SCIENTIFIC APPROACH USED BY STUDENT TEACHERS IN 5TH GRADE OF ENGLISH FOR YOUNG LEARNER COURSE AT UNIVERSITY OF MUHAMMADIYAH MALANG
i
SCIENTIFIC APPROACH USED BY STUDENT TEACHERS
IN 5
THGRADE OF ENGLISH FOR YOUNG LEARNER
COURSE AT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
COVER
By:
M. Harist Fahmi Ruddin
201210100311125
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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ii
SCIENTIFIC APPROACH USED BY STUDENT TEACHERS
IN 5
THGRADE OF ENGLISH FOR YOUNG LEARNER
COURSE AT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
M. Harist Fahmi Ruddin
201210100311125
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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iii This thesis written by M. Harist Fahmi Ruddin was approved on 27th April 2016
APPROVAL
By:
Advisor I, Advisor II,
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iv This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang and accepted as one of the requirements to achieve
Sarjana Degree in English Department On May 4th, 2016
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes.
Examiners: Signatures:
1. Dr. Masduki, M.Pd 1...……….. 2. Rahmawati Khadijah Maro, S. Pd., M. PEd 2………... 3. Rina Wahyu Setyaningrum, M. Ed 3……… 4. Drs. Soeparto, M. Pd. 4………
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v
MOTTO AND DEDICATION
"
Man salaka thariqan yaltamisu fihi ilman sahhalallahu
lahu thariqan ilal jannah
”
Tuhanmu Tiada meninggalkan kamu dan tiada
pula benci kepadamu,
(Q.S. Adh-Dhuha 93: 3)
“
Never give up on something
you really want. It’s
difficult to wait, but more difficult to regret ’’
(Mario Teguh)
Dedication My graduation is dedicated to:
My beloved mother and father
My sister and my family
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vi
ORIGINALITY DECLARATION
The undersigned:
Name : M. Harist Fahmi Ruddin Student ID Number : 201210100311125 Program of Study : English Department
Faculty : Faculty of Teacher Training and Education
I hereby declare that in this thesis there is no any thesis or paper that have been proposed to receive a bachelor degree, and there is no ideas or notions written or published by another person, unless what has been written in this thesis and mentioned in the references.
Malang, 27 April 2016
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viii
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’ alamin. All praise just upon to Allah because with his
bless and mercy the researcher can finish writing his research well. Shalawat and praise also delivered to his prophet Muhammad SAW who has brought the light from the darkness and show him to the best conviction Islam. Second, the researcher would like to express his enormous thanks to his mother Mrs. Fatkhul Djannah and his sister Mela Risky Rahmawati for their love, pray, and supports. They were the researcher motivation while doing the research. Without them, the researcher will not have such a wonderful life. Thus, he thanked them for having accompanied him
Third, the researcher sincerely gives his uncountable gratitude and appreciations to his adored lecture—that role as his first advisor Mrs. Rina Wahyu
Setyaningrum, M.Ed. She is the one who is always patient with the researcher’s
questions. Thank you for the supports, motivations, ideas, critics, times, and corrections she gave to the researcher. Furthermore, enormous thanks also to his second advisor—Mr. Drs, Soeparto, M.Pd for helping the researcher in developing and sharpening the idea and thank you had make him becoming more intelligence and independent man. His specials thank also goes to his best friend and proof reader, Lia Yohana, for her patience while correcting and giving suggestions to the researcher.
Furthermore, big thanks are also given to the 5th student teachers (Nining, Diana, Rosa, Winda, Irma, Mela, Sulong) who had accompanied and supported the researcher while observing and collecting the data. He also would like to say thanks to his roommate Ropek, partner in crime Shodiq, thesis fighters Anisa, Arin, Ega, Surya, Anik, Jihan, Dwiki, Hani, Hanan, Abdullah, and all his friends who cannot mentioned one by one for their supports, motivations, and jokes they made to cheers up the researcher. Finally, the researcher knows that his research has not been perfect yet. Therefore, the researcher expects criticism and suggestions in order to improve this research.
