TeacherÂ’s Problems towards the Implementation of Scientific Approach Method for English Subject in first grade at SMPN 1 Batu
Teacher’s Problems towards the Implementation of Scientific Approach
Method for English Subject in first grade at SMPN 1 Batu
THESIS
By:
Rifky Rachman Safri
(201110100311097)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and the most merciful, all praises given to
Allah SWT for the uncountable blessing given to the researcher during this study in English
Department of University of Muhammadiyah Malang and especially in completing this
thesis.
The writer would like to show her deep gratitude to Drs. Soeparto, M.Pd as first
advisor and Jarum, M.Ed as the second advisor, for their patience, kindness, and invaluable
advice in guiding the writer until she could finish his thesis.
Furthermore a special gratitude to my beloved parents, Mr. Syaiful Bachri and Mrs.
Eli Meita that always give the writer motivation, support, care, and prayer for the finishing of
this thesis.
The last, many thanks to the lecturers and staff in English department and Kursus
Bahasa Asing UMM, my Favorit one Ranitha D. Ekayanthi, my bestfriends Ady Candra, S.
Pd., Meyla S. Ratih, S. Pd., Elliesa D. Hapsari, and my other friends who always give their
support.
Malang, …………..
Rifky Rachman Safri
TABLE OF CONTENTS
TITLE ................................................................................................................. i
APPROVAL ....................................................................................................... ii
LEGALIZATION .............................................................................................. iii
ORIGINALITY DECLARATION ................................................................... iv
MOTTO AND DEDICATION.......................................................................... v
ABSTRACT ........................................................................................................ vi
ACKNOWLEDGEMENTS .............................................................................. vii
TABLE OF CONTENTS ..................................................................................viii
CHAPTER I: INTRODUCTION
1.1 Background of the Study ...................................................................... 1
1.2 Statement of the Problems .................................................................... 4
1.3 Purposes of the Study............................................................................ 4
1.4 Significance of the Study ...................................................................... 5
1.5 Scope and Limitation ............................................................................ 5
1.6 Definition of the Key Terms ................................................................. 5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 2013 Curriculum ................................................................................... 6
2.2 Scientific Approach .............................................................................. 7
2.3 Scientific Approach in 2013 Curriculum .............................................. 9
2.3.1
Observing .................................................................................. 10
2.3.2
Questioning ............................................................................... 11
2.3.3
Exploring................................................................................... 12
2.3.4
Associating ................................................................................ 12
2.3.5
Communicating ......................................................................... 13
CHAPTER III: RESEARCH METHOD
3.1 Research Design.................................................................................... 14
3.2 Research Objects ................................................................................... 15
3.3 Research Instrument.............................................................................. 15
3.4 Data Collection ..................................................................................... 18
3.5 Data Analysis ........................................................................................ 18
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ................................................................................. 19
4.1.1 Teacher’s problem ........................................................................ 19
4.1.1.1 Observation ......................................................................... 20
4.1.1.2 Questioning ......................................................................... 20
4.1.1.3 Exploring ............................................................................ 21
4.1.1.4 Associating.......................................................................... 22
4.1.1.5 Communicating ................................................................... 22
4.1.2 Teacher’s solution ........................................................................ 23
4.1.2.1 Observation ......................................................................... 23
4.1.2.2 Questioning ......................................................................... 24
4.1.2.3 Exploring ............................................................................ 24
4.1.2.4 Associating.......................................................................... 25
4.1.2.5 Communicating ................................................................... 26
4.2 Discussion .......................................................................................... 27
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................................ 30
5.2 Suggestions ........................................................................................... 31
REEFERENCES ................................................................................................ 33
LIST OF APPENDICES
Appendix I
: Lesson plan................................................................................. 34
Appendix II
: Result of observation.................................................................. 40
Appendix III : Interview Guidance .................................................................... 45
Appendix IV : Result of Interview ..................................................................... 46
Appendix V : Pictures ....................................................................................... 51
References
Abidin, Yunus. 2013. Design sistem pembelajaran dalam konteks kurikulum 2013.
Bandung. PT Refika Adimata.
Ahmad, Djuwairiah. 2014. Understanding the 2013 Curriculum of English teaching
through the Teacher and Policymakers’ perspectives. Makasar. Journal.
Ary, Donald. 2010. Introduction to Research in Education (Eighth Edition). Canada:
Thomson Wadsworth.
