THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH NOTICES AND ITS IMPLICATION ON THE STUDENTS’ DAILY LIFE AT SMPN 2 TAWANGSARI - iainska repository

  

THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING

ENGLISH NOTICES AND ITS IMPLICATION ON THE STUDENTS’

  

DAILY LIFE AT SMPN 2 TAWANGSARI

THESIS

  Submitted as A Partial Requirements for the Undergraduate Degree in English Education Department By:

  Marlena Eka Ambar Arum SRN. 143221283

  

ENGLISH EDUCATION DEPARTMENT

CULTURES AND LANGUAGES FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2019

  DEDICATION

  THIS THESIS IS DEDICATED TO

  My almamater

  (IAIN Surakarta)

  My parents

  (Mr. Yuwono Purwanto and Mrs. Sugiyatmi)

  My sisters

  (Marleni Dwi A. and Noviana Alya Salsa B.)

  MOTTO

  “Being busy working on thesis paper is good, but finishing thesis paper is faraway better. Finally, a good thesis paper is the thesis paper which is totally completed”

  (Anis Baswedan) “Keep believing in yourself. If you don’t, who will?

  (The researcher)

  

ACKNOWLEDGMENT

  Alhamdulillah, all praises be to Allah, the single power, the Lord of the universe, master of the day judgement, Allah SWT, for all blessings and mercies so the researcher was able to finish this thesis entitled “The Implementation of Scientific Approach in Teaching English Notices and Its Implication the Students’ Daily Life at SMPN 2 Tawangsari”. Peace is be upon Prophet Muhammad SAW, the great leader and good inspiration of world revolution.

  The researcher is sure that this thesis would not be completed without the helps, supports, and suggestions from several sides. Thus, the researcher would like to express her deepest thanks to all of those who had helped, supported, and suggested her during the process of writing this thesis. This goes to:

  1. Dr. H. Mudofir, S.Ag, M.Pd the Rector of the State Islamic Institute of Surakarta.

  2. Dr. H. Giyoto, M.Hum as the Dean of Cultures and Languages Faculty.

  3. Dr.Imroatus Solikhah, M.Pd as the Head of English Education Department.

  4. Dr. Hj. Woro Retnaningsih, M.Pd as the advisor for her precious advice, corrections and help to revise the mistake during the entire process of writing this thesis.

  5. Drs. Agus Witanto, M.SI as the headmaster of SMPN 2 Tawangsari. Thanks for giving permission for the researcher’s research.

  6. Mr. Sri Hartono, S.Pd and Mrs.Haryani, S.Pd as the English teacher of SMPN

  2 Tawangsari. Thanks for helping the researcher’s research.

  ABSTRACT

  Marlena Eka Ambar Arum. 2019. The Implementation of Scientific Approach in Teaching English Notices and Its Implication on the Students’ Daily Life at SMPN 2 Tawangsari in 2018/2019 Academic year. Thesis: English Education Department of Cultures and Languages Faculty.

  Advisor : Dr. Hj. Woro Retnaningsih, M. Pd Key words : Scientific Approach, Teaching Notices in English Subject,

  Implication on Student s’ Daily Life Scientific approach is a teaching strategy using scientific steps in teaching subject matter having the characteristics of “doing science” that allows teachers to improve the process of learning. The researcher is aimed at describing (1) How is the implementation of scientific approach in teaching English notices on the eighth grade students of SMPN 2 Tawangsari, (2) What implication on the students’ daily life at SMPN 2 Tawangsari.

  This study used qualitative research. The source of data in this research was the process of teaching learning. The data in this research is the result of observations of the teaching activity and result of interview with the English teacher of the eighth grade of SMPN 2 Tawangsari.The data was collected from the observation and interview. The observation which supported Sudaryanto theory include Basic Technique Simak Bebas Libat Cakap (Non-Participate Observation Technique), Teknik Rekam (Recording Technique), and Catat (Taking Note Technique). The researcher did four observation in the class with different teacher. The data were analysed by reducing, analysing, and concluding.

