CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, relevant theories and some empirical findings related to the

study are elaborated

2.1 Theoretical Review

Followings are some concepts and theories related to the current study.

2.1.1 Curriculum 2013

Curriculum 2013 is actually only a modified revision of the previous

Curriculum; 1984, 2004, and 2006. Based on Ministry of Education and Culture

in the document of the Development of Curriculum 2013, Curriculum 2013 is

manifested based on competence. Competence based Curriculum is out-comes

Curriculum so that, the development of the Curriculum is aimed to get the

competency in standard graduate of competence. Based on Sunendar (2013), the

competencies for Curriculum 2013 are planned as well as follow.

1) Content of Curriculum is the competency which is divided in the form of

Core Competence of level and Basic Competence of subject matter.

2) Core competence is the competency in attitude aspect, knowledge, and skills

(cognitive and psychomotor) that should be learned by the students in the

school, class, and subject matter. Core competence is the quality that should

be owned by student trough basic competence.

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3) Basic competence is the learned by the students in a theme for elementary

school, and in certain subject matter for junior high school until senior high

school or vocational school.

4) Core competence is organizing elements from basic competence. It means

that basic competencies and learning process are developed entirely to get

competency in core competence.

5) Basic competence is developed based on the accumulative principle to

reinforced and enriched between subject matters and level of education.

6) Syllabus is developed as the plan for one theme (elementary school) or one

class and subject matter (junior high school, senior high school/vocational

school). In syllabus there are the basic competencies for theme or subject

matter.

7) Lesson plan is developed from every basic competence that is appropriate

for every subject matter.

In determining a Curriculum 2013, government should consider what

competency should be mastered by the graduates, what menu or material

should be given to the students, how teachers give the material, and how the

assessment should be done (Komara, 2013). So in Curriculum 2013, those

standards are renewed as the previous Curriculum still has many weaknesses

and less detail. It is stated in draft of Curriculum 2013 published by the

Ministry of Education and Culture (2012), the graduates should have noble

character, relevant knowledge, and skill, the learning content is relevant with

the competency needed in the world as well as the development level of

students, the process should be students centered active learning, contextual,

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and has employed a relevant scientific approach, lastly the Curriculum 2013

emphasize on cognitive, affective, and psychomotor aspects proportionally

and has employed authentic assessment.

This purpose is also in line with the aim of Curriculum 2013 presented

by Fadlillah (2014). Curriculum 2013 has some important goal in which it is

established for improving and balancing the hard skills and soft skills

possessed by the students in order to prepare the young generation in facing

the changes of globalization era. Besides, through Curriculum 2013,

Indonesia can do effort in creating productive, creative and innovative figure

of nations who can actively contribute to build the country and keep up the

country’s existences. So that, Curriculum 2013 is very suitable in designing

the better education for the students.

The new policy of Curriculum 2013 brings four big changes which are

manifested in all of school level; elementary up to senior and vocational high

school. Based on Elemen Perubahan Kurikulum (2013), there are four big

changes happened in Curriculum 2013. First is the change in Graduate

Competence Standard. There is an improvement and balancing the soft skills

and hard skills which is included attitude competence aspect, skill, and

knowledge. The second change is process standard. Process standard is not

only focusing on exploration, elaboration, and confirmation, but also

completing with analyzing, asking, processing, presenting, concluding, and

creating. The third change is content standard. Previous competence is

declined from subject matter is changed to be subject matter that is

developing from competence. The fourth change is assessment standard. This

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assessment based on portfolio, questions, give score for the process and

result, and give score for spontaneous action.

The Curriculum 2013 itself is prepared to produce human resources

who are ready to face the world in the future. The thing emphasized in this

Curriculum is the scientific approach, which is an approach that pushes the

students to be better in observing, asking, using logic, and communicating or

presenting what they found after learning (Komara, 2013). Komara (2013)

says that by using scientific approach, it is expected that the students will

have better affective, psychomotor, and cognitive competency. They will also

be more creative, innovative, and productive, and thus they will be successful

agent for solving the problems and challenges in their era.