Malang, 27 April 2016 M. Harist Fahmi Ruddin
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ix
TABLE OF CONTENTS
COVER ... i
APPROVAL ... iii
MOTTO AND DEDICATION ... v
ORIGINALITY DECLARATION ... vi
ABSTRACT………...vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... ix
CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1 Background of the Study ... Error! Bookmark not defined. 1.2 Statements of the Problems ... Error! Bookmark not defined. 1.3 Purposes of the Study ... Error! Bookmark not defined. 1.4 Significance of the Study ... Error! Bookmark not defined. 1.5 Scope and Limitation ... Error! Bookmark not defined. 1.6 Definition of Key Terms ... Error! Bookmark not defined. CHAPTER II REVIEW OF RELATED LITERATURE ... Error! Bookmark not defined. 2.1 Scientific Approach ... Error! Bookmark not defined. 2.1.1 The Criteria of scientific Approach.. Error! Bookmark not defined. 2.1.2 The Learning Steps in Scientific Approach ... Error! Bookmark not defined. 2.1.2.1 Observing ... Error! Bookmark not defined. 2.1.2.2 Questioning ... 9 2.1.2.3 Exploring ... Error! Bookmark not defined. 2.1.2.4 Associating ... Error! Bookmark not defined. 2.1.2.5 Communicating ... Error! Bookmark not defined. 2.2 Teaching English to Young Learner in Indonesia . Error! Bookmark not defined.
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x CHAPTER III RESEARCH METODOLOGY .... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Research Subjects ... Error! Bookmark not defined. 3.3 Research Instrument ... Error! Bookmark not defined. 3.3.1 Observation ... Error! Bookmark not defined. 3.3.2 Document Analysis ... Error! Bookmark not defined. 3.4 Data Collection ... Error! Bookmark not defined. 3.5 Data Analysis ... Error! Bookmark not defined. CHAPTHER IV RESEARCH FINDINGS AND DISCUSSIONS ... Error! Bookmark not defined.
4.1 Research Findings ... Error! Bookmark not defined. 4.1.1 Observing ... Error! Bookmark not defined. 4.1.2 Questioning ... Error! Bookmark not defined. 4.1.3 Exploring ... 29 4.1.4 Associating ... 30 4.1.5 Communicating ... Error! Bookmark not defined. 4.2 Discussions ... Error! Bookmark not defined. CHAPTHER V CONCLUSIONS AND SUGGESTIONS . Error! Bookmark not defined.
5.1 Conclusions ... Error! Bookmark not defined. 5.2 Suggestions ... Error! Bookmark not defined. 5.2.1 For the English Teachers ... Error! Bookmark not defined. 5.2.2 For English Department ... Error! Bookmark not defined. 5.2.3 For the Next Researchers ... Error! Bookmark not defined. REFERENCES ... 38 APPENDICES ... Error! Bookmark not defined. APPENDIX I OBSERVATION ... Error! Bookmark not defined. APPENDIX 2 DOCUMENTATION 1 ... Error! Bookmark not defined. APPENDIX 3 DOCUMENTATION 2 ... Error! Bookmark not defined.
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38
REFERENCES
Ann, L. and Lynne, M. (2005). Teachers as Leaders. The Educational Forum, 69 , 151-162.
Ary, Donald. 2010. Introduction to Research in Education (Eighth Edition). Canada: Thomson Wadsworth.
Ayuwandira. (2015). The Problem Faced by English Teacher in Teaching Speaking Skill on Twelveth Grade of Senior High School Based on Curriculum 2013.
Blair, N. (2012). Technology Integration for the New 21st Century Learner. Principal, 8-13.
Cameron, L. (2002). Teaching language to Young Learners. Cambridge.
Cotler, A., Yoder, R., Breimer, E., DelBelso, D., and College, S. (2012). Developing 21st Century Communicators. EDSIG (Education Special Interest Group of the AITP) , 1-11.
Creswell, John W. 2014. Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (Fourth Edition). US: SAGE Publications, Inc. Fauziah, Resti, Abdullah, A.G.,Hakim, D.L. 2013. "Pembelajaran Saintifik
Elektronika Dasar Berorientasi Pembelajaran Berbasis Masalah." INVOTEC 165-178.
Gawi, E. M. (2012). The Effects of Age Factor on Learning English: A Case Study of Learning English in Saudi Schools, Saudi Arabia. ELT, 5(1), 127-139.
