Submitted in Partial Fulfillment of The Requirement For The Attainment of Sarjana Pendidikan Degree at English Education Study Program
Submitted in Partial Fulfillment of The Requirement For The Attainment of Sarjana Pendidikan Degree at English Education Study Program
Submitted in Partial Fulfillment of The Requirement For The Attainment of Sarjana Pendidikan Degree at English Education Study Program
SKRIPSI
Submitted in Partial Fulfillment of the Requirement for the Attainment of Sarjana
Pendidikan Degree at English Education Study Program
MUHAMMAD URWAHULIHULIS
2015 36 096
Skripsi atas nama Muhammad Urwa Hulihulis, NIM: 2015-36-096. Dengan judul
“The Implementation of the 2013 Scientific Approach Curriculum at SMA
Negeri 25 Maluku Tengah” telah disetujui dan ditanda tangani oleh Pembimbing
utama, Pembimbing pendamping, Ketua Program Studi Pendidikan Bahasa Inggris,
serta Ketua Jurusan Pendidikan Bahasa dan Seni, dan di ajukan untuk memenuhi
ujian sarjanaProgram Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Pattimura Ambon.
Disetujui Oleh
Mengesahkan, Mengetahui,
Ketua Jurusan Pendidikan Bahasa Ketua Program Studi Pedidikan Bahasa
Inggris Inggris
ii
NIP: 196505071995011001 NIP: 197108242003122002
MOTTO
“If you don’t want to feel the fatigue of studying,
Then you will taste the bitterness of stupidity”
(Imam Syafi’i)
iii
ACKNOWELEDGMENT
First of all, the researcher would like to thank Allah SWT for the blessing and
merciful in life. This skripsi would never have been finished without the assistance
from many people which the researcher has encountered when study in English
indebtedness goes to those who have been involved in the accomplishment of this
paper.
1. Prof. DR. Izaak H. Wenno, M.Pd as the Dean of Teachers’ Training and
3. Stella. R. Que, S.S., MA for the contribution and support as the Head of
have assisted the researcher during the process of reporting the research. Their
patience in guidance has definitely shaped the researcher’s intellect and has
5. All lecturers and staffs in English Education Study Program who had given
6. Farudin Namakule S.Pd as the Head of SMA Negeri 25 Maluku Tengah, for
the permission to conduct the research and also to the English teacher of SMA
iv
Negeri 25 Maluku Tengah, for the patience, contribution, support and help
7. The researcher should mention the family of SMA Negeri 25 Maluku Tengah.
All teachers and students for the cooperation and contribution in this research.
8. The researcher’s deeply grateful goes to beloved family, Dad and Mom (Bpk.
Hayatudin Hulihulis and Ibu.Nuraini Peisama) for their prayer and their
unending affection. These words are never enough to express the writer’s
gratitude.
9. The writer deeply grateful also goes to big family, Syamsudin Hulihulis, Nur
Peisama.
10. Last but not least, the researcher would like to express endless grateful to all
friends from English Department 2015, Yanto S.Pd, Sumardi S.Pd, Ifan
Sialana SH. MH, Heru S.Pd, Dandy Kamsurya, Hujair Hehanusa, Wahyu, and
for everyone who cannot be mentioned that have inspired and always gave
new spirit during the process of skripsi making, and it would have not been
Ambon, 13 Maret2021
The Researcher
v
DEDICATION PAGE
vi
ABSTRACT
vii
TABLE OF CONTENTS
COVER.....................................................................................................................................i
LEMBAR PENGESAHAN......................................................................................................ii
MOTTO..................................................................................................................................iii
ACKNOWELEDGMENT.......................................................................................................iv
DEDICATION PAGE.............................................................................................................vi
ABSTRACT...........................................................................................................................vii
TABLE OF CONTENTS......................................................................................................viii
LIST OF TABLE.....................................................................................................................x
LIST OF APPENDIX..............................................................................................................xi
CHAPTER I.............................................................................................................................1
INTRODUCTION...................................................................................................................1
1.1. Background of Study.............................................................................................1
1.2. Research questions.................................................................................................5
1.3. The objectives of the study....................................................................................6
1.4. Significance of the study........................................................................................6
1.5. Scope and limitation..............................................................................................7
1.6. Definition of Key the terms...................................................................................7
CHAPTER II............................................................................................................................8
REVIEW OF LITERATURE...................................................................................................8
2.1. Curriculum.............................................................................................................8
2.2. Curriculum in Indonesian.....................................................................................8
2.3. The Curriculum 2013.............................................................................................9
2.4. The difference of curriculum 2013 and previous curriculum.............................9
2.5. Definition of Scientific Approach........................................................................10
2.6. The Purpose of Scientific Approach...................................................................11
2.7. Principle of Scientific Approach.........................................................................11