Creswell, John W. 2012. Educational research planning, conducting, evaluating
quantitative and qualitative fourth edition. Boston. Pearson Education, Inc.
Creswell, John W. 2014. Research design: qualitative and quantitative,and mixed
methods approaches foutrh edition. California. Sage Publication, Inc.
Fitriana, Dina. 2012. The problems faced by the teacher in teaching English speaking at
Mahesa course Pare Kediri.
Harianto, Indy Putra D. 2015. A Study on the Implementation of Scientific Approach
Used by English Teacher in Teaching English to Low Level Students at SMP in
Malang.
Kartika, Ajeng D. 2015. The difficulties in applying scientific approach in learning
speaking at the eight grade of SMPN 3 Malang
Lazim, M. 2013. penerapan pendekatan saintifik dalam pembelajaran kurikulum 2013.
Yogyakarta.
Poerwati & Amri. 2013. Panduan memahami kurikulum 2013. Jakarta. Prestasi Pustaka
Publisher.
Smith, Felicity J. 2010. Conducting your pharmacy practice resarch project 2nd edition
Pharmaceutical Press.
Suharyadi. 2013. Exploring “scientific approach” in English language teaching.
Wati, Isna D. 2010. The problems faced by practice teachers of English department in
writing lesson plan.
Yulaiha, Nur. 2014. Scientific approach in teaching reading used by the English teacher
at SMAN 3 Malang.
CHAPTER 1
INTRODUCTION
This chapter will discuss about background of study, statement problems,
purposes of study, significant of study, scope and limitation, and definition of key
terms
1.1 Background of Study
In this era, scientific approach is very popular. It happens because the
minister of education has implemented new curriculum called K13 curriculum.
Minister of education implements this curriculum in order to make the quality of
education in Indonesia better. M. Lazim (2013) stated that scientific approach is
one base that facilitates, inspires, strengthens, and underlies the idea of how
learning methods are implemented by a particular theory. Based on Kemendikbud
(in Yulaiha, 2013), there are five activities in scientific approach namely
observing, questioning, exploring, associating, and communicating.
The first step is observing. Observing is one step which consists of
reading, listening, and seeing. This step can happen with or without tools. It is
aimed at identifying things which students want to know.
Questioning step is the second step in scientific approach. In this step, the
students ask question about information which they do not understand during the
observing step. This activity is conducted through discussions with students’
friends or teachers.
1
The next step is exploring. It consists of conducting experiments, reading
from other sources and textbooks, observing objects, event, activities, sources
interview. Besides, there are other ways that can be tried in order to finish this
step for instance: exploring, trying, discussing, demonstrating, imitating, doing
experiment, interviewing, etc.
The next step in scientific approach is associating. In this stage, the
students process information which they collect from the previouse activities or
experiments. The student can also observe result of activities and events to collect
more information – processing information that has been collected, analyzing the
data in purpose to make category, associating or connecting phenomena in order
to find the pattern and conclusion.
The last step in scientific approach is communicating. The purpose of this
step is to communicate their information that they get from the previous steps. In
other words, the students have to present their conclusion. This conclusion is
presented by oral, written, or other media – presenting a report in the form of a
chart, a diagram, or a graph; preparing a written report; and presenting their report
which covers process, result, and conclusion.
Based on steps that are shown in previous paragraphs, the teachers should
be creative in teaching English because nowadays, English is an international
language that has been used in many countries. Nehru stated that (in Patel and
Jain, 2008), English is a big key on the modern world. They must have receptive
and productive skills. Receptive skills are listening and reading while productive
skills are like speaking and writing.
2
The information above are based on theoretical considerations. On the
other hand, there are also empirical facts about K13 and scientific approach that
has already analized by some other researchers, such: Yulaiha (2014), Fitriana
(2012), and Wati (2010).
According to Yulaiha (2014), scientific approach is
not fully implemented by teachers at SMAN 3 Malang because time that is given
by government English is only 2 hours (2 x 45) minutes in one meeting.
Furthermore, there are three main problems are faced by English teachers
who teach speaking at Mahesa Course Pare Kediri, for instance: some students
has different age and ability; there are students who are still shy and afraid to
speak English; last problem is there are differentiation in the students’ background
(Fitriana, 2012).
Meanwhile, Wati (2010) also states about problems faced by practiced
teacher of English department in writing lesson plan. There are two problems that
practiced teacher faced in writing lesson plan, for example: objective, indicator,
material, method, teaching activities, media/source, less knowledge in developing
the lesson plan, and variation in teaching preparation; connecting the objectives
and teaching learning activities. It is caused by the difficulties of arranging
various teaching learning activities to reach the objective.
