ELESP student`s problems in implementing scientific approach during practice teaching program.

ABSTRACT

Puspita, Emilia Dyah. (2016). ELESP Students’ Problems in Implementing Scientific Approach during Practice Teaching Program. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyzed the problems faced by five ELESP students in implementing Scientific Approach. Scientific Approach is an approach used in 2013 Curriculum and this approach is suggested to be implemented in schools by the curriculum. However, the implementation seemed to be problematic because the approach was new and different from the approach used in the previous curriculum.Therefore, the researcher was to investigate what kinds of problems that were faced by ELESP students in implementing Scientific Approach during Practice Teaching Program and the implications of those problems.

In this study, there are two research questions to be answered: (1) What problems did ELESP students face in implementing Scientific Approach during Practice Teaching Program? (2) What are the implications of the problems faced by ELESP students?

In order to investigate the problems of ELESP students and its implication, the researcher used qualitative research which focuses on descriptive qualitative research as the methodology of this study. The researcher employed interview and reflection as data gathering technique in order to answer the research questions. Hence, the data gathered were analyzed using the five-phase cycle data analysis to answer both research questions. Besides, in order to answer the first research question, the data were also analyzed using the theory of Scientific Approach by Hosnan (2013).

The findings showed that there were four problems faced by the respondents in implementing Scientific Approach. First, they had lack of knowledge about Scientific Approach. Second, they found that the facilities from the school did not support the teaching and learning activities. Third, they had missconception about Scientific Approach. The last, their capacity in making students active was still poor. In addition, the researcher implied that the problems faced by the respondents came from internal and external factors. For the internal factor, the problems came because the respondents had lack of teaching practice and for the external factor, the problems came because the teachers from the schools did not help them to solve the problems.

ABSTRAK

Puspita, Emilia Dyah. (2016). ELESP Students’ Problems in Implementing Scientific Approach during Practice Teaching Program. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma. Penelitian ini meneliti tentang masalah-masalah yang dihadapi oleh lima mahasiswa Pendidikan Bahasa Inggris (PBI) dalam menerapkan Scientific Approach saat mengikuti Practice Teaching Program (PPL). Scientific Approach adalah pendekatan yang diterapkan di Kurikulum 2013 dan pendekatan ini adalah pendekatan yang disarankan oleh kurikulum untuk diterapkan. Akan tetapi dalam penerapannya nampaknya terjadi beberapa masalah dan kebingungan di kalangan guru-guru maupun mahasiswa yang akan menjadi guru. Hal ini disebabkan karena pendekatan ini berbeda dengan pendekatan yang dipakai di kurikulum sebelumnya. Jadi, peneliti ingin mengetahui apa masalah yang dihadapi oleh mahasiswa PBI saat menerapkan pendekatan tersebut dan implikasinya.

Dalam penelitian ini, terdapat dua rumusan masalah yang akan dijawab yaitu yang pertama: (1) Masalah apa yang dihadapi oleh lima mahasiswa PBI ketika menerapkan Scientific Approach saat mengikui Program Pengalaman Lapangan? (2) Apa implikasi dari masalah-masalah yang dihadapi oleh mahasiswa PBI?

Penelitian ini merupakan penelitian kualitatif yang berfokus pada penelitian kualitatif deskriptif. Peneliti melakukan wawancara dan memakai refleksi sebagai teknik pengumpulan data. Peneliti mewawancarai dan menyebarkan refleksi kepada ke lima responden yang merupakan mahasiswa PBI. Data yang diperoleh akan dianalisis menggunakan teori Scientific Approach dari Hosnan (2013).

Hasil penelitian menunjukkan bahwa ada empat masalah yang dihadapi oleh mahasiswa PBI. Pertama, pemahaman mereka tentang Scientific Approach dan Kurikulum 2013 masih kurang. Kedua, fasilitas dari sekolah-sekolah tempat mereka menjalani PPL masih kurang mendukung. Ketiga, mereka menerapkan beberapa tahap dari Scientific Approach dengan konsep yang salah.Yang terakhir, kapasitas mereka dalam membuat siswa menjadi lebih aktif masih kurang. Kemudian, jawaban dari rumusan masalah kedua adalah bahwa masalah yang dihadapi oleh mahasiswa PBI berasal dari faktor dalam dan faktor luar. Implikasi dari faktor dalam adalah bahwa masalah yang dihadapi mahasiswa PBI dikarenakan oleh minimnya waktu berlatih. Sedangkan faktor luar yang menyebabkan terjadinya masalah adalah guru dan dosen yang kurang memberi masukan yang mendukung saat mahasiswa menghadapi masalah.

ELESP STUDENTS’ PROBLEMS

IN IMPLEMENTING SCIENTIFIC APPROACH

DURING PRACTICE TEACHING PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emilia Dyah Puspita Student Number: 121214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

ELESP STUDENTS’ PROBLEMS

IN IMPLEMENTING SCIENTIFIC APPROACH

DURING PRACTICE TEACHING PROGRAM

A SARJANAPENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emilia Dyah Puspita Student Number: 121214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

vi ABSTRACT

Puspita, Emilia Dyah. (2016). ELESP Students’ Problems in Implementing Scientific Approach during Practice Teaching Program. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyzed the problems faced by five ELESP students in implementing Scientific Approach. Scientific Approach is an approach used in 2013 Curriculum and this approach is suggested to be implemented in schools by the curriculum. However, the implementation seemed to be problematic because the approach was new and different from the approach used in the previous curriculum.Therefore, the researcher was to investigate what kinds of problems that were faced by ELESP students in implementing Scientific Approach during Practice Teaching Program and the implications of those problems.