2.8. Scientific Approach in Curriculum 2013............................................................12
2.9. Procedures in Implementing Scientific Approach in classroom.......................12
1) Observing.................................................................................................................13
viii
2) Questioning..............................................................................................................13
3) Experimenting.........................................................................................................14
4) Associating...............................................................................................................15
5) Communicating.......................................................................................................15
2.10. The Application Scientific Approach to English Learning...............................16
CHAPTER III........................................................................................................................18
RESEARCH METHODOLOGY...........................................................................................18
3.1. Research Design...................................................................................................18
3.2 Subject of Study...................................................................................................18
3.3 Research Procedure.............................................................................................19
3.4 Technique of Collecting Data..............................................................................20
1. Classroom Observation Checklist..........................................................................20
2. Semi-Structured Interviews....................................................................................22
3.5 Technique of Data Analysis.................................................................................22
BAB IV..................................................................................................................................24
FINDING AND DISCUSSION.............................................................................................24
4.1. Teacher Profile.....................................................................................................24
4.2. Finding..................................................................................................................25
1. The Result of Teachers’ implementation of Scientific Approach........................25
2. Data Semi Structured Interview............................................................................36
4.3. Discussion.............................................................................................................51
1. The Implementation of Scientific Approach.........................................................51
2. Teachers’ Perception on Scientific Approach.......................................................55
3. Teachers’ Challenges in Implementing Scientific Approach...............................56
CHAPTER V.........................................................................................................................59
CONCLUSION AND SUGGESTION...................................................................................59
REFERENCES......................................................................................................................63
APPENDIXES.......................................................................................................................65
ix
LIST OF TABLE
Page
Table 1. Checklist of Scientific Approach Implementation........................................21
x
LIST OF APPENDIX
Page
Appendix 1. Classroom Observation Checklist...........................................................65
xi
CHAPTER I
INTRODUCTION
as the main core in education field. Curriculum is a tool for the success of education,
guidelines for the teachers in teaching and learning process and it is a path to acquire
and transfer in that process at schools. Curriculum plays an important role since it
Kardena (2015) stated in the last 10 years curriculum in Indonesia has been changed
for three times. Kurikulum berbasis kompetensi (KBK) kurikulum Tingkat Satuan
Pendidikan (KTSP), and kurikulum 2013. The changes of these curriculums include
many aspects such as the aim and the goals of education, learning materials, teaching
and approach evaluation. He also mentioned that, the reason why the government
employ the new 2013 curriculum. The education curriculum of Indonesia has
changed from KTSP to 2013 curriculum. The new Ministry of Education and Culture
of Indonesia in 2015 has mandated some schools which have employed 2013
1
curriculum for more than two semesters to keep using 2013 curriculum. The chosen
and rapid globalization. It is related to the 21th century characteristics where the
individual asks to have the multi literacy skills. The 21th century characteristics cover
the ability of the highest understanding, creativity, critical thinking, collaboration and
communication. 21th century skills include: (1) life and career skills, (2) learning and
innovation skills and (3) information, media, and technology skills. They underline
that learning and innovation skills which connect to creative thinking, problem
solving, communication, collaboration, creativity and innovation are the main skill to
be improved. Majid and Rochman (2015) in Luin E (2019) clarify that the orientation
skills (know how), and knowledge (know what). Indonesians are working toward the
globalization. The teaching and learning process of 2013 curriculum emphasizes the
2
Scientific Approach (SA) is a new approach in Indonesian ELT and it sounds so
(2019) explained that scientific approach is the process in learning to have a new
knowledge through scientific steps which are able to make the students have deep
thought about something. Scientific approach not only viewed in the term of the
teaching and learning. The learning process of scientific approach fulfills objective,
factual, systematic method, accurate, logic, actual, and verified due to implementing
scientific approach enable students to become the particular subject of the learning
process and the teachers play roles as a facilitator (Permendikbud 81A, 2013 in Luin