Graddol, D. (2000). The Future of English? A Guide to Forecasting The Popularity of The English Language in the 21st Century. The British Council.
Harmer, J. (2007). The Practice of English Language Teaching (4 ed.). London: Pearson Longman.
Joyce, Bruce, Weil, Marsha and Calhoun, Emily. (2004). Models of Teaching. (7 ed.). United States: Pearson Education.
Kebudayaan, Kementerian Pendidikan dan. 2012. Dokumen Kurikulum 2013. Jakarta: Kemendikbud.
—. 2013. Pengembangan Kurikulum 2013. Jakarta: Kemendikbud.
—. 2013. Konsep Pendekatan Scientific. Jakarta: Kemendikbud.
—. 2013. Kurikulum 2013 ;Kompetensi Dasar Sekolah Dasar (SD)/ Madrasah Ibtidaiyah (MI). Jakarta: Kemendikbud.
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—. 2013. Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Inggris Melalui Pendekatan Saintifik. Jakarta: Kemendikbud.
Kebudayaan, Peraturan Menteri Pendidikan dan. 2013. Kerangka Dasar dan Struktur Kurikulum Sekolah Dasar/ Madrasah ibtidaiyah. Jakarta: Kemendikbud.
Muijs, Daniel and Reynolds, David. (2005). Effective Teaching Evidence and Practice. London: SAGE Publications Ltd.
Mulyasa. 2014. Pengembangan dan Implementasi Kurikulum 2013. Bandung: PT. Remaja Rosdakarya
Phillips, S. (2001). Young Learners. Oxford.
Rohde, A. (2009). Input Matters in SLA. Great Britain : MPG Books Ltd.
Sabillah, F. (2004). English to Young learners: It’s Policy, Frameworks, Activity Based Teaching. Teacher Training and Education Muhmmadiyah
University of Malang.
Sabilah, F., Bonavidi, R., Sumarsono, P., Handayani, F. A. N., Rahayu, E., L., Wardhani, A., I. 2009. English For Elementary School Teachers. Malang: Language Center- UMM PRESS.
Salca, S. C. (2014). Peningkatan Kreativitas da hasil Belajar Materi Kegiatan Produksi dengan Pendekatan Scientific Siswa SMP Negeri 1 Winong. EEAJ, 3(1), 160-165.
Yunitasari, R. E. (2015). Analisis Penerapan Pendekatan Saintifik (Scientific Approach) dalam Pembelajaran Tematik Kurikulum 2013 Peserta Didik Sekolah Dasar Kelas 1 di Gresik.
Suparlan, Drs.M.Pd. 2012. Tanya Jawab Pengembangan Kurikulum dan Materi Pembelajaran. Jakarta: PT. Bumi Aksara.
Suyanto, K.K.E. 2009. English for Young Learners; Melejitkan Potensi Anak Melalui English Class yang Fun, Asyik, dan Menarik. Jakarta: PT Bumi Aksara.
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1
CHAPTER I
INTRODUCTION
In regard to the following inquiry of the knowledge in the present study, this chapter is explaining about the background of the study, statement of problem, purpose of study, significance of study, scope and limitation, and definition of key terms.
1.1 Background of the Study
Today, modern language studies take place in a world which is influenced by the internationalization and globalization. Many people believe that being able to speak with a foreign language especially in a demand language like English looks good in any application. Almost all people around the world use English as their tools of communication and in this era of globalization, being able to communicate in other languages will make someone much more valuable to an employer (Graddol, 2000; Harmer, 2007).
AEC (ASEAN Economic Community) has already appeared in Indonesia and there will be an intense competition between the local and the foreign workers. The competition in the free trade era will be so fierce for those who are not yet prepared. In 2015, International Education Company, Education First (EF) released English Proficiency Index (EPI) report that showed Indonesia ranking 30
out of 70 countries with “intermediate proficiency”. For AEC, this level of
proficiency is still below the average. There are still numbers of Indonesians who
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2 the biggest duty to increase the level of the language proficiency. If not, Indonesian will suffer in their own country.