From all of the concepts, theories, and opinion about Curriculum

2013, the changes of Curriculum is the improvement of education in

Indonesia. The improvement shows the pretension to reach better result of

education. It is relevant with the objective of Curriculum 2013 as cited in

Hasan (2013), to prepare Indonesian to have the ability as individual and

productive, creative, innovative, and affective citizen and able to give

contribution to the country.

2.1.2 Scientific Approach

2.1.2.1 Concept of Scientific Approach
Curriculum 2013 focuses in modern pedagogic dimension in learning by

using scientific approach. Scientific approach is appropriate with three

learning theories, namely; 1) Bruner’s theory. Bruner learning theory is called

as discovery learning theory. According to Carin & Sund (1975), there are

four main points related to Bruner learning theory. First, individual only learn
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and develop their thinking if they are using it. Second, by doing cognitive

processes in discovery process, students will get the sense and intellectual

satisfaction as the intrinsic appreciation. Third, the only way to learn about

techniques in doing discovery is by giving the chance to do the discovery.

Fourth, people can improve their ability to memorize by doing discovery. 2)

Piagetian. In Piaget’s theory, learning is related with figuration and

development schema. The change of the scheme is caused by adaptation.

Adaptation process is done by doing assimilation and accommodation. 3)

Vygotskyan. In Vygotsky’s theory, learning happens if the students learn to

solve the task in zone of proximal development. From those theories,

scientific approach is appropriate for students in learning process. Student

will learn to observe, analyze, and communicate.

As what has been stated in Curriculum 2013 that the teaching learning

process should emphasis the application of Scientific Approach. Skinner

(2014) signified that science is a disposition to deal with the facts rather than

with what someone has said. It is a search for order, for uniformities, for

lawful relations among the events in nature. According to McLelland (2006),

the scientific method is a way of learning or a process of using comparative

critical thinking.
Permendikbud (2013) also signified that Scientific Approach is an

approach which focuses on the students-centered learning. In the teaching

learning process, the students have to construct their knowledge that should

be dynamic, developed from simple into complex, and developed from

something concrete into something abstract. There are some criteria of

Scientific Approach as stated by Ministry of Education and Culture (2013),

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they are 1) the instructional material is based on fact or phenomenon which

can be explained logically; 2) the teacher’s explanation, students’ response,

and the interaction between teacher and students are free from prejudice or

deviate reasoning; 3) the students are inspired to think critically, analytically,

and exactly in identifying, understanding, solving problem, and applying the

instructional material; 4) the teacher encourages and inspires the students to

think hypothetically in seeing the differences and similarities among the

instructional materials; 5) the teacher encourages and inspires the students to

understand, apply, and develop their rational of thinking; 6) the learning

materials are based on concept, theory, and empirical fact that can be

guaranteed; and 7) the objective of the learning process is formulated simply

and clearly, but the presentation should be interesting.

In conclusion, Scientific Approach in the instructional process is

designed to make the students are active in constructing concept and principal

through the steps in Scientific Approach. Scientific Approach is aimed at

giving an understanding to the students to know and understand materials in

which the information can be found from various sources, whenever and

wherever the students wants to find some information. Therefore, the

condition in the instructional process is expected to encourage the students to

be active in all steps in Scientific Approach in teaching and learning

activities.

2.1.2.2 The Implementation of Scientific Approach

Scientific approach gives students many appropriate opportunities to

use their sense and record their observation. Based on Komara (2013),

scientific approach is a learning process to make students construct

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concept of the learning through steps. Every step in scientific approach

must be passed, because they have relation. Those steps are; 1) observing,

2) questioning, 3) collecting information/exploring, 4)

associating/analyzing, and 5) communicating (Komara, 2013).