  The research findings are (1) the implementation of scientific approach in teaching English notices at eighth grade students of SMPN 2 Tawangsari by the teachers have expected among implementation in accordance with the existing

  

permendikbud , because in Permendikbud No. 81 A Tahun 2013 it is explained as

  teachers implementation scientific approach. Two teachers have different technique in first until the last meeting to implement scientific approach in teaching activity process. Scientific approach have been applied by teachers in SMPN 2 Tawangsari (Mrs. H and Mr. S) who have used phases of scientific approach in teaching learning activities, namely at 5M (observing, questioning, communicating, associating, and experimenting). It means that English teachers of SMPN 2 Tawangsari had implemented scientific approach based on 2013 curriculum on Permendikbud No 81 Tahun 2013. (2) the implication on students daily life at SMPN 2 Tawangsari students learning notices in classroom was obeyed. Based on these findings, the researcher has suggestion for teachers : The teacher should prepare special media not only LCD but also special media like card, game, so the students have no difficult in learning English. The teacher should encourage all of the students to participate actively in learning English, such as always motivate students. The students must obey to school notice so that in their daily live students can apply it well.

  

TABLE OF CONTENT

TITLE ..............................................................................................................

  …….i ADVISOR SHEET ................................................................................................. ii RATIFICATION .................................................................................................... iii DEDICATION ....................................................................................................... iv MOTTO .................................................................................................................. v PRONOUNCEMENT ............................................................................................ vi ACKNOWLEDGMENT ...................................................................................... viii TABLE OF CONTENTS ....................................................................................... ix ABSTRACT ........................................................................................................... xi LIST OF TABLES ................................................................................................ xii LIST OF PICTURES............................................................................................xiii LIST OF APPENDICES.......................................................................................xiv

  CHAPTER I: INTRODUCTION A. Background of the Study .............................................................................. 1 B. Identification of the Problem ....................................................................... 4 C. Limitation of the Problem ............................................................................ 4 D. Problem Statement ....................................................................................... 5 E. The Objectives of the Study ......................................................................... 5 F. The Benefits of the Study ............................................................................. 5 G. Definition of Key Terms ………………………………………………….7 CHAPTER II: REVIEW ON RELATED THEORIES A. Theoretical Description………………………………………...……….. 9

  1. Review on ELT (English Language Teaching)………………………..9

  2. Review on Curriculum………………………………………………...10

  3. Scientific Approach……………………………………………………17

  4. The Steps of Learning by Scientific Approach ………………………..19

  5. Teaching Notice……………………………………………………….24 B. Previous Related Study…………………………………………………..27

  CHAPTER III: RESEARCH METHODOLOGY A. Research Design ......................................................................................... 31 B. Setting of the Study.................................................................................... 32

  1. Place of the study ……........…………………………………………..32

  2. Time of the Study ….………………………………………………….32

  3. Subject of the Study ……….……………………………………….....33

  4. Data Collection …………………………….………………………….33

  5. Trustworthiness of Data ……………….………………………….......36

  6. Technique of Data Analysis …………………………….…………….37

  CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings ...................................................................................... 39

  1. The Implementation of Scientific Approach in Teaching English Notices………………………………………………………………...39

  2. The Implication of the Teaching on the Students Daily Life……….....63

  B. Discussion...................................................................................................65

  1. The Implementation of Scientific Approach in Teaching English Notices...................................................................................................65

  2. T he Implication of the Teaching Notice on the Students' Daily Life….67

  CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ................................................................................................. 69 B. Suggestion .................................................................................................. 70 REFERENCES ...................................................................................................... 75 APPENDICES ...................................................................................................... 85

  LIST OF TABLES

  Table 2.1 Table 2.2 Table 2.3 Table 3.1 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7

  Definitions of Curriculum………………………………………....12 Linkage Scientific Approach………………………………………24 Previous Related Study…………………………………………….32

  Research Schedule………………………………………………….33 Schedule of English Teaching……………………………………...41

  Summary of finding in Implementation of Scientific Approach in Teaching N otice by Teacher………………………………………..47 Summary of finding in Implementation of Scientific Approach in Teaching Notice by Teacher………………………………………..52 Summary of finding in Implementation of Scientific Approach in Teaching Notice by Teacher………………………………………..57 Summary of finding in Implementation of Scientific Approach in Teaching Notice by Teacher………………………………………..62 The Similarities and Differences Teachers in Implementation of Scientific Approach in Teaching Notice…………………………...63 Implication on Students Daily Li fe………………………………...65

LIST OF PICTURES

Picture 2.1 The Type of Notice (Command)…...………….…………..................27Picture 2.2 The Type of Notice (Caution)………………………………………..27Picture 2.3 The Type of Notice (Prohibition)……………………………………28

LIST OF APPENDICES

  Appendix 1. The Data in the Observation…………..........................................75 Appendix 2.