E 2019). In the process of learning, the learners are facilitated to be actively involved
2013 curriculum provides some basic stages in learning procedure that encourage
experimenting, associating, and networking. Those are the steps thatwill direct the
researcher found out this school has been implemented Curriculum 2013 and
there were several basic problems found such as first, in implementing scientific
3
approach in English classroom, the teacher did not implement it fully, because the
limited of the media of learning. The researcher identified this is a problem due to
one significant steps in scientific approach is observing where the teachers supposed
to use media, in fact the teacher at the school did not use the media dealing with
technology, and lack of teacher’s handbook. Another problem is the teachers are
unwell organized the scientific approach implementation or simply they did not apply
Furthermore, there are some previous studies that researcher found related to
English language teaching in one state junior high school in Bandung regency. On
the research she definitely focused on how scientific approach is being implemented
where the methodology used to measure it is case study qualitative research. There
were three instruments she used to collect the data consisted of classroom
observation, and document analysis. Thus, the conclusion of her study clearly showed
that the teacher implemented scientific approach properly and all stages are involved
the teacher’s implementation and the problems that faced by the teacher in
4
implementing scientific approach in teaching English at SMP Muhammadiyah 4
Surakarta. The aims of her study are to investigate the student’s development of three
implementation where the instruments she used to collect the data were field notes,
lesson plan analysis, syllabus analysis, assessment form, and interview notes. She
students affective, and practice and portfolio to assess psychomotor. Thus, the result
students’ progress.
Meanwhile, in this research the researcher focuses on the three points consist
research design researcher used in this research is basically different from those
instruments used are semi structure interview, and classroom observation checklist,
while in previous studies first researcher used case study qualitative, and different
instrument to collect data and second researcher used qualitative research while the
scientific approach.
5
2. What are the teachers’ perceptions about scientific approach in curriculum
Tengah?
approach
The result of this research is hoped to give benefits for teachers, students and the
researcher:
1. For teachers:
The researcher hopes that, the result of this research can benefit for the
teaching English.
2. Students:
The researcher hopes that the result of this research can motivate the students
6
3. Researcher:
Through this research, the researcher will be able to increase and improve his
Village. There are two teachers that have been observed. In this research, the
because curriculum provides many things such as: technique that will be
7
CHAPTER II
REVIEW OF LITERATURE
2.1. Curriculum
plans and systems about the contents and materials to be taught as well as
methods used to carry out teaching and learning activities at school becomes
guidance to achieve the education goals. While, Taba (1962), & Ruhimat
Thus, based on the explanation above the researcher can conclude that
and learning materials and how to use as a guide for learning activities to
education not runs well, because curriculum contains guidelines for the
8
1952, 1975, 1984, 2004,Meaning-Based Curriculum (MBC): The Curriculum
Curriculum 2013)
life skill competence as an individual and citizen who are faithful, productive,
creative, and able to contribute to society and nation, as cited in Nugraha and
2013 already provide scientific approach that purpose to more active, creative
9
called as KTSP is more focus on providing structured and carried out eight
process of finding out information in science, which involves testing the ideas
10
the exposure of that data observation or experiment, and 22 experimental
various sources.
students.
way.
scientific article.
follows:
11
4. Provide opportunity for the students to practice in communication
skills.
The teacher gave the motivation student’s to improvement their skills. And then
that there are the main five steps of applying scientific approach in teaching
12
learning process, they are observing, questioning, experimenting, associating,
and communicating.
1) Observing
learning process (meaning full learning). This method has superiority such us
using real objects, creating the students’ to be fun and challenged. So, the
methods learners find the fact that there is a relationship between the object
In addition, there are two main activities that should be done to lead to
the observing steps. First, the teachers give students a wide opportunity to do
the object. Second, the teachers facilitate the students to do observation and
train the students to observe the important things from the object.
2) Questioning
learn and develop questions of and for itself; to raise skills of students in
talking, asking questions, and the other can answer logically, systematically
discussing, arguing, developing the ability to think and draw conclusions; and
13
In other word, in the activity of questioning teachers should be able to
Priyana (2014) in Nikmah U, (2017) states there are three activities carried out
3) Experimenting
habit, and understanding long life learning. In this step, the role of teacher is
14
Furthermore, there are five activities that can be done in
experimenting, (1) Grouping students into several groups, (2) asking students
to discuss, (3) recording the finding, (4) supervising the learning process to
ensure that all learners are actively involved in the discussion, and (5)
4) Associating
information to find the relationship between one and other information and to
find the patterns of interrelationship of the information so that one can make
This activity also is carried out to find the link age of the learning
discipline, obedience rules, hard work, and the ability to apply procedures and
5) Communicating
15
Communicating is the ability to conclude the facts that have been
observed and experimented. There are four activities that can be conducted in
communicating steps:
2. Asking each group to listen well and provide additional input with
learning given.