In this study, there are two research questions to be answered: (1) What problems did ELESP students face in implementing Scientific Approach during Practice Teaching Program? (2) What are the implications of the problems faced by ELESP students?

In order to investigate the problems of ELESP students and its implication, the researcher used qualitative research which focuses on descriptive qualitative research as the methodology of this study. The researcher employed interview and reflection as data gathering technique in order to answer the research questions. Hence, the data gathered were analyzed using the five-phase cycle data analysis to answer both research questions. Besides, in order to answer the first research question, the data were also analyzed using the theory of Scientific Approach by Hosnan (2013).

The findings showed that there were four problems faced by the respondents in implementing Scientific Approach. First, they had lack of knowledge about Scientific Approach. Second, they found that the facilities from the school did not support the teaching and learning activities. Third, they had missconception about Scientific Approach. The last, their capacity in making students active was still poor. In addition, the researcher implied that the problems faced by the respondents came from internal and external factors. For the internal factor, the problems came because the respondents had lack of teaching practice and for the external factor, the problems came because the teachers from the schools did not help them to solve the problems.

vii ABSTRAK

Puspita, Emilia Dyah. (2016). ELESP Students’ Problems in Implementing Scientific Approach during Practice Teaching Program. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma. Penelitian ini meneliti tentang masalah-masalah yang dihadapi oleh lima mahasiswa Pendidikan Bahasa Inggris (PBI) dalam menerapkan Scientific Approach saat mengikuti Practice Teaching Program (PPL). Scientific Approach adalah pendekatan yang diterapkan di Kurikulum 2013 dan pendekatan ini adalah pendekatan yang disarankan oleh kurikulum untuk diterapkan. Akan tetapi dalam penerapannya nampaknya terjadi beberapa masalah dan kebingungan di kalangan guru-guru maupun mahasiswa yang akan menjadi guru. Hal ini disebabkan karena pendekatan ini berbeda dengan pendekatan yang dipakai di kurikulum sebelumnya. Jadi, peneliti ingin mengetahui apa masalah yang dihadapi oleh mahasiswa PBI saat menerapkan pendekatan tersebut dan implikasinya.

Dalam penelitian ini, terdapat dua rumusan masalah yang akan dijawab yaitu yang pertama: (1) Masalah apa yang dihadapi oleh lima mahasiswa PBI ketika menerapkan Scientific Approach saat mengikui Program Pengalaman Lapangan? (2) Apa implikasi dari masalah-masalah yang dihadapi oleh mahasiswa PBI?

Penelitian ini merupakan penelitian kualitatif yang berfokus pada penelitian kualitatif deskriptif. Peneliti melakukan wawancara dan memakai refleksi sebagai teknik pengumpulan data. Peneliti mewawancarai dan menyebarkan refleksi kepada ke lima responden yang merupakan mahasiswa PBI. Data yang diperoleh akan dianalisis menggunakan teori Scientific Approach dari Hosnan (2013).

Hasil penelitian menunjukkan bahwa ada empat masalah yang dihadapi oleh mahasiswa PBI. Pertama, pemahaman mereka tentang Scientific Approach dan Kurikulum 2013 masih kurang. Kedua, fasilitas dari sekolah-sekolah tempat mereka menjalani PPL masih kurang mendukung. Ketiga, mereka menerapkan beberapa tahap dari Scientific Approach dengan konsep yang salah.Yang terakhir, kapasitas mereka dalam membuat siswa menjadi lebih aktif masih kurang. Kemudian, jawaban dari rumusan masalah kedua adalah bahwa masalah yang dihadapi oleh mahasiswa PBI berasal dari faktor dalam dan faktor luar. Implikasi dari faktor dalam adalah bahwa masalah yang dihadapi mahasiswa PBI dikarenakan oleh minimnya waktu berlatih. Sedangkan faktor luar yang menyebabkan terjadinya masalah adalah guru dan dosen yang kurang memberi masukan yang mendukung saat mahasiswa menghadapi masalah.

viii

ACKNOWLEDGEMENTS

First of all, I would like to send my deep gratitude to my Jesus Christ for giving me a wonderful life. I thank Him for always accompanying and strengthening me in both difficult and happy situations. I thank Him for all the scenes that have been given to me, without them I cannot be tough.

Second, I would like to send my gratitude to my beloved university, Sanata Dharma University, which has given me such an unforgettable experience in the last four years. I thank my campus for giving me new friends, family and colleagues. I would never forget the moments that I have spend in Yogyakarta, especially in my campus.

Then, my gratitude goes to my beloved parents, Christina Maria Sri Mulyani, who always tries to make her children achieve what they want, and Florentinus Gunardi, who is never tired in giving me support and reminding me to pray. For my elder sister, Mbak Dewi, I thank her for supporting me in all conditions and for being the best sister in my life. For my elder brother and his wife, Pras and Setiyani, I appreciate their support and prayers, so that I can be confident in doing my duty. The next gratitude is for my nieces, Visaka and Anjani, who always cheer me up. I thank them for making me have willingness to graduate as soon as possible.

