10
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher provides some related theories to answer the research problem. This chapter consists of two sections. The first section is
theoretical description which will help the readers to know any relevant theories of this research. The second section is theoretical framework. This section
summarizes the major theories which will be used by the researcher to solve the research problems.
A. Theoretical Description
The researcher presents some theories which have relations to the topic that is discussed in this study. They are the theories of Scientific Approach and
also the theories of effective teacher. In addition, in the beginning of this part, the researcher also discusses a study which is related to this research.
1. Review of related study
There are several studies which have the same focus as this study. Helenawati 2015, as the researcher, discussed the same topic as this study which
is about Scientific Approach. The title of the study was “The Effect of
Implementing Scientific Approach in KTSP to Help Arjuna Vocational School Students in Mastering Speaking Skill
”. In that study, the researcher discussed the effect of using Scientific Approach in KTSP. The result of the study showed that
11 the use of Scientific Approach could help the students to solve their problems or
difficulties in speaking. Besides, the implementation of Scientific Approach was able to change students
’ perception of speaking because by having Scientific Approach, the students could directly practice their speaking.
This study is different from the previous study conducted by Helenawati 2015 because this study discusses the problems faced by ELESP students in
implementing Scientific Approach during Practice Teaching Program. It is different in terms of the method and respondents. The method of this study is
qualitative descriptive and the respondents are five ELESP students. Therefore, this study aims to broaden the topical knowledge so that it can be useful for the
readers or teachers who are going to implement Scientific Approach.
2. Scientific Approach
This part discusses the theory about Scientific Approach. This part consists of three parts, namely the learning strategy, the characteristics of
Scientific Approach and the steps of Scientific Approach. a.
Learning Strategy Scientific Approach is an approach that is used in 2013 Curriculum.
According to Hosnan 2014, this approach is used in 2013 Curriculum because the students are expected to be active in the classroom p. 34. In 2013
Curriculum, the students have to take part in the classroom activities and Scientific Approach is believed as a good approach to make the students take part
in the class activities. Daryanto 2014 says that Scientific Approach has four PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12 characteristics. The first is that it uses student-centered. Next, it uses scientific
process to help the students to construct the concept of the materials. The third, it uses the cognitive
processes to stimulate students’ critical thinking. The last, it can develop students’ creativities. Moreover, according to Sani 2014, Scientific
Approach is developed from Dyer’s theory about components of innovative skill combined in the learning process, namely observing, questioning, experimenting,
associating, and networking p. 53. According to Hosnan 2014, there are four main things in Scientific Approach; first, the students learn how to develop their
minds if they when they use their mind. Second, if the students have passed the cognitive process, the students will feel the intellectual satisfaction. Third, the
students can know the technique of learning something if they have the chance to develop the topic by themselves. The last is the students can strengthen their
memories when they do some innovations. The activities that are usually implemented in Scientific Approach are
observation, concluding, making hypothesis, experimenting or collecting information and processing the data.
Figure 2.1 Scientific Approach Activities Sani, 2014
Observation Concluding
ResultData Theories
Making Hypothesis
Experimenting Collecting Information
13 b.
The characteristics of Scientific Approach The learning process that uses Scientific Approach has some
characteristics. According to Hosnan 2014, the first character is that it uses student-centered, so the students have the main role as learners. The second
character is it uses the activities of scientific process to construct the concept. Next, it has the process to stimulate the students to think intellectually. The
students can think critically by having some activities based on the steps of Scientific Approach. The fourth character is it is able to help the students to
develop their characters. The last is it uses direct practice. Moreover, the purposes of Scientific Approach are t
o improve students’ critical thinking, to help students to have the ability of problem solving, to create a positive atmosphere in the
classroom so that the students will feel that they need to study in the classroom, to develop students’ characters, and to give the chance for the students to state their
arguments, especially in writing scientific articles. Besides, according to Permendikbud No. 652013, Scientific Approach is implemented in order to
achieve three domains, namely affective, knowledge and skill. The students should increase and balance their skills, both their soft skill and hard skill to build
their creativity and critical thinking.
c. The steps of Scientific Approach
The Scientific Approach has five steps. According to Kemendikbud 2012, Scientific Approach has five steps of learning process, namely observing,
questioning, experimenting or collecting information, associating, and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 communicating. The scientific Approach used in 2013 Curriculum is adopted
from Scientific Method theory. According to Lake Bryant 2006, there are six steps of Scientific Methods. The steps are asking a question, doing a background
research, constructing a background research, testing a hypothesis by doing an experiment analyzing the data and draw a conclusion and communicating the
result. Moreover, all stages are described as follows. 1.