In this regard, the importance of English language education has been tackled by the Indonesian government since 1992. In the same year, the ministry of education decided to allow elementary school level applying English as an additional lesson in the school. Introducing English as a foreign language to young learners has been popular among the educators and parents. Parents want to provide their children with a competitive educational advantage (Phillips, 2001). Additionally, it is also believed that introducing English to young learners will result a lot of advantages.
Children are always discovering new things, but learning a new language is a uniquely rewarding experience at any age. For children, the feeling of accomplishment that comes with their first steps toward a foreign language can motivate them on to a deeper and broader passion for learning in general (Cameron, 2002). Children who learn a language before their teenage years are more likely to pronounce the word like native than the adult (Harmer, 2007; Gawi, 2012). Furthermore, research has found that kids have an innate ability to acquire the rules of any faster than adult. However, young children’s brain is known for
being “like a sponge” which absorbs everything, it is recommended to give them
enough time to acquire and fully understand one language before introducing another one. Otherwise, they might go through a confused time in which they won’t actually know how to express themselves (Sabilah, 2004; Rohde 2009).
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3
As English is considered as a foreign language, young learners in Indonesia often have many difficulties in learning English. The difficulties range because the English pronunciations is slightly different from Indonesian pronunciation.
Accordingly, teacher finds it is difficult to catch the students’ interest. However,
there are many ways to build their interest and break their old stereotype about the difficulty of English language study. One way to solve this problem is by knowing their characteristic (Sabilah, 2004). In short, by knowing the students characteristic it will be easier for the educators to reach the desired goals.
Salcha (2014) states, “Education should be focused on the development of students' creativity in order later to meet individual needs and the needs of society
and the state.” Scientific approach is considered relevant to the aims of the
teaching of English in Indonesia especially in English for Young Learners (EYL) school because young learners are differ in their learning style and needs to activate their five sense. This approach entails observing, questioning, experimenting or exploring, associating and communicating or networking to
promote students’ participation in the process of teaching and learning (Komara in
Salcha, 2014). It means applying scientific approach gives the students experience to find the fact of knowledge from the experiment they have done.
According to Joyce, Weil, and Calhoun (2004: 102), “The students are
studying how science is made as well as its findings.” It highlights the process of getting knowledge is more important than just receiving knowledge because experiment will give great experience. On the other hand, the implementation of scientific approach has different perspective from some views. On one view point,
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4
people agree that this method is good ways in reaching the students’ interest by
asking them to respond the stimulus from the teacher who uses the media in their teaching process. However on the other view, some teachers says that it is difficult to apply the scientific approach orderly and successfully without losing one or two of the steps.
In accordance with the previous explanation, Yunitasari (2015) in her research about the use of scientific approach used in grade one at Gresik elementary school, revealed that only one school which implement the scientific approach perfectly. While, from the two others school the researcher found that the approach was not implemented successfully. The educators tend to leave the communicating step which is considered as the most important part in teaching a language. Additionally, Ayuwandira (2015) states that the time allotment for English course in 2013 curriculum is very limited and with such allotment, teachers might feel it is difficult to implement the scientific approach successfully.
Indeed in 2013 curriculum, English lesson is not a compulsory subject. The time allotted for this subject also shorter than another subject. However, since the stipulation of 2013 curriculum from the decree of ministry of education and culture, Indonesian educational system start to be familiar with an educational approach – scientific approach. Indonesian schools have started to implement the approach massively. This massive implementation was made as Indonesian loyalty to their principal.
It is also obvious that EYL course also implement scientific approach. The course is undertaken by English department students for ten weeks in odd semester. Accordingly, to dig more information related with the implementation of scientific
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5 approach, the researcher is interested in conducting research in scientific approach used by student teachers in 5th grades of EYL course at university of Muhammadiyah Malang.
1.2 Statements of the Problems
Based on the background of study, the researcher formulates the statement
of problem: “How is the implementation of scientific approach used by student
teachers in 5th grade of English for young learner course at university of
Muhammadiyah Malang?”
1.3 Purposes of the Study
Based on the statement of problem, the researcher formulates the purpose of
the study: “To describe the implementation of scientific approach used by student
teachers in 5th grade of English for young learner course at university of
Muhammadiyah Malang.”
