The Respondents Had Misconception of Scientific Approach

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3. The Respondents Had Misconception of Scientific Approach

The next problem that was faced by all of the respondents was missconception of Scientific Approach. All of the respondents experienced this problem when implementing Scientific Approach, especially when joining Practice Teaching Program. Missconception problem refers to a situation where the respondents believe the actions are right but actually they are not. The first respondent, Aw, had miss conception of the theory of Scientific Approach, especially when conducting collecting information or experimenting step. In the process of collecting information, heshe usually gave some exercises for the students. Heshe usually showed the excercises on the viewer and then asked the students to do the exercises orally. ”Biasanya ya saya kasih soal-soal singkat misalnya kaya matching, kaya gitu, terus misalnya nampilin soalnya itu di slide gitu kan terus saya balik lagi tanya ke mereka siapa yang berani jawab, sapa yang mau jawab, siapa yang bisa jawab gitu.” Aw Usually, I gave brief questions for the students, matching for example. Then, I showed the questions in the slides and I asked the students again who could answer those questions. Aw Besides, another respondent, Gs, also did the same thing when implementing the step of collecting information. Heshe gave exercises when having collecting information step. On the other hand, heshe also let the students to have discussion with their friends. “Mengeksplorasi biasanya mengerjakan soal sih kalau saya.Biasanya sih kalau saya mengerjakan soal atau diskusi-diskusi dengan teman lalu kerja kelompok.” Gs Usually, I asked the students to do some exercises in exploration process. I asked them to do the exercises or have discussion with friends and followed by group discussion. Gs PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 It was quite similar with another respondent, Dt, who said that in the collecting information or experimenting stage, heshe let the students discuss in groups about the material from that day. The teacher also explained the materials to the students in this stage. In that stage, the students also asked some questions to the teacher related to the materials. “Kalau eksplorasi gitu diawal-awal sudah ada diskusi tentang materinya kan, udah dijelasin, saya njelasin mereka kadang-kadang juga nanya, nah di pas penjelasan itu kadang mereka juga nanya.” Dt In exploring step, there had been a discussion about the material in the beginning. I had explained to the students and they usually asked some questions related to the material when I was explaining. Dt Next, Gs added that all of the information discussed in the class was from himher. Heshe tried to minimize the use of cell phone for collecting information. Heshe did not let the students to collect the information by themselves. “Jadi saya usahakan atau seminimal mungkin mereka menggunakan HP. Jadi informasinya dari saya. Kebanyakan sumber informasinya itu dari saya.” Gs I tried to minimalize the use of cell phone. So, mostly, I was the source of knowledge. Gs In addition, Fo gave all of the information about the material to the students. Heshe did not give the chance for the students to browse the information from other sources, from internet, books or newspaper for instances. “Materi yang dibahas di dalam kelas itu dari saya semua.”Fo All of the materials which were discussed in the classroom came from me. Fo 49 Based on the data that were gained from five respondents, all of them had the similar problem related to missconception, especially of experimenting or collecting data stage. All of them had their own understanding in implementing the step of experimenting. In this step, the respondents gave some exercises to the students and let the students to do the exercises in this step. In this process, the respondents also had bigger role than the students. Moreover, they also did not give chance for the students to collect information from other sources because the respondents had provided all of the information needed in that meeting. The respondents did not allow the students to get the information they need from other sources. Therefore, the respondents had miss conception of the collecting data or experimenting step of Scientific Approach. All of the respondents conducted inappropriate activities in the collecting information or experimenting stage. Most of them gave some exercises for the students. In contrast, the activity that should be conducted in this stage is collecting the 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 is to answer the list questions that have been made in the previous process. Hosnan 2014 says that the process of collecting information is performed through experimenting, reading other sources, observing other objects or events, or interviewing other sources, so doing exercises is not a suitable activity in this process. In addition, the respondents actually have to let the students to get additional information by themselves. However, in the findings they did not let the students to get the information they 50 needed by themselves. According to Hosnan 2014, in this step, the teacher has the role as facilitator and helps the students to collect some information related to the topic. Hence,the respondents also had missconception of associating process. Aw said that as hisher understanding, both associating and communicating have the same activities, process and procedure. Heshe thought that in associating process, the students should present their result of discussion to the class since it has the same process as communicating process. Then, Aw also asked the students to generate the generic structure and some adjectives from the texts they have made in the previous step. “Kalau mengasosiasi prosesnya kan habis saya nyuruh mereka bikin text descriptive, nah terus saya suruh mereka buat menandai adjective yang dipakai. Terus nanti mereka maju, terus menceritakan text descriptive mereka terus soal generic structurenya sama apa adjectivenya tadi. Mengkomunikasikan biasanya sama mengasosiasi. ”Aw “In association activities, after I asked the students to write a descriptive text, I asked them to label the adjectives in that text. Then, I asked them to show their work in front of the class and told their friends about their own text and its generic structure and adjective. Communicating activities are same as associating. ” Aw In addition, Gs said that when heshe performed associating step, heshe asked the students to make a product or composing a text. Gs asked the students to form some groups and make the project in group. Heshe would go around the class to check each group’s progress and make sure whether they did their job or not. “Jadi biasanya saya minta mereka untuk membuat sesuatu seperti project in associating process.Misalnya membuat teks atau misalnya menyusun sesuatu. ” Gs PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51 Usually, I asked them to make a project. As the example is making text or arranging something. Gs The same with Aw and Gs, Fo also had miss conception of communicating process. Fo explained that the next step after experimenting or collecting information was communicating. In that stage, heshe conducted a conversation between students and teacher about some materials that the students were still confused about. Heshe usually went around the class to ask the students about difficult materials individually. The aim was that heshe wanted to have intense communication with the students. “Setelah kita mengeksplorasi, saya mengkomunikasikan seperti kalau ada materi-materi yang kurang atau siswa yang bingung, nah, itu ada interaksi antara saya dan siswa tu lho.Jadi pembahasannya lebih intens gitu, nggak cuma dari layar terus ke semua siswa, tapi saya biasanya muter satu- satu.”Fo After having exploring step, I communicated with the students if there was some materials which were not really clear or made them be confused. So, in doing the communication, there was an interation between the students and I. It made the discussion be more intense, it ’s not only came from the projector to the students but also from me as a teacher when I went around the classroom. Fo In the associating process, the respondents asked the students to make project and also to communicate with friends of what they have learned. One of the respondents, Aw, also asked the students to present what they had made to the class. Based on the significant statements, the respondents had miss conception of associating step. According to Hosnan 2014, in this step, the students have to use the information that has been got from the previous study to expand the information that they have got. The activities that could be conducted in this step are analyzing or comparing. The aim of this step is to make them have complete 52 and broad information about some topics. Associating process is a process where the students cluster the information, so the students relate the information from the pre vious processes with the certain events related to the topics and students’ experience then combine them into good memory. Therefore, they had misconception about Scientific Approach because the respondents asked the students to make a project in this step while actually the suitable activities are analyzing and comparing. 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 teachers 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.

4. The Respondents Had Poor Capacity on Making Students Active