Observing Observing is the first step in Scientific Approach. In this process, the
teacher can provide realia, challenging, and interesting process. Hosnan 2014 states that this process is a learning strategy that uses the contextualized approach
because it needs some media. The aim of this step is to make the students have curiosity so that they have willingness to seek the further information about
particular topic. In this process, teachers let the students to observe certain object directly. By conducting this process, the students are able to connect the object
that is observed and the material that is going to be discussed in that meeting. In this process, the teacher can show some pictures or videos or even ask the
students to observe a gardenenvironment directly. Hosnan 2014 says that the teachers can begin the learning process by asking these questions, “Look at this
picture H ave you ever seen the farm before?” After asking those kinds of
questions, teachers ask students to observe the objects and relate them with the things that have been learned before. Next, the teachers stimulate the students to
speak up or state their arguments or opinions related to the topic or objects. Teachers can ask t
hese kinds of questions to stimulate the students, “What do you PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15 think about the picture? Who are they? Can you tell me, how the girls look like?
What are they doing?” On the other hand, the teachers can ask other questions that are appropriate with the situation where they live. In this process, the teachers
should maintain good communication with all of the students in the class. The teachers’ role in this process is to provide the objects or media that are
going to be observed. In addition, teachers should create positive atmosphere during the teaching learning activity. According to Hosnan 2014, teachers
should make the students participate in the learning process by creating fun, cheerful and enthusiastic situation. Sani 2014 adds that the
teachers’ role in this process is to facilitate the process of observing, help the students to make sure
whether the process of observing runs well or not. In this step, the teachers can make sure whether the students can do their task or not and whether they
understand the instruction or not. In addition, Lake Bryant 2006 say that the first step of Scientific Method is aking a question. In this step, the students
observe the objects and begin to construct some questions related to the objects. 2.
Questioning Questioning is the second step when implementing Scientific Approach.
This step aims to make the students have curiosity so that they will ask some questions related to the topic. The functions of this step are to attract the students
to the topic that is discussed, to stimulate the students so that they can be active in the classroom activities, to help the students to analyze their problems and
difficulties and also help them to get the solution of that problem, and to help the students to think critically. According to Hosnan 2014, the questioning activity
16 is stated in Permendikbud No. 81 a 2013 and it is stated that in the questioning
process, students can ask the questions related to the topics. It is in based on Lake Bryant 2006’s opinion, that in this step, the students should ask questions
about the object thay they observe. The students can use WH questions to start constructing the questions. According to Lake Bryant 2006, this process is the
first step of Scientific Method and the name of this step is asking a question. In this step, the students can ask the things that they do not understand and
the additional information about the topic. While, the teachers’ role in this process
is to stimulate the students by asking some questions related to the topic. One of questioning models from Hosnan 2014 is that the students are divided into some
groups and after that teachers give chance for them to compose some questions related to the media or objects that have been provided by the teachers. Then, the
students are to exchange the result to other groups. Finally, the teachers should lead the discussion and ask the students to state their argument. According to
Lazim 2013, in this step, the teachers have the role as the motivator for the students to develop their attitude, skill, and knowledge. In this step, if the students
ask some questions, the teachers give answer to the students’ questions. Beside, in
this process, the teachers should make the students to be good listeners. Hosnan 2014 says that in this process, the teachers should guide the
students to make some questions related to the topic. The teacher should receive all the opinions from the students and guide them to correct the mispronunciation,
diction, and grammar. In addition, Sani 2014 says that the teachers’ job is to
increase students ’ curiosity and stimulate the students by asking some stimulative
17 questions. Based on
Hosnan’s opinion 2014, the teachers have the right to correct stude
nts’ mistakes but they should not make the students feel intimidated and ashamed. The good time to correct the mistakes is after the students give or
say their opinion. The aim of questioning process is to develop the curiosity from the students. When they are curious about the topics or the objects, they will have
willingness to collect the data or addition information about the topic. This process is important because it has relation with the next step in Scientific
Approach which is collecting information. If the students list lots of questions, they will go to the next process easily.
In questioning step, the teachers can vary the activities, so the students can have bigger role in the process. According to Sani 2014, the activities in
questioning step can be in the form of interview or group work. However, the teachers should facilitate the activities; the teachers invite an informant as the
source knowledge and then the students can ask some questions to the informant. 3.