1.4 Significance of the Study
The writer hoped that the result of this research can give theoretical and practical significance in teaching EYL. Theoretically, the result of this study is profitable in giving contribution for teaching EYL. By describing the use scientific approach in teaching EYL, the existing theory of scientific approach in teaching EYL will be developed.
Practically, the result of the study provides information which is useful for the English teacher in general, student, and researcher. First, for English teacher in general the study may give the information about the implementation of scientific approach in teaching EYL. Second, for student the result can give feedback to the young learner to improve their quality of learning English. Third, this study may
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6 give a good contribution the researcher’s for the next researcher who will have the same topic. It will be as a supporting source that shows the evidence about the certain topic related to their thesis.
1.5 Scope and Limitation
The scope of this study is focused on scientific approach used by student teachers in 5th grade of English for young learner course at university of Muhammadiyah Malang. The limitation of the study is the EYL student teachers who are doing teaching practice in 5th grade of EYL course at university of Muhammadiyah Malang.
1.6 Definition of Key Terms
Before discussing further, it is necessary to clarify the meaning of the key terms to avoid any misunderstanding and misinterpreting. Those key terms are defined as follow:
1) Scientific approach is an approach that can motivate the students to learn scientifically using the steps of observing, questioning, exploring, associating, and communicating.
2) EYL or English for Young Learners course is a course conducted by English Department of University of Muhammadiyah Malang. This is a program in which the students acquire knowledge and experience about teaching young learner students.
3) Student teacher is a pre-service teacher who is conducting teaching practice. 4) Young Learners are defined as children from the birth till the age of twelve.
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CHAPTER I
INTRODUCTION
In regard to the following inquiry of the knowledge in the present study, this chapter is explaining about the background of the study, statement of problem, purpose of study, significance of study, scope and limitation, and definition of key terms.
1.1 Background of the Study
Today, modern language studies take place in a world which is influenced by the internationalization and globalization. Many people believe that being able to speak with a foreign language especially in a demand language like English looks good in any application. Almost all people around the world use English as their tools of communication and in this era of globalization, being able to communicate in other languages will make someone much more valuable to an employer (Graddol, 2000; Harmer, 2007).
AEC (ASEAN Economic Community) has already appeared in Indonesia and there will be an intense competition between the local and the foreign workers. The competition in the free trade era will be so fierce for those who are not yet prepared. In 2015, International Education Company, Education First (EF) released English Proficiency Index (EPI) report that showed Indonesia ranking 30 out of 70 countries with “intermediate proficiency”. For AEC, this level of proficiency is still below the average. There are still numbers of Indonesians who still doesn’t able to communicate with English. Thus, Indonesian government has
(2)
the biggest duty to increase the level of the language proficiency. If not, Indonesian will suffer in their own country.
In this regard, the importance of English language education has been tackled by the Indonesian government since 1992. In the same year, the ministry of education decided to allow elementary school level applying English as an additional lesson in the school. Introducing English as a foreign language to young learners has been popular among the educators and parents. Parents want to provide their children with a competitive educational advantage (Phillips, 2001). Additionally, it is also believed that introducing English to young learners will result a lot of advantages.
Children are always discovering new things, but learning a new language is a uniquely rewarding experience at any age. For children, the feeling of accomplishment that comes with their first steps toward a foreign language can motivate them on to a deeper and broader passion for learning in general (Cameron, 2002). Children who learn a language before their teenage years are more likely to pronounce the word like native than the adult (Harmer, 2007; Gawi, 2012). Furthermore, research has found that kids have an innate ability to acquire the rules of any faster than adult. However, young children’s brain is known for
being “like a sponge” which absorbs everything, it is recommended to give them
enough time to acquire and fully understand one language before introducing another one. Otherwise, they might go through a confused time in which they won’t actually know how to express themselves (Sabilah, 2004; Rohde 2009).
(3)
As English is considered as a foreign language, young learners in Indonesia often have many difficulties in learning English. The difficulties range because the English pronunciations is slightly different from Indonesian pronunciation. Accordingly, teacher finds it is difficult to catch the students’ interest. However, there are many ways to build their interest and break their old stereotype about the difficulty of English language study. One way to solve this problem is by knowing their characteristic (Sabilah, 2004). In short, by knowing the students characteristic it will be easier for the educators to reach the desired goals.
