•Kementerian Pendidikan dan
Kebudayaan (2013)
o five core activities of
scientific approach
•Permendikbud 2014, no 103
o Learning Models
INQUIRY BASED LEARNING
•Capacity Building Series Book (2013)
o Design as SCL which focus on the
students questions and idea
•WNET Education
o Not seeking for the right answer
but resolution for the question
and issues
STUDENT CENTERED
INSTRUCTION
•Jony (2016)
o SCI requires students to be active
and responsible
•McCombs (1997)
o SCI focus on the student himself
•Collins & O’Brien (2003)
o SCI places the student in the center
of the learning process
INSTRUCTIONAL VIDEO
•Ibrahim & Syaodih (1996)
o Instructional media is anything
that can be used to convey
message or content of lesson
•Koc et al., (2009); Gomez et al., (2008)
o Productive tool to enhance
teacher understanding and as a
bridge between theory and
practice
 Empirical Review

Blomberg,
Savas (2012) Sherin, Renkl,
Micro-teaching Glogger &
videos in EFL Seidel (2013) Widiati, Irawati,
Tina (2013)
teacher Understanding Basthomi &
Instructional
education video as a tool Suharmanto
Strategies for
methodology for teacher (2013)
Using Video in
course: tool to education: Video TEFL’s
Teacher
enhance English investigating Learning
Education
proficiency and instructional Methods
teaching skills strategies to
among trainees promote
reflection
 does not explain one of
the C13 learning models
that is Inquiry based
learning to teach English
in accordance with the
context of English
teaching in Indonesia.
Research Methodology
Research Design

Adapted from Dick and

Carey Model
“it usually does not involve the
designer of the instruction but instead
involves an independent evaluator.”
(Meredith, Joyce and Walter, 2003:572)
Research Setting

This research would be conducted at a

school in Buleleng regency where the
teachers were involved in the process of
need analysis and at schools where the
videos would be recorded that was SMP
Negeri 1 Banjar.
.
Research Subject and Object

The subject of this study is the teachers

of junior high school in Buleleng that is
SMP Negeri 1 Banjar and some experts
in University of Ganesha Education
while the object is teaching model video
based on curriculum 2013, in this case is
Inquiry-based Learning.
Research Procedure
Method of Data Collection

Phase Method of Instrument Data analysis Source of data

data collection

During Observation Observation Qualitative Library research

Need Checklist and Syllabus
Analysis note Lesson Plan
Teaching and
learning process

Interview Interview Qualitative Teacher

guide

During
Product Scoring
Rubric Quantitative Expert judges
Analysis Rubric
Research Instruments
Data Analysis

QUALITATIVE &
QUANTITATIVE ANALYSIS
QUALITATIV QUANTITATI
E VE
Data will be obtained
from the interview Data will be obtained
guide, observation from the experts
sheet, note and judgment rubric.
expert judgment
FINDINGS AND
DISCUSSION
 Finding

NEEDS
Hutchinson and
Waters (1998)

LACKS WANTS NECESSITIES

 Finding

NECESSITIES

Government’s demand where the teachers were

asked to be able to implement the curriculum 2013
as well as the learning model
 Finding

LACKS
Descriptor Yes No
The teacher implements the five core activities of scientific √
approach
The teacher already applies Students-centered Instruction √

The teacher is able to teach like their lesson plan √

The teacher motivates the students in learning process √

Learning model used by the teacher in teaching English

Inquiry-based √
Problem-based √
Project-based √
Task-based Language Teaching √
Genre-based √
 Finding
Teachers and Context
analyzing; LACKS
Facilitation and condition toward their professional
development

1. Training held by the 1. Not too expert in

government operating the computer
2. Learning individually at 2. Not all teachers had their
home own computer/laptop
3. MGMP 3. School laptop with low
Teacher training (Bayram, specifications
2012), Self-study (Jaworski,
1990)
 Finding

WANTS

1. needed a useful video that the content must contain an

appropriate learning model in the curriculum 2013
2. provide ways to not discriminate any students and make
the learning process fair
3. The quality of the audio visual must be clear enough and
teachers needed supplementary materials that could help
them in understanding the content of the video.
4. the number of students in the classroom adjusted to the
actual situation.
5. learning which is suitable with the syllabus needed by the
teacher.
 Finding
Comparative Degree for Eight grade semester 2
students at SMP Negeri 1 Banjar
Basic Competency ar Indicators
3.9 Applying the structure of the text and 3.9.1 Students are able to apply the text
language feature to carry out the
social function of declaring and asking
comparison of the number and nature
of persons, animals, objects, in the
context of their use.
4.11 Creating oral and written texts to
state and inquire about the comparison
of the number and nature of persons,
animals, objects, taking into account
the correct and contextual function of
the social, textual, and linguistic
elements.
Syllabus Analysis
structure and language feature in
order to carry out the social
function of stating the comparison
of the number and nature of
persons, animals, objects, in the
context of their use.
4.11.1 Students are able to construct
some sentences about comparison of
the number and nature of persons,
animals, objects, based on the picture
given.
 Finding Writing performance
objective
Manual Book

The instructional video was designed to assist the

English teachers’ understanding toward the concept
of learning model in Curriculum 2013 especially for
junior high school English teacher.