I would like to send my gratitude to my thesis advisor, Ibu Veronica Triprihatmini, M.Hum., M.A., for her patience in guiding me since I was taking my Seminar Proposal class. I thank her for being such a good advisor so that I can

ix

be independent and tough. I also thank her for always giving me positive words that motivate me a lot. Next, I would also like to thank my academic advisor,

Bapak Agustinus Hardi Prasetyo, S.Pd., M.A., for his guidance since the

beginning of my college study. He has taken a part to form me as a tough student in my college life. My special thanks go to all lecturers of English Language Education Study Program and all of its members, especially for students in batch 2012. I thank my family in Small Class C; the journey cannot be easy without their laughter and togetherness.

I would also like to thank my partner in my life, Dimas, as the one who always supports and cheers me up. I would also like to thank his family for being my second family whom I really love. I also thank my best friends, Maya, Flo, Sindhi, Hendra and Anna. I am grateful for having such helpful and kind best friends. I appreciate all of their helps in completing this study. They are never tired to guide me in finishing this study. I thank them for making the difficult moments in this journey become so wonderful and colorful. Then, I would also like to thank my friends in SPD class; Adit, Angga, Gratia and Mbak Dewi. I am grateful for being in one group with them. I thank Ganesh Group for making SPD in our last semester becomes a wonderful and exciting course.

In the end, I would like to thank everyone who has given me support, guidance and prayer. I may not be able to write their name in this limited paper, but I will always stick their name in my heart.

x

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Questions ... 5

C. Problem Limitation ... 5

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definition of Terms ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE ... 10

A. Theoretical Description ... 10

1. Review of Related Study ... 10

2.Scientific Approach ... 11

3.Effective Teacher ... 20

B. Theoretical Framework ... 25

CHAPTER III. RESEARCH METHODOLOGY ... 27

xi

Page

B. Research Settings ... 29

C.Research Participants ... 30

D.Instruments and Data Gathering Technique ... 31

1. Interview ... 31

2. Reflection ... 33

E.Data Analysis Technique ... 34

F.Research Procedures ... 38

CHAPTER IV. FINDINGS AND DISCUSSIONS ... 41

A.The Problems Faced by the Respondents... 41

1.The Respondents Had Lack of Knowledge about Scientific Approach ... 42

2. The Respondents Found Lack of Facilities when Implementing Scientific Approach ... 45

3. The Respondents Had Misconseption of Scientific Approach ... 47

4. The Respondents Had Poor Capacity on Making Students Active .... 52

B. The Implications of the Problems ... 55

CHAPTER V. CONCLUSIONS AND RECOMMENDATION... 60

A. Conclusions ... 60

B. Recommendation ... 61

REFERENCES ... 66

xii

LIST OF FIGURES

Page 2.1 Diagram of Scientific Approach Activities (Sani, 2014) ... 12 2.2 Diagram of Theoretical Framework ... 26 3.1 Five Phases of Analysis and Their Interaction (Yin 2011) ... 38

xiii

LIST OF APPENDICES

Page

Appendix 1. Sample of Informed-Consent Forms ... 70

Appendix 2. Interview Guideline ... 72

Appendix 3. Interview Protocol ... 73

Appendix 4. Sample of Verbatim Transcript ... 75

Appendix 5. Sample of Disassembled Data ... 84

Appendix 6. Themes and Significant Statements (Reassembled Data) ... 89

Appendix 7. Self-reflection Protocol ... 104

1 CHAPTER I INTRODUCTION

The first chapter in this study is introductory chapter. This introductory chapter consists of six sections, namely research background, research problems, problems limitation, research objectives, research benefits, and definition of terms. In the research background, the researcher discusses the reason why this research is conducted. In the second section, the researcher discusses the research problems and generates the research problems to limit the study. In the next section, the researcher limits the problem in order to avoid the wider discussion problems. Then, in research objectives, the researcher discusses the major objectives from this research. While, in the fifth section, research benefits, the researcher discusses the benefits of this research. In the last part of this introductory chapter, the researcher discusses some terms that are mostly used by the researcher in order to help the readers to understand the terms.

A. Research Background

The government set a newest curriculum in 2013 and it was called 2013 Curriculum. The government decided to change the curriculum because they considered that the previous curriculum was not able to accommodate the development of technology (Mulyana 2013). According to Mulyana (2013), students or children are in a global era now, so the government should have a

curriculum that accommodates the situation of Indonesia. Therefore, the government designed a curriculum that was considered as the suitable curriculum for the students’ characteristics.

There are also some considerations why the government should change or renew the curriculum. According to Kosasih (2014), the previous curriculum, KTSP (Kurikulum Tingkat Satuan Pendidikan), does not accommodate the students’ needs in Indonesia now. One of the examples is that there is no production activity in that curriculum, while now students need the direct practice when learning something. In addition, according to Kosasih (2014), the previous curriculum used a teacher-centered technique. That technique is not proper to help students in the class because they have the knowledge source from the internet and they are able to browse the information by themselves. Furthermore, Nursa’ban (2007) says that teacher-centered method cannot give optimal result for the students because the learning process is held only in a classroom and in a certain time. It makes the teacher be the source of knowledge for the students because all of the knowledge comes from the teacher. Because of this situation, the students are unwilling to collect the information by themselves and it makes them passive and not creative. In addition, everybody can get information from the internet in only one click nowadays, so the students are expected to be able to get the information they need by themselves. Besides, Indonesia also needs the education for children’s morality and character because there are many corruptions, plagiarism, and misusing of drugs nowadays. The lessons about morality and character are prioritized in this curriculum. Mulyana (2013) says that

actually this curriculum is appropriate to increase students’ character. This curriculum is also aimed to revive the students’ characters because nowadays Indonesian students have experienced moral degradation.