Salcha (2014) states, “Education should be focused on the development of students' creativity in order later to meet individual needs and the needs of society and the state.” Scientific approach is considered relevant to the aims of the teaching of English in Indonesia especially in English for Young Learners (EYL) school because young learners are differ in their learning style and needs to activate their five sense. This approach entails observing, questioning, experimenting or exploring, associating and communicating or networking to promote students’ participation in the process of teaching and learning (Komara in Salcha, 2014). It means applying scientific approach gives the students experience to find the fact of knowledge from the experiment they have done.
According to Joyce, Weil, and Calhoun (2004: 102), “The students are studying how science is made as well as its findings.” It highlights the process of getting knowledge is more important than just receiving knowledge because experiment will give great experience. On the other hand, the implementation of scientific approach has different perspective from some views. On one view point,
(4)
people agree that this method is good ways in reaching the students’ interest by asking them to respond the stimulus from the teacher who uses the media in their teaching process. However on the other view, some teachers says that it is difficult to apply the scientific approach orderly and successfully without losing one or two of the steps.
In accordance with the previous explanation, Yunitasari (2015) in her research about the use of scientific approach used in grade one at Gresik elementary school, revealed that only one school which implement the scientific approach perfectly. While, from the two others school the researcher found that the approach was not implemented successfully. The educators tend to leave the communicating step which is considered as the most important part in teaching a language. Additionally, Ayuwandira (2015) states that the time allotment for English course in 2013 curriculum is very limited and with such allotment, teachers might feel it is difficult to implement the scientific approach successfully.
Indeed in 2013 curriculum, English lesson is not a compulsory subject. The time allotted for this subject also shorter than another subject. However, since the stipulation of 2013 curriculum from the decree of ministry of education and culture, Indonesian educational system start to be familiar with an educational approach – scientific approach. Indonesian schools have started to implement the approach massively. This massive implementation was made as Indonesian loyalty to their principal.
It is also obvious that EYL course also implement scientific approach. The course is undertaken by English department students for ten weeks in odd semester. Accordingly, to dig more information related with the implementation of scientific
(5)
approach, the researcher is interested in conducting research in scientific approach used by student teachers in 5th grades of EYL course at university of Muhammadiyah Malang.
1.2 Statements of the Problems
Based on the background of study, the researcher formulates the statement of problem: “How is the implementation of scientific approach used by student teachers in 5th grade of English for young learner course at university of Muhammadiyah Malang?”
1.3 Purposes of the Study
Based on the statement of problem, the researcher formulates the purpose of the study: “To describe the implementation of scientific approach used by student teachers in 5th grade of English for young learner course at university of Muhammadiyah Malang.”
1.4 Significance of the Study
The writer hoped that the result of this research can give theoretical and practical significance in teaching EYL. Theoretically, the result of this study is profitable in giving contribution for teaching EYL. By describing the use scientific approach in teaching EYL, the existing theory of scientific approach in teaching EYL will be developed.
Practically, the result of the study provides information which is useful for the English teacher in general, student, and researcher. First, for English teacher in general the study may give the information about the implementation of scientific approach in teaching EYL. Second, for student the result can give feedback to the young learner to improve their quality of learning English. Third, this study may
(6)
give a good contribution the researcher’s for the next researcher who will have the same topic. It will be as a supporting source that shows the evidence about the certain topic related to their thesis.
1.5 Scope and Limitation
The scope of this study is focused on scientific approach used by student teachers in 5th grade of English for young learner course at university of
Muhammadiyah Malang. The limitation of the study is the EYL student teachers who are doing teaching practice in 5th grade of EYL course at university of
Muhammadiyah Malang.
1.6 Definition of Key Terms
Before discussing further, it is necessary to clarify the meaning of the key terms to avoid any misunderstanding and misinterpreting. Those key terms are defined as follow:
1) Scientific approach is an approach that can motivate the students to learn scientifically using the steps of observing, questioning, exploring, associating, and communicating.
2) EYL or English for Young Learners course is a course conducted by English Department of University of Muhammadiyah Malang. This is a program in which the students acquire knowledge and experience about teaching young learner students.
3) Student teacher is a pre-service teacher who is conducting teaching practice. 4) Young Learners are defined as children from the birth till the age of twelve.