  Documentation……………………………………………………...83 Appendix 3. The Material

  ………………………………………………………..88 Appendix 4. Syllabus

  ………………………………………………………….....89 Appendix 5. Lesson Plan

  ………………………………………………………..90

CHAPTER I INTRODUCTION A. Background of the Study School as a formal education institution, systematically had planned

  various environments, that is the educational environment, which provides a variety of opportunities for students to gain experience of education in order to encourage the students’ growth and development. The environment is organized into the curriculum and teaching methods (Hamalik, 2004: 79-80).

  The process of education at school cannot be apart from the output of education itself. One of the educational substance which has the important role to determine the graduation quality is curriculum. So, the good quality of the graduation depend on the curriculum as the guidance in education.

  Curriculum is one of the main education component stated on Indonesia Education Act number 20/2003. The general statements of the constitution define a curriculum is a guideline in an educational system that consist of contents, methods, and goals for teaching-learning a subject. It contents variety of teaching material and learning experiences which are programmed, planned, and designed as a guideline for the teaching-learning processes to achieve the goals and objectives of learning of that subject in Indonesian Government Regulation No. 20 for 2003 (Kemendikbud, 2003). Therefore, curriculum has a very important role in providing fundamental reference concerning what students should learn and achieve and that is why every teacher has to understand and follow the current curriculum before planning and developing a kind of teaching-learning process and the materials for the teaching-learning process.

  The new curriculum is called 2013 curriculum. The 2013 curriculum for education system in Indonesia has been gradually implemented since the beginning of 2013/2014 academic year. As an effront to improve the national education quality, the new curriculum placed science and civic education integrated with religious and moral education. The government develops 2013 Curriculum for some reasons, (1) the need to increase the competency, (2) to improve communication skills, (3) to enhance the ability to think critically, and (4) to consider the moral aspects of the students (Kemendikbud, 2013).

  The 2013 curriculum provides a new approach in teaching process as

  st

  a demand in 21 century. It provides scientific approach to develop the students’ skill, knowledge and attitude. Moreover, the scientific approach in 2013 curriculum focuses on the productive, creative, innovative and affective students through integrated skills, attitudes, and knowledge. This goals can be achieved by designing the effective and meaningful instruction to the students. Hence, the teacher was supposed to use scientific approach in teaching and learning.

  In Curriculum 2013, the approach used in teaching and learning process is Scientific Approach, in which the students become the subject of the learning process and the teachers play roles as a facilitator (Permendikbud

  81A, 2013). In the process of learning, the learners are facilitated to be actively involved in developing their potentials to be learning competencies. These two things demand the teacher change their teaching paradigm. Based on the regulation of National Education Ministry no 5, year 2014, scientific approach consist of five stages, they are: observation, questioning, experimenting, associating and communicating. In this approach the teacher is required to apply any types of teaching methods and /or models that focus on the students known as learner centered which can lead students to think critically such as cooperative learning, problem based learning, inquiry based learning, project based learning, and so on (Kemendikbud, 2013). Consequently, the teacher must adjust herself to the changes.

  The implementation of scientific approach in teaching English challenging since this approach is usually used in science. Scientific approach has been implemented for elementary and high schools in Indonesia with the enactment of 2013 curriculum. SMPN 2 Tawangsari is one of Junior High School which implements the curriculum 2013 which uses scientific approach. Based on the writers’ observation and interview with English teacher at SMPN

  2 Tawangsari, the students have many problem with the learning process in learn English. The researcher choose notice as a topic of the research and implication on students daily life because the teacher must have a good strategy and idea to teach the students, because in the scientific approach the students closer with their real life. The researcher choosen notices to introduce the students about kinds of notices like traffic symbol, a sign that shouldn’t be allowed and should be allowed. Learning noticed the teacher also must be creative to use media in learning activity start from how they plan and do the English teaching learning process until how they evaluate the students based on 2013 curriculum objectives and implication on students’ daily life.

  Based on this explanation, the researcher is going to conduct this study with title

  “The Implementation of Scientific Approach in Teaching English Notices and Its Implication on the Students’ Daily Life at SMPN 2 Tawangsari” B.

