Limitation of the Problem Formulation of the Problem
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2. teaching learning process in classrooms involves communicative interaction between the teacher and the students,
3. students learn from various sources, including internet 4. learning process is done through collaborative learning;
5. learning is integrated 6. learning is competency-based
7. teaching-learning process applies scientific approach As stated above that learning process in curriculum 2013 is competency-
based, curriculum 2013 was designed to develop four competences; they are spiritual competence, social competence, knowledge, and skills Permendikbud
No 542013. The competence is stated in the form of core competence Kompetensi Inti KI which consists of one or more basic competences
Kompetensi Dasar KD. The core competence KI becomes the organizing element in which all basic competences KD and learning process are developed
to achieve the core competence. The Basic competences KD are developed based on accumulative principle. It means all the competences reinforce and
enrich each other; they are integrated among subjects and educational levels. The formulation of the core competences is stated in four notations;
Kompetensi Inti -1KI1 for spiritual competence Kompetensi Inti-2 KI2 for social competence
Kompetensi Inti-3 KI3 for the core competence of knowledge Kompetensi Inti-4 KI4 for the core competence of skills
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English in SMK is categorized into a compulsory lesson. The goal of English teaching in SMK is to develop the students’ communicative competence.
Based on the Basic Competences in the Minister of Education and Culture Regulation No. 68,69,702013, English language teaching in SMK aim to develop
the students’ ability to communicate in the target language both orally and in writing appropriately. The students are expected to improve their language skills
listening, speaking, reading, and writing in a variety of context for varied purposes using a range of text types and language functions. To achieve this goal,
the contents of English curriculum 2013 embrace interpersonal, transactional, and functional text of various types in four language skills. The contents of English
curriculum 2013 also include knowledge about text such as social functions, text structures, linguistic elements grammar and vocabulary, and values.
As stated above, curriculum 2013 recommends scientific approach to be applied in learning process. Suharyadi 2013 says there are three points that
become the focus of teaching-learning with scientific approach; they are attitudes affective, knowledge cognitive, and skills psychomotor. “Attitudes” refer to
“students know why”, “knowledge” refers to “what students know”, and “skills” refer to “students know how”. By applying scientific approach in classroom,
students are expected to be creative, innovative, and productive Suharyadi: 2013.
In addition, Priyana 2013 explains about the steps of the learning process in scientific approach. He said that the learning process in scientific
approach takes place through several steps; they are observing mengamati,