The background above makes the writer want to carry out thorough
research with the title Teacher’s Problems towards the Implementation of
Scientific Approach Method for English Subject in first grade at SMPN 1
Batu because the writer would like to analyze and investigate about teacher’s
3
problems towards the implementation of scientific approach for English subject.
1.2 Statement of Problem
Based on background above, the reseacher fomulates the problem of this
study is as follows:
1.
What are teacher’s problems in implementing scientific approach in first
grade at SMPN 1 Batu?
2.
What are teacher’s solutions for problems in implementing scientific
approach in first grade at SMPN 1 Batu?
1.3 Purposes of the Study
Based on statement of problem above, the purpose of this study is as
follows:
1.
To identify teacher’s problem toward scientific approach in first grade at
SMPN 1 Batu.
2.
To identify the teacher’s solutions toward scientific approach in first grade at
SMPN 1 Batu.
1.4 Significance of Study
The purpose of this study is to find out teacher’s problems towards the
implementing of scientific approach for English subject. It is expected to give
4
benefit for teachers, especially English teachers, students, and next researchers.
For English teachers, the writer hopes that they could know problems in
implementing scientific approach and know how to handle or modify it. For
students, they can receive English material more easily after the problem in
implementing scientiffic approach has already fix. For next researcher, it is
expected that this research can give some information related to their research.
1.5 Scope and Limitation
The scope of this research is teacher’s problems towards scientific
approach the implementation of scientific appoach for English subject at SMPN 1
Batu. The limitation of this research is the teacher’s problems of scientific
approach method for English subject in SMPN 1 Batu
1.6 Definition of Key Terms
1.
Scientific Approach
: a basic that facilitate, inspire, strengthen, and
underlying idea of how learning methods implemented by a particular theory
(M. Lazim 2013).
2.
SMPN 1 Batu
: SMP Negeri 1 Batu is the oldest junior high school in
Batu which has national standard.
3.
Problem
: Anything that causes problems or that needs much
attention and thought when the English teacher does activities in selecting
method, approach, technique, media used and selecting material (Hudan in
Harliana, 2005:2)
5
Method for English Subject in first grade at SMPN 1 Batu
THESIS
By:
Rifky Rachman Safri
(201110100311097)
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and the most merciful, all praises given to
Allah SWT for the uncountable blessing given to the researcher during this study in English
Department of University of Muhammadiyah Malang and especially in completing this
thesis.
The writer would like to show her deep gratitude to Drs. Soeparto, M.Pd as first
advisor and Jarum, M.Ed as the second advisor, for their patience, kindness, and invaluable
advice in guiding the writer until she could finish his thesis.
Furthermore a special gratitude to my beloved parents, Mr. Syaiful Bachri and Mrs.
Eli Meita that always give the writer motivation, support, care, and prayer for the finishing of
this thesis.
The last, many thanks to the lecturers and staff in English department and Kursus
Bahasa Asing UMM, my Favorit one Ranitha D. Ekayanthi, my bestfriends Ady Candra, S.
Pd., Meyla S. Ratih, S. Pd., Elliesa D. Hapsari, and my other friends who always give their
support.
Malang, …………..