The 2013 Curriculum actually has different principles with the previous curriculum, KTSP. Therefore, lots of schools in Indonesia were not ready to implement the curriculum even though the teachers had had seminars about this curriculum. They also have owned the books for all of the lessons based on this curriculum. All of the schools in Indonesia had to implement this curriculum in 2014/2015 academic year. However, after implementing this curriculum for five months, the government withdrew the curriculum. Some of the schools moved back to implement the previous curriculum. It is actually because most of teachers and also schools’ principals are confused when they are implementing this curriculum. It makes some schools in Indonesia implement this curriculum until now and some of them do not implement this curriculum anymore. It is caused by some confusion on the implementation of the method and the approach in this curriculum.

The teachers are still confused with the implementation of Scientific Approach. According to a previous study that has been conducted by Prasetyo and Triprihatmini (2015), the teachers who are from Central Java, Magelang, Kebumen, and Purworejo Regency believed that 2013 Curriculum was a good curriculum. They believed that the 2013 Curriculum was better than the previous curriculum, i.e. KTSP. However, the teachers were not sure whether the implementation of 2013 Curriculum will improve the quality of their schools. In

addition, they did not have good knowledge about 2013 Curriculum, so that they were not ready to implement that curriculum. One of the factors that make the teachers confused is the approach used in the newest curriculum is different from the previous curriculum. Kurniasih (2014) said that one of the weaknesses of this curriculum is that the teachers have lack of information about Scientific Approach. Scientific Approach is the approach that is used in 2013 Curriculum. In addition, Wati, Linggar and Hartono (2014) add that Scientific Approach is problematic because it was new and different from the previous approaches in KTSP.

This approach is believed as a proper approach for nowaday’s era because it uses students-centered as the method. However, if there are many teachers who are confused with Scientific Approach, there will be one question whether or not this approach is useful to be implemented and to discover a curriculum in Indonesia. Before conducting this study, the researcher has experienced implemented Scientific Approach and while implementing this approach, the researcher found some difficulties and problems. The problem faced by the researcher were making the students active and enthusiastic in the class, deciding proper activities for each step in Scientific Approach, getting proper objects to be used for observing step and motivating the students to realize that the education is important for them. Those are the reasons why the researcher tried to find out the problems that were faced by English Language Education Study Program (ELESP) students who have already implemented Scientific Approach when they were doing Practice Teaching Program. The ELESP students were chosen since

they had faced the real situation in the schools, even in Junior or Senior High School. If the real teachers are not ready to implement the curriculum, so the researcher believes that the teacher candidates also find some difficulties in implementing the approach that is used in the 2013 Curriculum.

B. Research Questions

The researcher conducted this research in order to answer the formulated questions which are elaborated as follows.

1. What problems did ELESP students face in implementing Scientific Approach during Practice Teaching Program?

2. What are the implications of the problems faced by ELESP students in implementing Scientific Approach?

C. Problem Limitation

The respondents are five students of ELESP Sanata Dharma University Yogyakarta batch 2012 who implemented Scientific Approach when they were doing Practice Teaching Program. The purpose of this study is to know what their problems are in implementing Scientific Approach in 2013 Curriculum and the implications of those problems. Therefore, the researcher only focused on one thing which is the problems that are faced by the ELESP students. The researcher limits the study to the problems of five ELESP students in implementingScientific Approach in 2013 Curriculum.The five ELESP students who are chosen are the students who had some problems when implementing Scientific Approach.

D. Research Objectives

There are two objectives from the study. The first objective is to find out the problems that are faced by ELESP students when implementing Scientific Approach in 2013 Curriculum. The second objective is to help the students from English Language Education Study Program who took Practice Teaching Program to realize that there are some problems that may appear when they implement 2013 Curriculum, especially related to Scientific Approach. After knowing the problems, they can make some problem solutions based on the problems that commonly appear when implementing Scientific Approach. Therefore, ELESP students who joined Practice Teaching Program can avoid those problems.

E. Research Benefits

In this part, the researcher provides the benefits of the study. In general, this study can be beneficial for the future teachers and ELESP students to consider whether or not Scientific Approach worth to be implemented. It can also be useful for the government to know the problems of ELESP students as future teachers so that the curriculum can be more appropriate for the education in Indonesia. Furthermore, it is also beneficial for ELESP students who will take Practice Teaching Program to know the problems that have been experienced by other students, so that they can avoid those problems. Then, it is useful for teachers in Indonesia because this research can give information for them about the problems when implementing Scientific Approach, so that they can have

their own solution to avoid those problems. The last, the researcher expects that this study can be beneficial for the other researchers if they want to discuss the same case.

F. Definition of terms

The researcher provides some common terms that will be discussed and used in this study. They are elaborated more as follows.

1. ELESP students

Sanata Dharma University is one of the universities in Yogyakarta. This university has lots of study programs and one of the study programs is English Language Education Study Program (ELESP), which is under the Faculty of Teacher Training and Education. This study program prepares the students to be good educators. In this study, the researcher took the data based on the experience of five ELESP students of Sanata Dharma University. The respondents in this study are the eighth semester students who have done the Practice Teaching Program and implemented the 2013 Curriculum, especially Scientific Approach. This term will be used in the next chapter, so it can help the readers to understand the main idea of the next part easily.