Demonstration

The Inquiry-based Instructional video should be able

to help teachers in enhancing their knowledge and
teaching skill.
 Finding Develop assessment
instruments

Those were essay or list of questions and rubric to

measure the teachers’ understanding toward the
concept.

Meanwhile, the rubric used to measure the

teachers’ improvements in teaching skills.
 Finding Develop instructional
strategy

The instructional strategies of this product were

designed to support the teachers’ habit in learning
the curriculum 2013 through developing an
instructional video that could be used in self-study
and teachers’ training.
Production Steps of Instructional Materials

PLANNING

RECORDING

EDITING
Production Steps of Instructional Materials
PLANNING

1. Based on English syllabus

(Comparative adjective)
Lesson Plan 2. Steps of Inquiry-based
learning

MADE ASTAWA KUSUMA

Teacher MANDALA, S.Pd.

Model Student Highest GPA in 2016

6 Years Teaching Experience
Production Steps of Instructional Materials
RECORDING

Class
Condition

Prepared
cameras
Recording
and types of
video shot
Production Steps of Instructional Materials
RECORDING
Production Steps of Instructional Materials
EDITING

Plural Eyes Synchronize the audio

Adobe 1. Lighting
2. Transitions and captions
Premiere 3. Background music and
Pro narration
Draft Video Developed

Product in the form of video

Demonstrate the steps of

Inquiry-based learning &
manual book
Need
Analysis Junior high school’s material

The features based on the

criteria of best instructional
video

Video specifications
 Draft Video Developed
The specifications

1.the format of the video is MP4 File

2.the length of the video is 28 minutes 33
seconds
3.the frame width is 1920 while the frame
height is 1080
4.the audio is stereo
 Draft Video Developed
The features Opening Display
 Draft Video Developed
The features Introduction
 Draft Video Developed
The features Caption
 Draft Video Developed
The features Background Music
 Draft Video Developed
The features Worksheet
 Draft Video Developed
The features Credit
 Draft of Manual Book
The features Purpose
 Draft of Manual Book
The features Material
 Draft of Manual Book
The features Discussion
Design and Conducting
Formative Evaluation

Expert Judgment 17 items adapted from Bart

Rubric and Don (1996) theory
combine with Riyana (2007)
theory.

Two expert judges who are

Expert Judges the lecturers of English
Language Education
Undiksha
Design and Conducting
Formative Evaluation

The result of expert judgments

SCORE
NO DESCRIPTOR Second Expert
First Expert Judgment
Judgment

1 Content 15 15

2 Instructional Plan 31 31

3 Technical Production 20 21
8
4 Included Supplemental Materials 7

Total 73 75

Average Score 4.3 4.4

Design and Conducting
Formative Evaluation

The result of expert judgments

Average Score Criteria
0 None
4.3 Good
1 Very Poor
2 Poor
3 Moderate Good 4.4
4 Good
5 Very Good
Design and Conducting
Formative Evaluation

General Comments
From first expert judgment
1.the lighting was too bright when the white board
shown and some over exposure from the window.
2.there were some sessions in the video that the
scenes were still shaky, the scenes where the
cameraman was shown accidently, and the scene
which the zooming was too fast.
3.the noise in the video had to be decreased.
4.The last revision was cutting some space in the
video to make the length of the video maximal.
Design and Conducting
Formative Evaluation

General Comments
From second expert judgment
1.raising some background music in several scenes
to avoid monotony in the video.
2.adding some narration into opening, middle, and
closing of the video
3.adding the objective of the video in the
introduction section.
4.make the statement of the rule of the game
simpler and connect it to the manual book.
Revising Product

Reducing Light
Revising Product
Cameramen Shown
Accidentally
Revising Product
Background music
volume
Revising Product

Video Duration
Revising Product

Narration
Revising Product

Game’s Rule
 The quality
The quality of instructional video

= 4.35

Average Score : 4.35 (GOOD)

Cari theory expert
judment belum
ketemu
 Conclusion

1. Inquiry-based learning instructional video was developed

based on the need analysis, teacher’s needs and the kinds
of learning model that were used by the teacher in
teaching Junior High School. Inquiry-based learning model
used in the video consists of 4 steps.

2. The quality of inquiry-based learning instructional video

developed was revealed to good quality because the
average scores judge by experts stand on good criteria.
 Suggestion

For Teacher
•It is suggested for the teachers or pre-service teacher to
watch the video with the manual book to make sure that the
learning model has been understood very well.
For School
•It is suggested for junior high school that has implemented
curriculum 2013 to provide the copy of Inquiry-based learning
instructional video as much as possible. The purposes are to
give additional references for the teacher in teaching English
and give suitable sources in understanding the learning
model.
For other researcher
•It is suggested for other researcher to continue this study. The
purpose is to do product field testing before it is produce in big
number