English. And based on the explanation from the experts above there are five
experimenting, and communicating. And from the five stages actually is very
important for all the students in the class. Furthermore, the students will be
16
2.10. The Application Scientific Approach to English Learning
process as the general structure of conducting classroom activity which set the
activity from the beginning of the class until the end of the class. Thus,
1. Preliminary Activity
learning that enables students can follow the learning process well. For
example, when the start of learning, the teacher greets the children excited and
happy tone (say hello), check the presence of the student and ask the student's
2. While Activity
3. Post Activity
evaluation process. The activity is frequently signed by giving back the short
explanation about the material or last question to evaluate how far students
17
CHAPTER III
RESEARCH METHODOLOGY
the research employs the constructivist view of reality and the essence of
mention that in qualitative research, statistics are not used to analyze the data,
Maluku Tengah. This research focused only on two English teachers that
registered officially as English teacher in that school. The first teacher is from
18
X grade and second teacher is from XI grade. Thus, the simple profil of those
needed in more than one school. Then, this teacher has been taught
2. Meanwhile, the other one from XI grade is certified and has been
teacher.
by the Teachers and doing interview to know their perception and challenges
1. The beginning of this research, the researcher asked the agreement first to the
teacher in SMA Negeri 25 Maluku Tengah then, the researcher saw the
2. The researcher starts to observe the teacher teaching and learning process
the same time the researcher will take the documentation as a support to
19
3. The researcher takes the appropriate time to interview teachers based on their
4. After the data is collected by the researcher through conducting interview and
direct classroom observation, the all data will be analyzed by using data
description.
5. The last procedure is reporting the result. After analyzing the data, the
researcher will report the all result by using word description to describe the
researcher’s findings.
In this research, the writer used qualitative data where the research
instrument. The data consist of the result of learning process activity through
20
Observation checklist is a technique that used for collecting data. It is
Yes No
1. Pre Activity
a. Teacher greetings to students and
students praying together
21
a. Teacher giving some questions to
the students’ opinion about the
lesson
Experimenting
a. Grouping students into several
groups
b. Ask the students to discuss their
ideas about the lesson in their
group
Associating
a. Ask the students to analyze
information that have discussed
Communicating
a. Ask the students to explain what
they have discussed in front of
class
b. Give feedback to students
3. Post Activity
2. Semi-Structured Interviews
from the teacher deeply about the teacher understanding about the concept
of scientific approach and the challenges that the teacher face during the
implementation.
assess and answer teachers’ perceptions where the questions started from
22
number 1 to 6. Then, the other five questions intended to answer teachers’
challenges where the questions started from number seven to ten. The
However, below are the following ways to analyze the data collected
The ways are firstly, after gathering the data collected from interview
researcher divided each data of the teachers into different section then explain
deeply about the information and the result of how the teachers’
the next activity that researcher do is reporting the result by using word
23
scientific approach, while reporting of perception and challenges information
BAB IV
In this chapter, the researcher presents the research findings and discussion
from two instruments as data collection namely semi structure interview, and
classroom observation checklist. In this chapter, the researcher also provides the two
English teacher in teaching English. There were two teachers that have different
educational backgrounds.
1. Teacher 1
The teacher 1 is a Man. His complete name is Bunyamin Namakule SE. His
but due to he has ability in English, he was chosen by the Head Master of the
24
School to be the English teacher. Now he is an English teacher at the school,
and he has been teaching for 10 years. He was the teacher of second grade.
2. Teacher 2
The teacher 2 is a woman. Her full name is Salma Namakule S.Pd. Her called
name is Ibu Salma. She is around 38 years old. She was graduated from English
English teacher of SMA Negeri 25 Maluku Tengah. She is the English teacher
4.2. Finding
Based on the researcher observations, the teachers always taught with the
procedures of teaching according to the 2013 curriculum and the teachers are
classroom. The explanation is divided into two terms, first term for teacher 1,
classrom. The topic of the learning and teaching activity at the time was
25
“Personal Letter”. This class was handled by Mr. Bunyamin Namakule
SE.