Collecting information This step is the third step of Scientific Approach. This is the continuance of
questioning step. The students collect the further information related to the topic. The students can get the information from books, media, newspaper, internet or
even experiment. The data or the information collected by students are to answer the list questions that have been made in the previous process. Hosnan 2014 says
that in Permendikbud No. 81a 2013, the process of collecting information is performed through experimenting, reading other sources, observing other objects
or events, or interviewing other sources. In this step, the teacher has the role as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18 facilitator and helps the students to collect some information related to the topic.
In this process, the teachers may form groups and let them find additional information about the topics, or in this case it can be in the form of pictures or
videos. The students can find the information or data from other sources. In this process, the t
eachers’ role is to control the learning process and make sure that all of the students involve in the activity. In addition, the teachers are to help the
groups that need the guidance. In addition, according to Lake Bryant 2006, this process is called doing background research. In this step, the students can get
information in order to answer some questions that they have made from the previous step. The students can get the information from the internet or library.
According to Hosnan 2014, experimenting is one way to collect information. Experimenting is defined as a detailed activity that aims to get the
data. This aims to answer questions or to test the hypothesis. By conducting this process, the students are expected to experience the phenomenon directly so that
they can answer their pervious questions. In Permendikbud No. 652013, the students have to develop their knowledge by collecting information from other
sources in this process. In language learning, the students should implement the concept of language as a tool of communication in their daily life.
4. Associating
In this step, the students have to use the information that has been got from the previous step to expand the information that they have got. The aim of this
step is to make the students have more complete and broad information about some topics. According to Hosnan 2014, associating process is a process where
19 the students cluster the information or ideas that have been got and associate them
into a good memory p. 67. Lake Bryant 2006 say that in this process is called analyzing data and concluding. In this process the students should use the
information from the previous step to analyze the questions they have made in the second step. After that, they should draw the conclusion based on their analysis.
Therefore, students relate the information from the previous processes with the certain events related to the topics and students’ experience then combine them
into good memory. In Permendikbud No. 81a 2013, in this step, the students process the information from the previous steps as citied in Hosnan, 2014. The
aim of this process is to find out the relation of the information that has been got before and the other information. The specific purpose is to relate the information
or the memory with the fact in the daily activities. In this process, both students and teachers should be active but the students
should be more active. The activity that is usually conducted by the teacher is asking the students to compare the object that they have in the observing process
with a new thing. Therefore, they can use the information that they have got from collecting information process or experimenting process to analyze or compare
those things. In other words, students are to make clear conclusion using all information and observation result by combining and relating them into specific
information. 5.
Communicating In this step, the teachers give the chance for the students to communicate
what they have learned from the meeting. They make conclusion about the topic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 that they have in that day. In this activity, the teachers can ask them to write down
the summary or tell the summary to friends. According to Hosnan 2014, the teachers’ role in this process is to describe or tell the correct information or
conclusion from the topic that is discussed. In addition, the teachers should be the moderator when the students present their result. In this step, the students can
write down or tell what they have found in the experimenting and associating process. In order to
show students’ findings, they can have group presentation in the class. According to Hosnan 2014, communicating process is a process where
the students show or elaborate their observation result and conclusion based on the analysis. Moreover, the teachers and the students conduct interactive
interaction in this stage in order to enrich their information and knowledge. In addition, Lake Bryant 2006 say that the last step of Scientific Method is
communicating the result. In this step, the students communicate the result to others in a final report or a display board.
3. Effective Teacher
The teacher is one of the factors who can make students clever and understand some knowledge. Teacher is also someone whose job is to teach in the
school and collect, so heshe is the one who transfers the knowledge to the students. They are also the motivators and facilitators for the students in the class.