2. Scientific Approach

Scientific Approach is the approach that is used in 2013 Curriculum. Based on Hosnan’s opinion (2014), Scientific Approach is an approach that is very useful for nowadays era. The learning process that uses Scientific Approach has some characteristics. The first character is that it uses students-centered, so the

students have the main role as learners. The second character is it uses the ability of scientific process to construct the concept. Next, it has the process to stimulate the students to think intellectually. The fourth character is it is able to help the students to develop their characteristics. The last is it uses direct practice technique and it also does not use verbalism. Moreover, the purposes of Scientific Approach are to improve students’ critical thinking, to help students to have the ability of problem solving, to create a positive atmosphere in the classroom so that the students will feel that they need to study in the classroom, to develop students’ characteristics, and to give the chance for the students to state their arguments, especially in writing scientific article. In addition, Scientific Approach is an approach that has six steps, namely observing, questioning,collecting information, associating, communicating, and networking. It is an approach that is implemented to help the students to construct the concepts of particular materials and then solve some problems using the concepts that have been got. This approach is designed to make the students learn individually because the role of the teachers here are only as the facilitators not the source of knowledge. This term will be used in the next part of this research because the problems that were faced by the respondents were related to Scientific Approach. Therefore, the researcher expects that the readers can be familiar with this term and they can grasp the main idea of this research easily.

3. Practice Teaching Program

Practice Teaching Program is one of compulsory courses in English Language Education Study Program. The code of this course is KPE 374 and this

is the continual course from Micro Teaching (KPE 373), so the students must take Micro Teaching before taking this course. Practice Teaching Program contains of four credits. The purpose of this course is to implement the knowledge that has been got in the real teaching. Besides, it can also help the future teachers to be more professional in teaching. In this subject, the ELESP students have to go to some schools and implement what they have learned in the campus. Therefore, the ELESP students can experience a real teaching management in some schools, both Junior High and Senior High School.

10 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher provides some related theories to answer the research problem. This chapter consists of two sections. The first section is theoretical description which will help the readers to know any relevant theories of this research. The second section is theoretical framework. This section summarizes the major theories which will be used by the researcher to solve the research problems.

A. Theoretical Description

The researcher presents some theories which have relations to the topic that is discussed in this study. They are the theories of Scientific Approach and also the theories of effective teacher. In addition, in the beginning of this part, the researcher also discusses a study which is related to this research.

1. Review of related study

There are several studies which have the same focus as this study. Helenawati (2015), as the researcher, discussed the same topic as this study which is about Scientific Approach. The title of the study was “The Effect of Implementing Scientific Approach in KTSP to Help Arjuna Vocational School Students in Mastering Speaking Skill”. In that study, the researcher discussed the effect of using Scientific Approach in KTSP. The result of the study showed that

the use of Scientific Approach could help the students to solve their problems or difficulties in speaking. Besides, the implementation of Scientific Approach was able to change students’ perception of speaking because by having Scientific Approach, the students could directly practice their speaking.

This study is different from the previous study conducted by Helenawati (2015) because this study discusses the problems faced by ELESP students in implementing Scientific Approach during Practice Teaching Program. It is different in terms of the method and respondents. The method of this study is qualitative descriptive and the respondents are five ELESP students. Therefore, this study aims to broaden the topical knowledge so that it can be useful for the readers or teachers who are going to implement Scientific Approach.

2. Scientific Approach

This part discusses the theory about Scientific Approach. This part consists of three parts, namely the learning strategy, the characteristics of Scientific Approach and the steps of Scientific Approach.

a. Learning Strategy

Scientific Approach is an approach that is used in 2013 Curriculum. According to Hosnan (2014), this approach is used in 2013 Curriculum because the students are expected to be active in the classroom (p. 34). In 2013 Curriculum, the students have to take part in the classroom activities and Scientific Approach is believed as a good approach to make the students take part in the class activities. Daryanto (2014) says that Scientific Approach has four

characteristics. The first is that it uses student-centered. Next, it uses scientific process to help the students to construct the concept of the materials. The third, it uses the cognitive processes to stimulate students’ critical thinking. The last, it can develop students’ creativities. Moreover, according to Sani (2014), Scientific Approach is developed from Dyer’s theory about components of innovative skill combined in the learning process, namely observing, questioning, experimenting, associating, and networking (p. 53). According to Hosnan (2014), there are four main things in Scientific Approach; first, the students learn how to develop their minds if they when they use their mind. Second, if the students have passed the cognitive process, the students will feel the intellectual satisfaction. Third, the students can know the technique of learning something if they have the chance to develop the topic by themselves. The last is the students can strengthen their memories when they do some innovations.

The activities that are usually implemented in Scientific Approach are observation, concluding, making hypothesis, experimenting or collecting information and processing the data.

Figure 2.1 Scientific Approach Activities (Sani, 2014)

Observation

Concluding

Result/Data Theories Making Hypothesis

Experimenting Collecting Information

b. The characteristics of Scientific Approach

The learning process that uses Scientific Approach has some characteristics. According to Hosnan (2014), the first character is that it uses student-centered, so the students have the main role as learners. The second character is it uses the activities of scientific process to construct the concept. Next, it has the process to stimulate the students to think intellectually. The students can think critically by having some activities based on the steps of Scientific Approach. The fourth character is it is able to help the students to develop their characters. The last is it uses direct practice. Moreover, the purposes of Scientific Approach are to improve students’ critical thinking, to help students to have the ability of problem solving, to create a positive atmosphere in the classroom so that the students will feel that they need to study in the classroom, to develop students’ characters, and to give the chance for the students to state their arguments, especially in writing scientific articles. Besides, according to Permendikbud No. 65/2013, Scientific Approach is implemented in order to achieve three domains, namely affective, knowledge and skill. The students should increase and balance their skills, both their soft skill and hard skill to build their creativity and critical thinking.

c. The steps of Scientific Approach

The Scientific Approach has five steps. According to Kemendikbud (2012), Scientific Approach has five steps of learning process, namely observing, questioning, experimenting or collecting information, associating, and

communicating. The scientific Approach used in 2013 Curriculum is adopted from Scientific Method theory. According to Lake & Bryant (2006), there are six steps of Scientific Methods. The steps are asking a question, doing a background research, constructing a background research, testing a hypothesis by doing an experiment analyzing the data and draw a conclusion and communicating the result. Moreover, all stages are described as follows.