Procedures Frequency
Yes No
Pre Activity
a. Teacher greetings the students, then √
praying together
b. Teacher checking students’ attendance √
c. Teacher asking news before going to the √
lesson
While Activity
Observing
a. The teacher give students a wide √
opportunity to observe the material by
showing the objects such as pictures, text,
video, and listening audio.
b. The teacher ask students to take note what √
they are observed
Questioning
a. Teacher giving some questions to the √
students’ opinion about the lesson
Experimenting
a. Grouping students into several groups √
b. Ask the students to discuss their ideas √
about the lesson in their group
Associating
a. Ask the students to analyze information √
26
that have discussed
Communicating
b. Ask the students to explain what they have √
discussed in front of class
c. Give feedback to students √
Post Activity
1) Pre Activity/Opening
From the table above, it can be inferred that there were three steps in
opening activity that must be implemented, while in fact the data showed
that the teacher was only implemented one step which is greeting students
and pray together. On this step, the teacher said “Assalamualaikum wr.wb
steps that were not be implemented by the teacher. The steps were checking
greeting and doing prayer, he was directly moved to the observing activity.
2) Observing
The table result above informed that there were two points that should
27
doesn’t provide wide opportunity for students to observe first the object of
the material that day before move to the other steps. The teacher also does
the tittle of the topic and she directly moved to the other step which is
Letter…..”
3) Questioning
In this stage the teacher should ask students some questions dealing
with the topic. However, the data of the table above showed that, the teacher
teacher gave questions for students related to the topic of personal letter.
Here are the examples of the questions. “apakah perbedaan antara surat
pribadi dan surat resmi? Biasanya surat resmi ditujukan kepada siapa
saja?” then, the students responded his questions. Therefore, this indicated
that the teacher already applied the questioning stage as good as well.
4) Experimenting
consist of grouping students in group and asking the students to work and
discuss in group. The data analysis assumed that the teacher implemented
the experimenting stage well since he applied the all two activities. At the
28
time, the teacher divided the students into three big groups then, the teacher
”…. Di tahapan ini, saya akan bagikan kalian dalam tiga kelompok.
5) Associating
material that will be discussed to each group and gives a few minutes to
discuss the text of personal letter. The students asked to complete the blank
space of the text given by the teacher through putting the suitable words
provided. The teacher also guides the students to ask if there was a difficult
”…Saya akan bagikan sebuah teks surat pribadi. Teks ini belum
kalian adalah untuk melengkapi kekosongan itu dengan cara memilih kata-
kata yanag cocok pada kata kunci yang tersedia diatas teks…”
6) Communicating
by the teacher. In fact, the data proved that the teacher just applied one
class”. On this activity, the teacher asked the students if they already
29
accomplished the exercise, the leader of each group must present their work
by reading the text that they have been completed it. The teacher said “Bagi
kelompok yang sudah selesai silahkan bacakan hasil kerja kalian. Coba
kelompok satu maju ke depan dan bacakan hasil kalian dan yang lain
Thus, the other activity that was not implemented by the teacher was
“giving feedback activity”. The teacher after students presented their work
result, he was directly ended the lesson by saying, “tepuk tagan untuk
7) Closing
the data clearly showed that the teacher implemented this step clearly. In
fact, at the end of the class, the teacher asked about the material that they
have learnt which is about the text of personal letter. The teacher closed the
30
The observation on teacher 2 has been conducted on Thursday, January
students were attended the class. The topic of the learning and teaching
Procedures Frequency
Yes No
Pre Activity
a. Teacher greetings the students, then √
praying together
b. Teacher checking students’ attendance √
c. Teacher asking news before going to the √
lesson
While Activity
Observing
a. The teachers give students a wide √
opportunity to observe the material by
showing the objects such as pictures, text,
video, and listening audio.
b. The teacher ask students to take note what √
they are observed
Questioning
a. Teacher giving some questions to the √
students’ opinion about the lesson
Experimenting
a. Grouping students into several groups √
31
b. Ask the students to discuss their ideas √
about the lesson in their group
Associating
a. Ask the students to analyze information √
that have discussed
Communicating
a. Ask the students to explain what they have √
discussed in front of class
b. Give feedback to students √
Post Activity
1) Opening
The table above showed that the teacher was only implemented two
the teacher read the name of the students one by one to check their
attendance
Meanwhile, it was found that there was an activity in opening stage that
was not being applied by the teacher. The activity is asking students’
32
condition. The teacher after greeting and checking student’s attendance, she
directly moved to the observing activity without asking the news of students
2) Observing
From the table analysis above, it was found that the teacher miss in
observing activity.