Rifky Rachman Safri
TABLE OF CONTENTS
TITLE ................................................................................................................. i
APPROVAL ....................................................................................................... ii
LEGALIZATION .............................................................................................. iii
ORIGINALITY DECLARATION ................................................................... iv
MOTTO AND DEDICATION.......................................................................... v
ABSTRACT ........................................................................................................ vi
ACKNOWLEDGEMENTS .............................................................................. vii
TABLE OF CONTENTS ..................................................................................viii
CHAPTER I: INTRODUCTION
1.1 Background of the Study ...................................................................... 1
1.2 Statement of the Problems .................................................................... 4
1.3 Purposes of the Study............................................................................ 4
1.4 Significance of the Study ...................................................................... 5
1.5 Scope and Limitation ............................................................................ 5
1.6 Definition of the Key Terms ................................................................. 5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 2013 Curriculum ................................................................................... 6
2.2 Scientific Approach .............................................................................. 7
2.3 Scientific Approach in 2013 Curriculum .............................................. 9
2.3.1
Observing .................................................................................. 10
2.3.2
Questioning ............................................................................... 11
2.3.3
Exploring................................................................................... 12
2.3.4
Associating ................................................................................ 12
2.3.5
Communicating ......................................................................... 13
CHAPTER III: RESEARCH METHOD
3.1 Research Design.................................................................................... 14
3.2 Research Objects ................................................................................... 15
3.3 Research Instrument.............................................................................. 15
3.4 Data Collection ..................................................................................... 18
3.5 Data Analysis ........................................................................................ 18
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ................................................................................. 19
4.1.1 Teacher’s problem ........................................................................ 19
4.1.1.1 Observation ......................................................................... 20
4.1.1.2 Questioning ......................................................................... 20
4.1.1.3 Exploring ............................................................................ 21
4.1.1.4 Associating.......................................................................... 22
4.1.1.5 Communicating ................................................................... 22
4.1.2 Teacher’s solution ........................................................................ 23
4.1.2.1 Observation ......................................................................... 23
4.1.2.2 Questioning ......................................................................... 24
4.1.2.3 Exploring ............................................................................ 24
4.1.2.4 Associating.......................................................................... 25
4.1.2.5 Communicating ................................................................... 26
4.2 Discussion .......................................................................................... 27
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................................ 30
5.2 Suggestions ........................................................................................... 31
REEFERENCES ................................................................................................ 33
LIST OF APPENDICES
Appendix I
: Lesson plan................................................................................. 34
Appendix II
: Result of observation.................................................................. 40
Appendix III : Interview Guidance .................................................................... 45
Appendix IV : Result of Interview ..................................................................... 46
Appendix V : Pictures ....................................................................................... 51
References
Abidin, Yunus. 2013. Design sistem pembelajaran dalam konteks kurikulum 2013.
Bandung. PT Refika Adimata.
Ahmad, Djuwairiah. 2014. Understanding the 2013 Curriculum of English teaching
through the Teacher and Policymakers’ perspectives. Makasar. Journal.
Ary, Donald. 2010. Introduction to Research in Education (Eighth Edition). Canada:
Thomson Wadsworth.
Creswell, John W. 2012. Educational research planning, conducting, evaluating
quantitative and qualitative fourth edition. Boston. Pearson Education, Inc.
Creswell, John W. 2014. Research design: qualitative and quantitative,and mixed
methods approaches foutrh edition. California. Sage Publication, Inc.
Fitriana, Dina. 2012. The problems faced by the teacher in teaching English speaking at
Mahesa course Pare Kediri.
Harianto, Indy Putra D. 2015. A Study on the Implementation of Scientific Approach
Used by English Teacher in Teaching English to Low Level Students at SMP in
Malang.
Kartika, Ajeng D. 2015. The difficulties in applying scientific approach in learning
speaking at the eight grade of SMPN 3 Malang
Lazim, M. 2013. penerapan pendekatan saintifik dalam pembelajaran kurikulum 2013.
Yogyakarta.
Poerwati & Amri. 2013. Panduan memahami kurikulum 2013. Jakarta. Prestasi Pustaka
Publisher.
Smith, Felicity J. 2010. Conducting your pharmacy practice resarch project 2nd edition
Pharmaceutical Press.
Suharyadi. 2013. Exploring “scientific approach” in English language teaching.
Wati, Isna D. 2010. The problems faced by practice teachers of English department in
writing lesson plan.
Yulaiha, Nur. 2014. Scientific approach in teaching reading used by the English teacher
at SMAN 3 Malang.
CHAPTER 1
INTRODUCTION
This chapter will discuss about background of study, statement problems,
purposes of study, significant of study, scope and limitation, and definition of key
terms
1.1 Background of Study
In this era, scientific approach is very popular. It happens because the
minister of education has implemented new curriculum called K13 curriculum.
Minister of education implements this curriculum in order to make the quality of
education in Indonesia better. M. Lazim (2013) stated that scientific approach is
one base that facilitates, inspires, strengthens, and underlies the idea of how
learning methods are implemented by a particular theory. Based on Kemendikbud
(in Yulaiha, 2013), there are five activities in scientific approach namely
observing, questioning, exploring, associating, and communicating.
The first step is observing. Observing is one step which consists of
reading, listening, and seeing. This step can happen with or without tools. It is
aimed at identifying things which students want to know.
Questioning step is the second step in scientific approach. In this step, the
students ask question about information which they do not understand during the
observing step. This activity is conducted through discussions with students’
friends or teachers.