1. Observing

Observing is the first step in Scientific Approach. In this process, the teacher can provide realia, challenging, and interesting process. Hosnan (2014) states that this process is a learning strategy that uses the contextualized approach because it needs some media. The aim of this step is to make the students have curiosity so that they have willingness to seek the further information about particular topic. In this process, teachers let the students to observe certain object directly. By conducting this process, the students are able to connect the object that is observed and the material that is going to be discussed in that meeting. In this process, the teacher can show some pictures or videos or even ask the students to observe a garden/environment directly. Hosnan (2014) says that the teachers can begin the learning process by asking these questions, “Look at this picture! Have you ever seen the farm before?” After asking those kinds of questions, teachers ask students to observe the objects and relate them with the things that have been learned before. Next, the teachers stimulate the students to speak up or state their arguments or opinions related to the topic or objects. Teachers can ask these kinds of questions to stimulate the students, “What do you

think about the picture? Who are they? Can you tell me, how the girls look like? What are they doing?” On the other hand, the teachers can ask other questions that are appropriate with the situation where they live. In this process, the teachers should maintain good communication with all of the students in the class.

The teachers’ role in this process is to provide the objects or media that are going to be observed. In addition, teachers should create positive atmosphere during the teaching learning activity. According to Hosnan (2014), teachers should make the students participate in the learning process by creating fun, cheerful and enthusiastic situation. Sani (2014) adds that the teachers’ role in this process is to facilitate the process of observing, help the students to make sure whether the process of observing runs well or not. In this step, the teachers can make sure whether the students can do their task or not and whether they understand the instruction or not. In addition, Lake & Bryant (2006) say that the first step of Scientific Method is aking a question. In this step, the students observe the objects and begin to construct some questions related to the objects. 2. Questioning

Questioning is the second step when implementing Scientific Approach. This step aims to make the students have curiosity so that they will ask some questions related to the topic. The functions of this step are to attract the students to the topic that is discussed, to stimulate the students so that they can be active in the classroom activities, to help the students to analyze their problems and difficulties and also help them to get the solution of that problem, and to help the students to think critically. According to Hosnan (2014), the questioning activity

is stated in Permendikbud No. 81 a 2013 and it is stated that in the questioning process, students can ask the questions related to the topics. It is in based on Lake & Bryant (2006)’s opinion, that in this step, the students should ask questions about the object thay they observe. The students can use WH questions to start constructing the questions. According to Lake & Bryant (2006), this process is the first step of Scientific Method and the name of this step is asking a question.

In this step, the students can ask the things that they do not understand and the additional information about the topic. While, the teachers’ role in this process is to stimulate the students by asking some questions related to the topic. One of questioning models from Hosnan (2014) is that the students are divided into some groups and after that teachers give chance for them to compose some questions related to the media or objects that have been provided by the teachers. Then, the students are to exchange the result to other groups. Finally, the teachers should lead the discussion and ask the students to state their argument. According to Lazim (2013), in this step, the teachers have the role as the motivator for the students to develop their attitude, skill, and knowledge. In this step, if the students ask some questions, the teachers give answer to the students’ questions. Beside, in this process, the teachers should make the students to be good listeners.

Hosnan (2014) says that in this process, the teachers should guide the students to make some questions related to the topic. The teacher should receive all the opinions from the students and guide them to correct the mispronunciation, diction, and grammar. In addition, Sani (2014) says that the teachers’ job is to increase students’ curiosity and stimulate the students by asking some stimulative

questions. Based on Hosnan’s opinion (2014), the teachers have the right to correct students’ mistakes but they should not make the students feel intimidated and ashamed. The good time to correct the mistakes is after the students give or say their opinion. The aim of questioning process is to develop the curiosity from the students. When they are curious about the topics or the objects, they will have willingness to collect the data or addition information about the topic. This process is important because it has relation with the next step in Scientific Approach which is collecting information. If the students list lots of questions, they will go to the next process easily.

In questioning step, the teachers can vary the activities, so the students can have bigger role in the process. According to Sani (2014), the activities in questioning step can be in the form of interview or group work. However, the teachers should facilitate the activities; the teachers invite an informant as the source knowledge and then the students can ask some questions to the informant. 3. Collecting information

This step is the third step of Scientific Approach. This is the continuance of questioning step. The students collect the further 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 are to answer the list questions that have been made in the previous process. Hosnan (2014) says that in Permendikbud No. 81a 2013, the process of collecting information is performed through experimenting, reading other sources, observing other objects or events, or interviewing other sources. In this step, the teacher has the role as

facilitator and helps the students to collect some information related to the topic. In this process, the teachers may form groups and let them find additional information about the topics, or in this case it can be in the form of pictures or videos. The students can find the information or data from other sources. In this process, the teachers’ role is to control the learning process and make sure that all of the students involve in the activity. In addition, the teachers are to help the groups that need the guidance. In addition, according to Lake & Bryant (2006), this process is called doing background research. In this step, the students can get information in order to answer some questions that they have made from the previous step. The students can get the information from the internet or library.