   Identification of Study

  Identification of the problem helps the researcher to limit the research that will be researched. The identification of the study can be stated as follows: Whether implementation of scientific approach in teaching English, whether the students of SMPN 2 Tawangsari follow the scientific approach, whether 2013 curriculum set for the students in SMPN 2 Tawangsari, whether students can reach the purpose of learning notice in English subject and whether the students can apply the purpose of learning notice in daily life.

C. Limitation of the Study

  This research was conducted place in SMPN 2 Tawangsari, because the researcher found the phenomenon from that school there are many students obeyed and ignored notice at school. Based on the syllabus there are materials of notice command, caution, and prohibition. Through the research, the researcher focuses on the implementation of scientific approach in teaching English notices and implication on students’ daily life.

  D. Problem Statement

  The problems discussed in this research can be stated as follows: 1. How is the teachers implementation of scientific approach in teaching

  English notices to the eighth grade students of SMPN 2 Tawangsari ?

  2. What implication does the teaching have on student

  s’ daily life at SMPN 2 Tawangsari? E. The Objectives of the Study

  The study is aimed at finding the answers to the question stated in the statement of the problem. Therefore, the objective of this study is to describe :

  1. The teachers implementation of scientific approach in teaching English notices to the eighth grade students of SMPN 2 Tawangsari

  2. SMPN 2 Tawangsari.

  Implication the teaching has on students’ daily life at

F. The Benefits of the Study

  Since the researcher decided to carry out the research under theme the implementation of scientific approach in teaching English by teacher, it is expected that: 1.

  Theoretical Benefits a.

  Hopefully the study will be effective in the area of teaching English. This research will help the teachers in order to implement scientific approach in teaching learning.

  b.

  The result of this research will be useful to the readers who are interested in analyzing teaching English to the eight grade students.

  c.

  To find implication notice on students’ daily life.

2. Practical Benefits a.

  For the Students This research is hopefully important for them. The students can achieve the materials which are tough in teaching learning process based on the objectives of Curriculum 2013.

  b.

  For the Teachers The teachers will be more able to know the contribution of the 2013 curriculum in learning English to their student improvement in experience and will be more able to apply the suitable methods in their teaching learning process depending on the materials in 2013 curriculum. c.

  For the School The school will make a right follow up for applying curriculum which is going to be used to make teaching learning process successfully.

  The school prohibits students who do not yet have the utilities from carrying a vehicle and always supervises their students and provides special guidance intensively so that students can obey. If there is a violation for students to be deterred by bringing the student's vehicle to the nearest post and only the student's parents can take it from here, the

apparatus can provide the parents with a sack and socialization.

  d.

  For the Readers By reading this thesis, the readers will get more information about increasing public awareness especially parents will the importance

  of supervision and attention to children so as not to commit acts of social deviation.

G. Definition of Key Terms

  The following definitions are given to make readers have the same understanding or perception for some terms used in this study. With reference to the title of this thesis, there are terms that need to be defined in order to avoid various misinterpretation. The researcher considers the key terms on this research as follow: 1.

  Implementation

  According to Usman (cited in Rini Hadiyanti, Implementasi

  Peraturan Pemerintah Nomor 8 Tahun 2003 Tentang Pedoman Organisasi Perangkat Daerah Pemerintah Kota Samarinda , 2013), implementation is

  activity, but it talks about planned activity and to reach the goal of it.

  2.

  2013 Curriculum Curriculum is a curriculum which considers character education, comprehension, and skill, students demanded for understand material, active in discussion and presentation, and have tall discipline politeness (Kemendikbud, 2013) 3.

  Teaching Gulo (2002: 8) defined teaching as an effort to create appropriate environment system in organizing the optimal teaching and learning activity.

4. Scientific Approach

  Scientific approach is a teaching strategy using scientific steps in teaching subject matter at senior high school in Indonesia. Scientific approach has the characteristics of “doing science” that allows teachers to improve the process of learning.

5. Notice Notice is a sign in a public place giving information or instructions.

  Notice is short and simple information addressed to someone else it can be command, caution, information, prohibition.

CHAPTER II REVIEW ON RELATED LITERATURE A. Theoretical Description 1. Review on ELT (English Language Teaching) a. Definition of ELT English Language Teaching (ELT) is based on the idea that the

  goal of language acquisition is communicative competence. It adopts concepts, techniques and methods in classroom for recognizing and managing the communicative needs of the language learners. English language teaching may refer to either: 1)

  Teaching English as a foreign language (TEFL) TEFL refers to teaching the English language to students with different first languages. TEFL can occur either within the state school system or more privately, at a language school or with tutor. TEFL can also take place in an English-Speaking country for people who have immigrated there. TEFL teachers may be native or non-native speakers of English.