Observing step should be done through viewing, reading, or

listening. Teacher can choose one of them as the competency. Based on

Permendikbud. No. 81a about the Implementation of Curriculum and

General Guidelines of Learning, observing in the step of learning includes

reading, listening, or viewing (using media). Other theories based on

Suyitno (2013) and Komara (2013) mention the steps of learning in

observing involve touching, smelling, and other activities which is used

human sense. It will develop competency of students in practicing

seriousness, carefulness, and finding information. Observing is meaningful

learning. In conclusion, this approach encourages students to attend to

details and use their sense of sight, hearing, touch, taste, and smell

whenever it is appropriate.
Questioning is asking questions about the information related to the

object of observation or offering question to get the additional information

about what being observed (started from factual question to hypothetic

question). Based on theory from Suyitno (2013) and Komara (2013), the

questioning can be done through factual question, conceptual question,

procedural question, or hypothetic question.

Burke (2010) defines factual question as verifiable; the answer of the

question can be found on the text used. The question uses who, what,

when, where, and how as the key word. Conceptual question is related and

concern with the concept rather than with the fact (Burke, 2010).
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Procedural question is known as ‘how question’ since the question is

usually using how as the key word. Hypothetic question is known as

situational question, this question requires students to imagine him/her in a

situation and to describe the action he/she would take in solving the

problem presented (Laurier, nd).

This step will develop creativity, curiousness, ability to formulate

the question, critical thinking, and develop the habit of long-life learning

(Permendikbud No. 81a about the Implementation of Curriculum and

General Guidelines of Learning). Giving the opportunity for students to

asking question can motivate students to listen and more focus during

teaching learning process. In the simplest word, this step encourages

students to be more active and critical in the classroom.

Experimenting/exploring is doing the experiment or activity, reading

the sources except text book, and interviewing the interviewee. This is the

next step after questioning. In this step, students must be more active

rather than the teacher. Students must read more sources, observe the

object or phenomenon more careful, or do the experiment. Exploring will

develop carefulness, honesty, respectful, appreciate opinion from others,

communication ability, and practice skill in exploring the information

through some techniques, and develop the habit of long-life learning

(Permendikbud No. 81a about the Implementation of Curriculum and

General Guidelines of Learning).

Associating/analyzing is the next step after experimenting/exploring.

In this step, students will process the information from the result of

experimenting/elaborating. The aim of associating/analyzing is to increase

the knowledge and find the solution of the problem. Associating is done to
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find the relation from information. In this step, students must analyze the

information in this step to find the solution. This step will develop honesty,

carefulness, discipline, hard work, and the ability to think inductively and

deductively in concluding (Permendikbud No. 81a about the

Implementation of Curriculum and General Guidelines of Learning).

Communicating is the chance for the students to communicate their

result of activity. This step can be done in the form of spoken activity,

written activity, or discussion. The result of their activity should be

performed in front of the class and assessed by the teacher.

Communicating is conveying the result of the observation and conclusion

based on the analysis (Permendikbud No. 81a about the Implementation of

Curriculum and General Guidelines of Learning). This step develops

honesty, carefulness, and tolerance, ability to think systematically, express

the opinion briefly, and develop the ability of language.

In conclusion, all of the steps encourage students to be more active

and increase their participation in conducting the activity. This approach

use students as the center of the learning activity. Scientific approach

makes students to learn how to observe, think critically, analyze, and

communicate. Those activities covered attitude, skills, and knowledge.

Through scientific approach the three aspects, attitude, knowledge, and

skill will develop in which consist of some such activities as observing,

questioning, experimenting, associating, and networking. In addition, Kemdikbud

(2013) states there are some models of learning which supported the learning

activities, those models are discovery learning, project based learning, and
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problem based learning. Each of the learning models will be described in detail as

follows.

1. Discovery Learning
Discovery learning has a similar principle to inquiry and problem

solving. Discovery Learning is the emphasis on inventing concept or

principle that never been known before. In applying Discovery Learning

method, teacher as supervisor gives chances to students to be active in

learning. The teacher only needs to supervise and guide students’ learning

activities to achieve learning goal. The operational steps in discovery

learning are stimulation, problem statement, data collection, data

processing, verification, and generalization.

In stimulation, teacher intentionally raises confusion to encourage

students in investigating further. In problem statement, students identify

the problem which relevant to learning materials and produce a

hypothesis. In data collection, students collect data as much as possible to

prove whether the hypothesis is wrong or right. In data processing,

students process the data and information that have been gained through

the process of interview, observation, etc. In verification, students verify

carefully to prove the hypothesis is right based on the data processing. In

generalization, students draw a conclusion that can be used as principle to

the same problem.