According to Hosnan (2014), experimenting is one way to collect information. Experimenting is defined as a detailed activity that aims to get the data. This aims to answer questions or to test the hypothesis. By conducting this process, the students are expected to experience the phenomenon directly so that they can answer their pervious questions. In Permendikbud No. 65/2013, the students have to develop their knowledge by collecting information from other sources in this process. In language learning, the students should implement the concept of language as a tool of communication in their daily life.

4. Associating

In this step, the students have to use the information that has been got from the previous step to expand the information that they have got. The aim of this step is to make the students have more complete and broad information about some topics. According to Hosnan (2014), associating process is a process where

the students cluster the information or ideas that have been got and associate them into a good memory (p. 67). Lake & Bryant (2006) say that in this process is called analyzing data and concluding. In this process the students should use the information from the previous step to analyze the questions they have made in the second step. After that, they should draw the conclusion based on their analysis. Therefore, students relate the information from the previous processes with the certain events related to the topics and students’ experience then combine them into good memory. In Permendikbud No. 81a 2013, in this step, the students process the information from the previous steps (as citied in Hosnan, 2014). The aim of this process is to find out the relation of the information that has been got before and the other information. The specific purpose is to relate the information or the memory with the fact in the daily activities.

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 teacher 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.

5. Communicating

In this step, the teachers give the chance for the students to communicate what they have learned from the meeting. They make conclusion about the topic

that they have in that day. In this activity, the teachers can ask them to write down the summary or tell the summary to friends. According to Hosnan (2014), the teachers’ role in this process is to describe or tell the correct information or conclusion from the topic that is discussed. In addition, the teachers should be the moderator when the students present their result. In this step, the students can write down or tell what they have found in the experimenting and associating process. In order to show students’ findings, they can have group presentation in the class. According to Hosnan (2014), communicating process is a process where the students show or elaborate their observation result and conclusion based on the analysis. Moreover, the teachers and the students conduct interactive interaction in this stage in order to enrich their information and knowledge. In addition, Lake & Bryant (2006) say that the last step of Scientific Method is communicating the result. In this step, the students communicate the result to others in a final report or a display board.

3. Effective Teacher

The teacher is one of the factors who can make students clever and understand some knowledge. Teacher is also someone whose job is to teach in the school and collect, so he/she is the one who transfers the knowledge to the students. They are also the motivators and facilitators for the students in the class. In order to transfer the knowledge to the students, the teacher should master the knowledge well before transfer it to them. According to National Council for Accreditation of Teacher Education (NCATE) (2006), the factors of effective

teachers are preparation/knowledge of teaching and learning, subject matter knowledge, experience, and the combination of set qualification measured by teacher licensure. Therefore, before the teachers teach in the class, they should have well preparation of the materials, subjects and knowledge of teaching and learning. The teaching method and learning should be mastered by the teachers since they are part of knowledge of teaching and learning. The benefits of teachers’ preparation are helping them to develop the knowledge and skill they need in the classroom, producing higher students’ achievement and focusing more in teaching and learning process. Hence, the high quality teachers’ preparation is important, both for the teachers and students.

Based on NCATE (2006), teachers’ preparation in how to teach some subjects using specific methods courses in education have a positive impact. The report concludes that teacher preparation gives the effects on teaching practice impacts on student achievement. Therefore, teachers should have good preparation in order to help the students produce high achievement. Stones (1972) says that teachers should be able to have decision making skill. This is a skill where the teachers could choose and specify the most appropriate activities for the students to optimize the students’ achievement.

Furthermore, according to Lampiran Permen No. 16 Tahun 2007, teachers should master four basic competences, namely pedagogic, attitude, social and professional competences. The first basic competence is pedagogic competence and it covers the ability of understanding students’ characters in all aspects (morality, spiritual, sosial, cultural, emotional and intellectual). Then, this

competence also covered the abiliy in mastering and implementing the teaching learning its principles. The teacing learning strategy covers the approach, method and techniques. The second competence is attitude competence and this competence requires the teachers to have good attitude based on the norms in the community. In addition, the teachers should be honest, confident wise and mature so that they can be good role models for the students in the school. The third competence is social competence. This competence requires the teachers to have good relation with the students, parents and also the other teachers. The teachers should not be discriminative to the students so they can build good relation with each others. Moreover, the teachers should have good communication with the students or people around them. It is aimed to help them in solving some problems related to the educational field or other field. The communication with the teachers is also useful to develop the quality, both the teachers and the schools. The last competence is professional competence and it is about the compentence in mastering the materials that are discussed in the class. The teachers should master the lessons or materials because it can be useful for the students to have good achievements. If the teachers have deep understanding of the lessons or materials in the class, they can give optimal performance for the students in the class.

In order to implement Scientific Approach, teachers should be creative. According to Sani (2014), creative teachers are teachers who have organizing skill. It means that they should be able to organize the environment in the class. They have to organize the situation in the class, including the interaction with

friends or other teachers. In addition, Sani (2014) also says that creative teachers are teachers who have questioning skill. It means that they should be able to stimulate the students to ask some questions in the class. The teachers should question the students some stimulative questions. Moreover, Sani (2014) adds that creative teachers should be good in planning (making lesson plan). Teachers should be wise in making activities in the class because they should make some activities which require the students in the class to be active and enthusiastic. They can vary the teaching methods in the class, so that the students can have high motivation in learning the materials in the class.