In order to transfer the knowledge to the students, the teacher should master the knowledge well before transfer it to them. According to National Council for
Accreditation of Teacher Education NCATE 2006, the factors of effective PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21 teachers are preparationknowledge of teaching and learning, subject matter
knowledge, experience, and the combination of set qualification measured by teacher licensure. Therefore, before the teachers teach in the class, they should
have well preparation of the materials, subjects and knowledge of teaching and learning. The teaching method and learning should be mastered by the teachers
since they are part of knowledge of teaching and learning. The benefits of teachers’ preparation are helping them to develop the knowledge and skill they
need in the classroom, producing higher students’ achievement and focusing more
in teaching and l earning process. Hence, the high quality teachers’ preparation is
important, both for the teachers and students. Based on NCATE 2006, teachers
’ preparation in how to teach some subjects using specific methods courses in education have a positive impact. The
report concludes that teacher preparation gives the effects on teaching practice impacts on student achievement. Therefore, teachers should have good
preparation in order to help the students produce high achievement. Stones 1972 says that teachers should be able to have decision making skill. This is a skill
where the teachers could choose and specify the most appropriate activities for the students to optimize the students
’ achievement. Furthermore, according to Lampiran Permen No. 16 Tahun 2007, teachers
should master four basic competences, namely pedagogic, attitude, social and professional competences. The first basic competence is pedagogic competence
and it covers the ability of understanding students ’ characters in all aspects
morality, spiritual, sosial, cultural, emotional and intellectual. Then, this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22 competence also covered the abiliy in mastering and implementing the teaching
learning its principles. The teacing learning strategy covers the approach, method and techniques. The second competence is attitude competence and this
competence requires the teachers to have good attitude based on the norms in the community. In addition, the teachers should be honest, confident wise and mature
so that they can be good role models for the students in the school. The third competence is social competence. This competence requires the teachers to have
good relation with the students, parents and also the other teachers. The teachers should not be discriminative to the students so they can build good relation with
each others. Moreover, the teachers should have good communication with the students or people around them. It is aimed to help them in solving some
problems related to the educational field or other field. The communication with the teachers is also useful to develop the quality, both the teachers and the
schools. The last competence is professional competence and it is about the compentence in mastering the materials that are discussed in the class. The
teachers should master the lessons or materials because it can be useful for the students to have good achievements. If the teachers have deep understanding of
the lessons or materials in the class, they can give optimal performance for the students in the class.
In order to implement Scientific Approach, teachers should be creative. According to Sani 2014, creative teachers are teachers who have organizing
skill. It means that they should be able to organize the environment in the class. They have to organize the situation in the class, including the interaction with
23 friends or other teachers. In addition, Sani 2014 also says that creative teachers
are teachers who have questioning skill. It means that they should be able to stimulate the students to ask some questions in the class. The teachers should
question the students some stimulative questions. Moreover, Sani 2014 adds that creative teachers should be good in planning making lesson plan. Teachers
should be wise in making activities in the class because they should make some activities which require the students in the class to be active and enthusiastic.
They can vary the teaching methods in the class, so that the students can have high motivation in learning the materials in the class.
In addition, Stones 1979 adds that questioning is one skill that should be mastered by teachers. This skill can help the students to build the understanding
about the concept of the material. Hence, the skill of questioning is also important to help the students to think critically, for example when the teachers ask further
clarification of the answer they have given. Stones 1979 says that questioning skill has relation with reinforcement skill.
“Reinforcement is a powerful determinant of behavior in psychologists as well as in other humans
” p. 19. The teachers can give reward to those who are easier to teach. According to Boeree
2006, reinforcement is important to be implemented when the teachers want to stimulate students
’ motivation, for example when the teachers are to ask the students to ask some questions. Omomia Omonia 2014 say that one example
of reinforcement is giving reward to the students whose questions are good. This can make the students have willingness to make better questions.
24 The others skill that are also important for the teachers are set induction
and set closure skill. According to Dallat 2013, set induction is used in the beginning of a class to prepare the students for optimum content assimilation. The
purpose of set induction is to gain students ’ attention, for example: showing a
video, text, film, pictures, recording, etc. Hence, it is also to increase motivation. Therefore this skill is important to be mastered by the teachers especially when
implementing the first step of Scientific Approach. Another skill that is important for the teacher is set closure skill. Closure is used in the end of the class to check
students understanding and draw conclusions. Dallat 2013 adds, the teachers together with the students should summarize the meterials or the lessons in the
class. The teachers should help the students to have correct conclusion and summary. This skill is important when the teachers implement the last step of
Scientific Approach which is communicating. In the communicating step the students should share their findings and conclusions, so in this step the teachers
should guide them to have correct conclusions. An effective teacher should know the things they should do in the
preparation process, teaching process and evaluation process. According to Stones 1976, in the preparation step, the teachers should decide how to provide a
learning gradient to ensure high achievements of the students. Then, the teacher should also master the aim of ths lesson and also the material to be taught. The
last, the teachers should know the characteristics of the students, so that they can decide appropriate activities to be held in the class. Hence, Stones 1976 says that
in the teaching process the teachers should be able to provide examples that cover PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 the materials to be learned. Then the teachers should also help the students to
solve the problems or difficulties until they are able to have their understanding. The last, the teacher should give feedback during the learning teaching activities.
Furthurmore, the last process is evaluation process. In this process, the teacher should check students
’ ability to apply the knowledge to the new situation. Then, the teacher should compare the students
’ achievement with the goals of the lesson.
B. Theoretical Framework