  2) Teaching English as a foreign language in Indonesia

  The first initiative to establish TEFL in Indonesia was taken by IKIP Jogjakarta in a meeting attended by representatives from the English Department of IKIP and Universities in central Java at the Sayidan campus (former STC building) in 1970. TEFL in was born not without labour and teething problems. For two years there were no seminars (1976-1978) and in 1983, it was accused of undermining PGRI for want of information (Ramelan, 1986: 3). At one time the Minister of Education himself took Mr. Ramelan, to task for establishing TEFL Indonesia, he must have been misinformed by uniformed people. The accusation was simply based on hearsay.

  ELT in Indonesia is not confined to school under the Ministry of Education only, it is also conducted in other Ministries as well.

  Numerous courses have been held in house as well as outside the Ministries, but the trend now is to have in house course.

  From the theories that has been described above, it can be concluded that the English language teaching is concepts, techniques and methods in classroom for recognizing and managing the communicative needs of the language learners.

2. Review on Curriculum a. Definition of Curriculum

  Etymologically, term of “curriculum” come from Greek language, namely: curir that the meaning is runner and curere that has meaning raced placed. Furthermore in France, the term of curriculum come from word “curier” that the meaning was to run. Curriculum means a distance that must be passed by a runner from start line up to the finish line to get medal or prized. The distance that must be passed then changed to be school program and all of people that is involved in it.

  According to Beauchamp (1975: 2), A curriculum is a written document which may contain many ingredient, but basically it is a plan for the education of pupils during their enrollment in given school. According to Taba (1962:3),A curriculum is plan for learning, therefore, what is known about the learning process and the development of the individual has bearing on the shaping of curriculum.

  In Indonesia, definition of curriculum found in Pasal 1 butir

  19UU No. 20 th. 2003 about National Education system, that Curriculum

  is a set of plans and arrangements about the purpose, content, teaching materials and methods used to guide the implementation of learning activities to achieve specific educational goals (Imas, 2014:3).

Table 2.1 Definitions of Curriculum

  Expert Definition of Curriculum John Franklin Bobbit (1918)

  Curriculum as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adult they should be, for success in adult society. Casswell and Campbell (1935)

  Curriculum is all of the experiences children have under the guidance of teacher. Edward A. Krug (1957)

  Curriculum consists of the means used to achieve or carry out given purposes of schooling. Hilda Taba (1962) A curriculum is a plan for learning

  Source: Ruhimat (4-5, 2011) From the various definitions of curriculum that has been described above, it can be concluded that the definition of the curriculum is a device that used as a reference in developing a learning process that contains students‟ activities to achieve a specific learning objectives and purpose of education in general.

b. 2013 Curriculum

  Curriculum 2013 is improves mindset, strengthens governance curriculum, deepens, and expands the material, reinforces learning, and adjusts learning load in order to ensure compatibility between what is desirable to what produced (Permendikbud, 2013: 81A). Curriculum 2013 according to Daryanto (2014: 1) is an educational response to the needs of society and language in developing the nation youth. In pedagogical, education curriculum is designed to give learners the opportunity to develop students‟ potential in a fun learning environment and in accordance with his ability to have the desired quality of the community and nation. In juridical, the curriculum is a public policy that is based on the philosophical foundation of the nation and judicial decisions in the field of education.

  From the definition of 2013 curriculum that has been described above, it can be concluded that 2013 curriculum is a curriculum which considers character education, comprehension, and skill, students demanded for understand material, active in discussion and presentation, and have tall discipline politeness.

c. The Implementation of 2013 Curriculum

  The implementation of Curriculum 2013 is based on competency and character based curriculum, that give the students with various attitudes and ability agree with period and technology expansion (Mulyasa, 2014: 6).According to Daryanto (2014: 12) Implementation of the curriculum at the elementary school (SD/MI), a junior high school (SMP/MTs), senior high school/Madrasah Aliyah (SMA/MA), and the Vocational School (SMK/MAK) carried out in stages starting 2013/2014 school year. The implementation of curriculum in SD/MI, SMP/MTs, SMA/MA, and SMK/MAK using the PERMENDIKBUD No.81Ain 2013 which include: 1)

  Guideline for the Management of Education Unit Level Curriculum.