1
The next step is exploring. It consists of conducting experiments, reading
from other sources and textbooks, observing objects, event, activities, sources
interview. Besides, there are other ways that can be tried in order to finish this
step for instance: exploring, trying, discussing, demonstrating, imitating, doing
experiment, interviewing, etc.
The next step in scientific approach is associating. In this stage, the
students process information which they collect from the previouse activities or
experiments. The student can also observe result of activities and events to collect
more information – processing information that has been collected, analyzing the
data in purpose to make category, associating or connecting phenomena in order
to find the pattern and conclusion.
The last step in scientific approach is communicating. The purpose of this
step is to communicate their information that they get from the previous steps. In
other words, the students have to present their conclusion. This conclusion is
presented by oral, written, or other media – presenting a report in the form of a
chart, a diagram, or a graph; preparing a written report; and presenting their report
which covers process, result, and conclusion.
Based on steps that are shown in previous paragraphs, the teachers should
be creative in teaching English because nowadays, English is an international
language that has been used in many countries. Nehru stated that (in Patel and
Jain, 2008), English is a big key on the modern world. They must have receptive
and productive skills. Receptive skills are listening and reading while productive
skills are like speaking and writing.
2
The information above are based on theoretical considerations. On the
other hand, there are also empirical facts about K13 and scientific approach that
has already analized by some other researchers, such: Yulaiha (2014), Fitriana
(2012), and Wati (2010).
According to Yulaiha (2014), scientific approach is
not fully implemented by teachers at SMAN 3 Malang because time that is given
by government English is only 2 hours (2 x 45) minutes in one meeting.
Furthermore, there are three main problems are faced by English teachers
who teach speaking at Mahesa Course Pare Kediri, for instance: some students
has different age and ability; there are students who are still shy and afraid to
speak English; last problem is there are differentiation in the students’ background
(Fitriana, 2012).
Meanwhile, Wati (2010) also states about problems faced by practiced
teacher of English department in writing lesson plan. There are two problems that
practiced teacher faced in writing lesson plan, for example: objective, indicator,
material, method, teaching activities, media/source, less knowledge in developing
the lesson plan, and variation in teaching preparation; connecting the objectives
and teaching learning activities. It is caused by the difficulties of arranging
various teaching learning activities to reach the objective.
The background above makes the writer want to carry out thorough
research with the title Teacher’s Problems towards the Implementation of
Scientific Approach Method for English Subject in first grade at SMPN 1
Batu because the writer would like to analyze and investigate about teacher’s
3
problems towards the implementation of scientific approach for English subject.
1.2 Statement of Problem
Based on background above, the reseacher fomulates the problem of this
study is as follows:
1.
What are teacher’s problems in implementing scientific approach in first
grade at SMPN 1 Batu?
2.
What are teacher’s solutions for problems in implementing scientific
approach in first grade at SMPN 1 Batu?
1.3 Purposes of the Study
Based on statement of problem above, the purpose of this study is as
follows:
1.
To identify teacher’s problem toward scientific approach in first grade at
SMPN 1 Batu.
2.
To identify the teacher’s solutions toward scientific approach in first grade at
SMPN 1 Batu.
1.4 Significance of Study
The purpose of this study is to find out teacher’s problems towards the
implementing of scientific approach for English subject. It is expected to give
4
benefit for teachers, especially English teachers, students, and next researchers.
For English teachers, the writer hopes that they could know problems in
implementing scientific approach and know how to handle or modify it. For
students, they can receive English material more easily after the problem in
implementing scientiffic approach has already fix. For next researcher, it is
expected that this research can give some information related to their research.
1.5 Scope and Limitation
The scope of this research is teacher’s problems towards scientific
approach the implementation of scientific appoach for English subject at SMPN 1
Batu. The limitation of this research is the teacher’s problems of scientific
approach method for English subject in SMPN 1 Batu
1.6 Definition of Key Terms
1.
Scientific Approach
: a basic that facilitate, inspire, strengthen, and
underlying idea of how learning methods implemented by a particular theory
(M. Lazim 2013).
2.
SMPN 1 Batu
: SMP Negeri 1 Batu is the oldest junior high school in
Batu which has national standard.
3.
Problem
: Anything that causes problems or that needs much
attention and thought when the English teacher does activities in selecting
method, approach, technique, media used and selecting material (Hudan in
Harliana, 2005:2)
5