She does not give the opportunity for students to observe by showing an
object in form of pictures or text, and other media that aims to stimulate
teacher taught the topic about “expression of giving opinion”, and she did
observed, or show a video to make students easy to guess what they learnt
that day.
In fact, after greeting, and checking student’s attendance then, she tells
the tittle of the topic and she directly moved to the other step which is
giving opinion…..”
3) Questioning
The data of the table result inferred that, the teacher has been
implemented the questioning stage well. The teacher gave questions for
33
opinion. She asks that.“Nur..jika teman mu mempunyai tas baru dan tasnya
bagus, kira-kira apa yang kamu katakana pada temanmu ?” then, the
questioning stage.
4) Experimenting
experimenting stage perfectly. She divided the students into four groups.
Each group consists of 5 students. The students were formed into group in
order to discuss about a topic. During the teacher informing the students to
work in group, she was also guided the students to sit in group without
complain. She also combined the boys and girl in group, and also unable
gabung dengan kelompok laki laki yang sana. Sebentar masing masing
5) Associating
34
In this step, the teacher asked the students to discuss a topic as the group
discussed. After the topic given by the teacher, the each group is asked to
the topic they have. The group 1 has to make conversation about “the new
shoe”. The group two has the topic about “Lionel Messi”. The group three
should write their short conversation about “new mobile phone”, while the
berbeda beda dan tugas kalian setelah dapat topic adalah kalian harus buat
6) Communicating
In this step, the teacher must instruct students to present their group
work then the teacher should give feedback or ordered them to do a peer
feedback. In fact, the data analysis clearly showed that teacher did not give
the chance for students to present or sharing their result to other friends.
Based on the observation, the teacher asked the group that already
accomplished their work to submit it. “….bagi kelompok yang sudah selesai
35
This indicated that, she was no implemented the communicating stage of
scientific approach since she skip the important activity in involving student
7) Closing
In this stage the teacher evaluates the students about the material by
yang kalian pahami dari expression of giving opinion?, apa saja kata-kata
kunci expression of giving opinon?.”, then, the teacher closed the meeting
This indicated that, the teacher only evaluate students and directly close
challenges. For each teacher, the researchers gave six questions to see how far
36
The other technique of collecting data used by the researcher here was
interview. Thus, in this part, the researcher asked the questions to the
explained below:
kognitif yang bukan hanya mengacu pada C1 atau C2, tapi juga dia
low order thinking skill, medium order thinking skill dan high order
thinking skill itu, sehingga tidak serta merta yang disebut dengan
37
told that curriculum 2013 is more focused on developing students’
order thinking skill, medium order thinking skill, and high order
that he argued that curriculum 2013 enables him to set the material
and the test for students based on the right level proposed by the
starting from low order thinking skill, medium order thinking skill,
siswa saya….”
38
The third question given is “Do you agree with the
replied that.
inggris. Hal ini karena belajar bahasa inggris harus sambil bermain
39
due to he conducted teaching and learning activity structurally from
The fifth question asked for teacher is “Do you think, scientific
dan seterusnya. Menurt saya jika terus demikian maka siswa bisa
berkembang…..”
developing.
question is:
40
“…. Iya saat saya mengajar dan sampai di tahapan diskusi
Form the answer above, the teacher argues that the 2013
through this curriculum, the learners are being more independent and
active in classroom.
41
“…yang saya tau scientific approach itu pendekatan yang
dalam proses belajar. Karena kami bisa mengajar terarur dan siswa
sebagainya..”