  2) Guidelines for Development of Local Content. 3) Guidelines for Extracurricular Activities. 4) General Guidelines for Learning. 5) Guidelines for Curriculum Evaluation.

  According to Daryanto (2014:12-13)Guideline for the Management of Education Unit Level Curriculum aims to: 1)

  Became operational reference for principals and teachers in developing and managing curriculum optimally in the education unit.

  2) Became operational reference for education departments or ministries of religion provinces and districts/ cities in doing coordination and supervision of the preparation and management of the curriculum in any educational institution. The purpose of school education is a picture of the level of quality to be achieved by each school in accordance with the characteristics and/ or uniqueness of any educational institution in accordance with the legislation. Self- development is an activity that provides an opportunity for learners to develop and express themselves through a variety of extracurricular activities (Daryanto, 2014: 13).

d. Principles of Learning 2013 Curriculum

  Daryanto (2014: 16-19) defines the implementation of learning on the implementation of the 2013 curriculum has different characteristics from the implementation of the 2006 curriculum. Based on the analysis of the expected conditions are then obtained fourteen key principles of learning that teachers need apply. The fourteen principles are: 1) From the students were told to the students to finds out. 2)

  From the teacher as the sole source of learning into a variety of learning-based source.

  3) From a textual approach to the process as strengthening the use of the scientific approach.

  4) From content-based learning towards competency-based learning. 5) From partial towards integrated learning lessons.

  6) From learning that emphasizes a single answer to the truth of learning with multi-dimensional answer.

7) Verbal learning to applicable skills.

  8) The increase and the balance between the physical skills (hard skills) and mental skills (soft skills).

  9) Acculturation and learning that promotes the empowerment of students as lifelong learners.

  10) Lessons that apply to the values of exemplary members (ingngarso sung tulodo), and develop the creativity of students in the learning process (Tut WuriHandayani).

11) Learning takes place at home, at school, and in the community.

  12) Learning to apply the principle that anyone who is a teacher, anyone who is a student, and in which alone is class.

  13) Utilization of information and communication technology (ICT) to improve the efficiency and effectiveness of learning.

  14) Recognition of individual differences and cultural back ground of students, the ideals, family background, how was educated at home, perspectives, way soft learning, ways of thinking, different students' beliefs.

  According to Permendikbud 103/2014 scientific approach consists of five experiences/stages in the teaching and learning process, those are observing, questioning, implementing, associating and communicating-creating. There are principles of learning with scientific approach (kemendikbud, 2014 ) as follows: 1)

  Students center, it means that the students should be active in building the meaning or understanding the concept and principle during the teaching learning process. 2)

  Building “student’s self concept”, it means that the students should build a concept based on their own understanding.

  3) Giving the students opportunities to assimilate and accomodate a concept and principle.

  4) Encouraging the students’ ability in thinking

  5) Increasing the students’ motivation in learning. 6)

  Giving the students opportunities to practise their communication ability.

  7) Involving the science process in constructing the concept and principle. 8)

  Involving the potential cognitive process in stimulating intellectual development, especially high thinking level ability of the students.

3. Scientific Approach a. Definition of Scientific Approach

  Scientific Approach is particularly relevant to the three learning theories, namely the theory of Bruner, Piaget's theory, and the theory of Vygotsky. Bruner theory of learning is called discovery learning theory. There are four main things related to learning theories of Bruner by Carin&Sund (in Daryanto, 2014: 52). They are:

  1) Individuals learn and develop his mind only when he uses his mind. 2)

  By doing cognitive processes in the discovery process, students will gain sensation and intellectual satisfaction which is an intrinsic reward.

  3) The only way that a person can learn the techniques of doing discovery is that it has the opportunity to conduct discovery.

  4) By making the discovery will strengthen memory retention.

  According to Piaget theory, Baldwin (in Daryanto,2014: 52), states that the study related to the formation of developmental schema (plural schemata). The scheme is a mental structure/ her cognitive structure a person intellectually adapts and coordinates the surrounding environment.

  The scheme has never stopped changing; child schemata will develop into adults. The process which led to the adaptation program called schemata.

  The process of formation of this adaptation can be done in two ways: assimilation and accommodation. Assimilation is the cognitive process in the presence of someone who can be a stimulus to integrate perception, concepts, laws, principles or experience scheme existing in the mind.