2. Project Based Learning
Project Based Learning is a learning method that employs project as

media. It employs problems as initial step in collecting and integrating

new knowledge based on students’ experience. Kosasih (2013) added that

the operational steps of Project Based Learning are deciding the basic
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questions that are going to be solved, determining the project, composing

project plan, composing schedule, monitoring, presentation of the result,

and evaluating the experiences.

In determining the project, the students can decide kinds of the project

based on the students’ interest, ability, and the infrastructure. The teacher

guides the students’ choice in order to be relevant with the basic

competency that wants to be developed. Afterwards, the students decide

the steps in accomplishing the project, like: time, equipment, job

description (when it is in group), activities, and how the project will be

communicated, whether through exhibition, presentation, or class

discussion. Afterwards, the students make schedule of low long the project

will be finished; of course, it needs negotiation with the teacher so the

project still in the semester program that had been designed by the teacher.
The teacher also needs to monitor the students for the sake of

assessment based on the indicators. The next step is communicating the

project result. The way the students communicate the result, depends on

the project that they have accomplished. The students can show their

project in the exhibition and tell the process in accomplishing the task, the

benefit of the task, etc. The students can also conduct class discussion to

communicate the project that they have made. Here the students are

encouraged to be responsible over the activities that they have done. After

communicating the result, the teacher and students did reflection. The

students were given chances to share their experience and obstacles during

accomplishing the project. The teacher gives feedback towards the

students’ performance.
3. Problem Based Learning
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Problem based learning is a learning method that presents contextual

problems to stimulate students in learning. It implements in the classroom

by asking students to work in group to solve real world problem.

Operational steps of Problem Based Learning are giving basic concept,

defining the problems, learning independently, exchanging knowledge,

and assessing the result.

In giving basic concept, teacher as a facilitator gives concept,

reference, direction, link, and skill need in Problem Based Learning. In

defining problems, facilitator delivers the problem. Students undertake

brainstorming and all group members are freely to express idea and

response to raise various alternative opinions. In learning independently,

students look for resources that can illuminate issue being investigated. In

exchanging knowledge, students discuss within the group to clarify the

information and solve the problem. In assessing the result, there are three

aspects of competencies that are going to be assessed i.e. knowledge, skill,

and attitude.
2.1.2.3 Scientific Approach in Instructional Process

According to Approach and Strategy Curriculum 2013, there are some

purposes in instructional process by using scientific approach, such as first to

increase students’ intellect; especially critical thinking of the students, second

to shape students’ ability in solving their own problem systematically, third to

create a condition that an instructional process is a necessity for the students,

forth to achieve a high quality outcome, fifth to practice the students in

communicating the idea especially in writing scientific article and the last is to

develop students’ character.

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The above criteria should be noticed by the teacher when conducting

teaching and learning activities. In relation to teach English, teacher needs to

use an appropriate technique to teach the four English language skills.

However, an English teacher should be able to conduct learning activities

which emphasize on the balances between attitude, knowledge, and skill as

what are required within Curriculum 2013. Therefore, scientific approach

needs to be implemented by English teacher during the learning process

especially in whilst-activity. In relation to conduct teaching and learning

activities, there are learning orders as stated in Permendikbud No. 81A.

A. Pre-activity has a function to create / build a conducive atmosphere before

starting the lesson. Pre-activity is very important to prepare the students to

be ready in following the lesson. In scientific approach, the main purpose

of pre-activity is to shape students’ comprehension toward concepts that

they have been mastered which has relation with new material that they

are going to learn.

B. Whilst activity is the main process of learning experience. In whilst

activity, the students is in the process of shaping experience. The main

purpose of whilst activity in scientific approach is to build concept based

on five steps that have been explained. The application of the five steps in

the learning event can be seen as follows.