The third question of the interview is “Do you agree with the
ingris. Kondisi kelas bahasa inggris itu harus terasa menarik dan
menyenangkan…
42
she told that scientific approach is making English classroom more
fun.
siswa….”
pendekatan ini siswa yang tadi tadinya diam mereka suda mulai
43
The last question is “Does scientific approach makes
anak aktif saat berdiskusi dan sperti saya bilang sebelumnya kalo
the challenges they faced during teaching and learning process under
44
Basically, the aim of the question above is to make sure whether
The second question, “Do you think, in which part of five stages
Hal lain juga ketika disuruh disksusi mereka bicarakan hal lain
From the response above, it can be inferred that there were two
observing steps. The teacher said that this step is difficult due to it
45
needs a lot of requirements such a media based on the topic. The
reported that the difficulty was when asking the students to work in a
group, the students have chance to make many noises when they
discuss with their group. Sometimes the students prefer to talk about
masalah media, tapi bagi saya belajar itu harus jadikan alam
begitu, jika belajar selalu jadikan alam untuk objek belajar agar
basically has limited media but that is not serious problem for him
due to he can utilize the things of earth as the media of learning. The
activity.
46
students will ask question by using English?”.Then, the teacher
From the response above, it can be inferred that each students has
the problem dealing with vocabulary. His students also have the lack
problem. The important thing to him is the effort to try even though
doing the mistake. It means that the teacher always asks students to
teacher deals with that? ”The teacher response for this question is:
aktif, akan tetapi guru jauh lebih di tuntut untuk lebih aktif dalam
From the answer above, the teacher argued that the implementation
more creative, not only the students but the teacher too. The teacher
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should be more creative to avoid students bored during the teaching
2) Teacher 2
hanya tiga atau empat tahapan yang bisa diterapkan, gak harus
semuanya”
The teacher answered that the approach has five phases, this
approach is good and can be applied, but the teacher could not apply
all the phase in one meeting. Sometimes, in one meeting the teacher
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harus menyiapkan media yang lengkap kepada siswa jadi kami
kesulitan. Selain itu, eee…. Siswa kami juga masi kurang kosa kata
indonesia”
while she personally still lack in preparing the tools and the school
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The next question is about her challenges in questioning step of
“seperti yang sudah ibu bilang tadi bahwa.. eee. Dibagian ini
are not able to speak using English since they have no supported
dapat”
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The question above made teacher responded that she will do
limitation she has. The most important thing to her is the students
4.3. Discussion
This part presented the discussion of the research findings. The discussion
focused on the finding of three proposed research questions. The first discussion
approach.
Related to the research findings above, the data were focused on the
the observation, there are three steps in conducting teaching and learning
enables students to follow the learning process well. For example, when the
start of the lesson, the teacher greets the learner excited and happy tone, check
for the presence of the learners, the learning objectives and deliver learning
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activities to be carried out. Main activity is the second session, where the five
stages of scientific approach take place. Closing is third session, where the
teachers closed the meeting by reviewing lesson and motivate the students
The data finding showed that the two teachers already implemented
scientific approach, the two teachers have the similar result. They both have
of text that is being studied from some sources, direct and/or recording, by
looking at the social function, the structure of the text, linguistic elements, as
well as the delivery format or writing. 2) The teacher asks students to take
note what they are observed, and teacher explained a litle bit about the topic to
the student.
still has the problem in observing stage. They were mostly difficult in
watching, and even listening to the example of text. Based on the observation
the reason they got difficulty that makes them imperfect in implementing
observing due to they have many lacks of preparation especially media. They
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are basically have limited of media like the there is no speaker for playing a
recording, there is no suitable text book, computer, and slide show device that
used in teaching. Besides asking students to observe an object, there were two
other activities in observing stage namely talk a little bit about the topic and
guide students to give question related to the topic. Due to those limitations,
the teachers taught the students as possible they can with the manual tools
they have.
Moreover, the other step that was not implemented by the teachersin
friend’s work, publish the work in the wall magazine, learning journal, and
giving suitable advises or feedback. The findings indicated that the teacher 1
stage; it is giving opportunity for students to share their work result to others.
The data proved that teacher 1 gives the chance for students in group at
learning process to present their result of discussion. At the time, the teacher
formed the students into three groups while in fact, he just allowed the first
group to demonstrate their work result and he does not ask the other two
groups to do it. From this data, it can be concluded thathe give groups chance
not give a chance to all groups. In addition, the finding showed that he does
not give the feedback for each group that already finished their discussion
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about the topic. He does not assess or give some advices dealing with the
problem on it.
she does not implement it in learning process. The fact, he does not give
opinion. She ordered students work in group then after finished it, she asked
them directly to submit it at the time too, and then the class was ended. In fact,
during the students do an exercise into group, suddenly the bell school was
rang and the teacher ended the class without giving chance for students to
demonstrate their groups work. It can be known that the teacher 2 (Ibu Salma)
does not give the chance for students to do that due to the time is not enough
that day. However, the researcher concludes that the teacher 2 does not set the
Based on the data findings, the three stages of scientific approach were
well implemented by the teachers at SMA Negeri 25 Maluku Tengah since the
activities they did in learning process were related to the theory’s instruction.
indicated that, in this step the two teachers already applied it well.