  Accommodation may include the formation of a new scheme that can match the characteristics of the existing stimulus or modifying an existing scheme that matches the characteristics of existing stimulus. In the learning, it is necessary to balance or equilibrate between assimilation and accommodation.

  Vygotsky's theory (in Daryanto, 2014: 52-53), states that learning occurs when students work or study dealing with the tasks learned, but the tasks were still within the range of abilities or tasks that are in a zone of proximal development area is located between the current level of child development are defined as a problem-solving abilities under the guidance of an adult or more capable peers.

  Based on the explanations above, scientific approach is a student center and the teacher as a facilitator. There are three theory that has been described above, it can be concluded that scientific approach. Students active in the class.

b. The Objective and the Principles of using Scientific Approach

  There are six learning objectives of scientific approach by Daryanto (2014: 54), they are: 1)

  To improve the ability of intellect, especially high-level thinking skills of students.

  2) To establish the ability of students to solve a problem systematically. 3)

  The creation of the conditions of learning in which students feel that learning is a necessity.

  4) Obtaining a high learning result. 5)

  To train students in communicating ideas, especially in writing a scientific article.

  6) To develop students’ character.

  Whereas, the principles of Scientific Learning Approach by Daryanto (2014: 58) are:

a) Student-centered learning.

  b) Built students self concept learning.

  c) Avoid verbalism learning.

  d) Provides opportunities for students to assimilate and accommodate the concepts, laws, and principles.

  e) Learning leads to increase students' thinking skills.

  f) Lessons improve student motivation and motivate teachers to teach.

  g) Provide an opportunity for students to practice abilities in communication.

  h) The existence of process validation of concepts, laws, and principles that students constructed in cognitive structure.

4. The Steps of Learning by Scientific Approach

  Those are five stages in implementing scientific approach by Permendikbud No. 81a in 2013: a.

   Observing

  Observing in the learning activities as presented in Permendikbud No.81a in 2013, let the teacher opened wide and varied opportunities for students to make observations trough activities: observing, scrutinizing, listening, and reading (Daryanto, 2014: 61). Observation is using five senses to obtain information (Ridwan, 2014: 54). The advantages of this method are to present a real media object, learner happy and challenged, and easy to apply. However, the disadvantage of this method is to observe the learning activities needs much time. (Daryanto, 2014: 60).

  According to Permendikbud No.103/2014 the description of the learning observation the students doing observation by using five senses (reading, listening, watching, and so on) with or without tools.

  b. Questioning

  Questioning in learning activities as presented in Permendikbud No. 81a in 2013, is asking questions about information that is not understood from what is observed or questions to get additional information about what is observed (starting from factual questions to the questions that are hypothetical) (Daryanto, 2014: 65). In Permendikbud No. 103/2014 the students formulate and propose questions about information which are not understood related to the topic or what the students observe or questions to gain an additional information about what the students observe. (Beginning from factual questions to the hypothetical questions).

  c. Experimenting

  According to Daryanto, (2014: 78) to obtain the result of real or authentic learning, learners have to try or experiment, especially for material or substance that is appropriate. Application of the experimental method is intended to develop various domains of learning objectives, namely attitudes, skills, and knowledge. The learning activities are: 1) Determine a theme or topic in accordance with the basic competencies according to the demands of the curriculum.

  2) Learn the ways the use of tools and materials are available and must be provided.

  3) Studying the relevant theoretical basis and the results of previous experiments and observe the experiment.

  4) Observing phenomena occur, analyze, and present data. 5) Drawing conclusions on the results of the experiment. 6) Create reports and communicate the results of the experiment.

  Permendikbud No.103/2014 in this step the students explore,try, discuss, demonstrate, imitate form/ movement, do an experiment, read other sources except text book, collect data from informants/ questionnaire/interview.

  d. Associating

  Associating in learning activities as presented in the Permendikbud as No. 81a in 2013 is to process the information that has been collected both from the results of the limited collecting/ experiments and observe the results of the activities and information gathering activities (Daryanto, 2014: 70).

  In the Permendikbud No.103/2014 the students process the data/information that have been collected, analyze the data, associate or connect phenomena/ information to find out a pattern/system and making a conclusion.

  e. Communicating

  The ability of communicating needs to be owned by the students because these competencies as important are knowledge, skills, and experience. Competence of essential in building a communicating are intrapersonal skills, interpersonal skills, and organizational skills (social) (Ridwan, 2014: 71).