1) Observing

In the step of learning includes reading, listening, or viewing (using

media). The goal of this activity is relating the learning with real

situation face in daily life where the process of observing facts or

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phenomena involves listening or reading activity. Here the teacher

facilitates students to do observation, exercise them to notice

(looking, listening, reading) things or object. Through these activity

students are expected to have competences such as seriousness,

carefulness, and activation.

2) Questioning

Asking questions about the information related to the object of

observation or offering question to get the additional information

about what being observed (started from factual question to

hypothetic question). Based on theory from Suyitno (2013) and

Komara (2013), the questioning can be done through factual

question, conceptual question, procedural question, or hypothetic

question. Here the teacher need to assist the students to ask question

related to the result of their observation from real to abstract things

involving facts, concept, procedures, etc. The goal of this activity is

encouraging students to think critically, logically, and systematically.

Moreover, this can develop their creativity, curiosity, and formulate

questions in order to construct their critical thinking.

3) Collecting the information/Exploring

The follow-up activity after asking question is exploring and

collecting the data from many sources. Exploring is doing the

experiment or activity like read something related to the material

which beyond text book. This activity is conducted in order to

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exercise students’ language ability through such activities as

simulation, role play, and other structural activity.

4) Associating

Associating is the step where the students must analyze the

information and solve a problem that they get from exploring. This

activity is also called processing information where it is an activity

to process information obtained from observation. This activity is

conducted in order to find relation between information with

another, and to find patterns or concept from the relation among

those information. Students then take conclusion from what they

have analyzed. Through this activity, students are expected to

develop competencies such as honesty, carefulness, discipline and

hard work.

5) Communicating

Communicating is the step can be done in the form of spoken

activity, written activity, or discussion. The result of their activity

should be performed in front of the class and assessed by the teacher.

Communicating is conveying the result of the observation and

conclusion based on the analysis.

C. Post-activity has two functions, the first one for validity about the concept,

and the second one for enrichment from the material that has been

mastered by the learners. Here the teacher together with students or

individually or in group do reflection in order to evaluate all learning

activity and result gained by students and find the benefit directly or
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indirectly during the learning process. Besides, the teacher has to give

feedback toward the learning process and result, give follow up activity in

form of assigning students individually or in group, and inform the

students about learning activity or material in the next meeting.

2.2 Empirical Review

Studies about the analysis of scientific approach in Curriculum have been

conducted by some researchers. The research entitled “Learning Aprroach in

Curriculum 2013” conducted by Suyito was analyzing scientific approach used

in Curriculum 2013. The result of the study showed that there are three domains

in scientific approach, namely; 1) attitude, 2) knowledge, and 3) skill. Another

result showed the steps in scientific approach involved observing, questioning,

exploring, experimenting, and networking.

Another study has been conducted by Supranoto entitled “The

Implementation of Curriculum 2013 in SMA 1 Sangatta Utara”. This study was

a descriptive qualitative study. The result of the study showed three points, i.e: 1)

teachers in SMA Negeri 1 Sangatta Utara implemented the Curriculum 2013 as

well as their knowledge about Curriculum, 2) the problem in the implementation

of the Curriculum 2013 is the Curriculum not yet perfect and need revision, and

3) based on the findings of the study, planners of the Curriculum 2013 is

demanded to evaluate and communicate the results actively as a concrete action.

Utami (2013) also conducted the same research on the implementation of

scientific approach of Curriculum 2013 for the students of grade II at SDN

Prembulan, Kulon Progo. The result indicated that the teacher had been

implementing the scientific approach well by doing the teaching steps such as

observing, questioning, exploring information, associating and communicating.

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But, the learning process especially in the assessment had not been successfully

done yet because the teacher rarely used the instrument and assessment rubrics.
This present research has similarities with those empirical studies. The

analysis covers the implementation of scientific approach and problem

encounter. Apart from those similarities, this study was different from those

empirical studies. This study aimed to evaluate the implementation of scientific

approach in English instruction based on Curriculum 2013 in term of the process

by using discrepancy model from Provus. The researcher evaluate English

teacher of XI and X grade of SMA N 2 Singaraja in implementing the step of

scientific approach based on Curriculum 2013 and identifying the problems

encounter by XI and X grade English teachers.