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guided into group work where students study the text to be able to mention a
social function, expression and structure of the text, linguistic elements, and
the format of the writing of the text type being studied. Moreover, in
associating stage, the data showed that the teacher 1 and teacher 2 have been
applied it well by giving opportunity for students to work in group and discuss
the teacher 1 and teacher 2 involve students to discuss about the topic of
expression and giving opinion and personal letter. The teachers were mostly
spread the worksheet for learners in group to work together. This proved that
approach and in applying this 2013 curriculum the teacher use scientific
scientific approach are to improve the ability of intellect, especially high level
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train students in communicating ideas, especially in writing a scientific article,
and to develop students character. Thus, the data interview showed that the
curriculum 2013 that help teacher in conducting English learning activity and
cognitive skill. In fact, the interview indicated that the students of teacher 1
during in classroom activity even though they still use mix language and even
from the beginning until the end. The classroom also seems to be more
provides the easy step in learning activity. They explained the each steps of
scientific approach make them know how to organize the structure of learning
activity.
approach, there were some challenges faced by the teachers. The teacher 1
video, picture, text of writing related to the topic that must be showed for
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students that aim to connect students’ background knowledge. The fact
tools such as slide show device, the recording tool such a speaker. It is similar
with the fact the researcher found during observing in their classroom activity.
The researcher found the learning media to support their classroom activity is
too lack. The media is a matter that causes them imperfect in applying
questioning step and experimenting step. The data interview presumed that the
group due to the students mostly got noisy during working in group. The
assignment, they are talking about things outside the topic. This challenged
the teacher 1 since when students getting noisy, his concentration will be
disturbed.
are time allocation and questioning step of scientific approach. The data
The problem is the teacher usually has no chance to apply the all steps of
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scientific approach in one meeting due to the time is not enough. She told that
scientific approach is a complex approach with its steps, it need a lot of time
to apply it perfectly. She is not perfect on this step because the time is not
question related to the topic in English. Meanwhile, the fact found based on
the interview that the students of Ibu Salma’s class are mostly lack of
language. She also told that the vocab problem is a problem that makes her
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CHAPTER V
In this chapter, the researcher presents the conclusion and the suggestions that
A. Conclusion
in SMA Negeri 25 Maluku Tengah, there were the conclusions of the research
The researcher found that the teacher used three main steps in
(2) the two teachers have the problem in observing stage. They were
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mostly difficult in providing opportunity for students to observe the
student to present their work bout personal letter but he did not allow
the all groups to present their work. While teacher 2, she did not allow
can be concluded that the teacher 1 and teacher 2 still have problem in
experimenting steps.
The data found are; (1) The teachers were mostly agreed that
they still use mix language and even Indonesian language only (4)
directs teachers to teach properly started from the beginning until the
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The finding showed that there were three big challenges that
faced by the teachers: (1) lack of media such as slide show, computer,
complex and the time is not enough to implement the all steps
B. Suggestion
Based on the result of the research findings, the researcher would like to give
1. English teacher
to avoid the students felt bored and make noisy. It is better if the
approach since 2013 curriculum was launched. Its school has enough
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should keep scientific approach as the main approach to teach all
programmers there.
researcher as the source to conduct the next research with the similar
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REFERENCES
63
Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–
7388, p-ISSN: 2320–737X. Volume 6, Issue 3. Ver. IV.www.iosrjournals.org
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APPENDIXES
65
66
67
68
Appendix 2.Semi-Structured Interviews
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9. Does limitation of media makes
you hard to encourage students to
observe the material?
10. In questioning steps of Scientific
Approach enable students to ask a
question. Do you think students
will ask question by using
English?
11. In implementing scientific
approach, the students supposed to
be more active in classroom, how
the teacher deals with that?
Appendix 3. Classroom Observation Documentation
1. Teacher 1
2. Teacher 2
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Appendix 4. Documentation of Interview
1. Teacher 1
2. Teacher 2
71
Appendix 5. Students Work Sheet
1. Teacher 1
2. Teacher 2
72