In addition, Stones (1979) adds that questioning is one skill that should be mastered by teachers. This skill can help the students to build the understanding about the concept of the material. Hence, the skill of questioning is also important to help the students to think critically, for example when the teachers ask further clarification of the answer they have given. Stones (1979) says that questioning skill has relation with reinforcement skill. “Reinforcement is a powerful determinant of behavior in psychologists as well as in other humans” (p. 19). The teachers can give reward to those who are easier to teach. According to Boeree (2006), reinforcement is important to be implemented when the teachers want to stimulate students’ motivation, for example when the teachers are to ask the students to ask some questions. Omomia & Omonia (2014) say that one example of reinforcement is giving reward to the students whose questions are good. This can make the students have willingness to make better questions.

The others skill that are also important for the teachers are set induction and set closure skill. According to Dallat (2013), set induction is used in the beginning of a class to prepare the students for optimum content assimilation. The purpose of set induction is to gain students’ attention, for example: showing a video, text, film, pictures, recording, etc. Hence, it is also to increase motivation. Therefore this skill is important to be mastered by the teachers especially when implementing the first step of Scientific Approach. Another skill that is important for the teacher is set closure skill. Closure is used in the end of the class to check students understanding and draw conclusions. Dallat (2013) adds, the teachers together with the students should summarize the meterials or the lessons in the class. The teachers should help the students to have correct conclusion and summary. This skill is important when the teachers implement the last step of Scientific Approach which is communicating. In the communicating step the students should share their findings and conclusions, so in this step the teachers should guide them to have correct conclusions.

An effective teacher should know the things they should do in the preparation process, teaching process and evaluation process. According to Stones (1976), in the preparation step, the teachers should decide how to provide a learning gradient to ensure high achievements of the students. Then, the teacher should also master the aim of ths lesson and also the material to be taught. The last, the teachers should know the characteristics of the students, so that they can decide appropriate activities to be held in the class. Hence, Stones (1976) says that in the teaching process the teachers should be able to provide examples that cover

the materials to be learned. Then the teachers should also help the students to solve the problems or difficulties until they are able to have their understanding. The last, the teacher should give feedback during the learning teaching activities. Furthurmore, the last process is evaluation process. In this process, the teacher should check students’ ability to apply the knowledge to the new situation. Then, the teacher should compare the students’ achievement with the goals of the lesson.

B. Theoretical Framework

The theories above are the basis that is used by the researcher to answer the research problems of this study. There are two research problems in this research; what problems that were faced by ELESP students when implementing Scientific Approach and what are the implication of those problems. The researcher will answer the research problems using the theory from Hosnan (2014) about 2013 Curriculum, especially the implementation of Scientific Approach. The researcher uses this theory as the primary theory. Hosnan (2014) elaborates the concept, characters, functions, and examples of implementing Scientific Approach. In addition, the theory of effective teacher was also used to answer the research problem.

The respondents of the study had implemented Scientific Approach when joining Practice Teaching Program. According to Hosnan (2014), Scientific Approach has five steps, namely observing, questioning, collecting the data/ experimenting, associating and communicating. The theory of Scientific

Approach was used by the researcher to analyze the problems faced by the respondents. The researcher used the concept of the Scientific Approach to measure whether the respondents implemented the approach correctly or not. In addition, the theory of effective teacher was also used to measure whether the respondents implemented the effective teachers’ principle or not when implementing Scientific Approach. While, the second research problem was answered based on researcher’s insight about the problems faced by the respondents. The diagram of theoretical framework can be seen in Figure 2.2.

Figure 2.2

27 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method that is used in this research. This chapter consists of six sections, namely research method, research setting, research subject, research instruments and data gathering techniques, data analysis techniques and research procedure. The first part of this chapter is research method. In this part, the researcher describes the type of the method that is used in this research. The second part is research setting which describes the place and the date when the research was conducted. The third part is research subject which tells about who the partipants or the objects of the study were. The researcher also explains the method of the sampling that was conducted in this research. The fourth part of this chapter is the research instruments and data gathering techniques. This part discusses the research instruments and the techniques of collecting data that was used in this research. The fifth part is the research procedure. In this part, the researcher discusses the steps that were implemented when conducting this research.

A. Research Method

This research aims to investigate the problems that were faced by English Language Education Study Program students in implementing Scientific Approach during Practice Teaching Program. Therefore, the researcher chose

qualitative research as the method of this study. According to Ary et al. (2010), the data in qualitative research are in the form of words and images. Those words and images are the data that will be used to answer the research question. Hence, this study was to investigate and understand a phenomenon by focusing on what the respondents experienced. Ary et al. (2010) add that qualitative researchers always focus on total pictures and do not break it down into variables. Furthermore, Merriam (2009) says that in qualitative research, the data collected in the form of words or images rather than numbers. It was in line with Fraenkel and Wallen (2009) which say that one of the characteristics of qualitative research is that the data are collected in the form of words or pictures. In addition, the researcher analyzed the data inductively which means that the researcher did not formulate a hypothesis before conducting the research. It is in line with other characteristic of a qualitative research which says that qualitative researchers should construct a picture that takes shape as they collect and examine the parts. In other words, they did not construct a picture that they had known before (Bogdan & Biklen, 2003).

In addition, the idea of this study is to seek out participants’ problems when implementing Scientific Approach during Practice Teaching Program. The researcher wanted to describe the problems faced by the participants when implementing Scientific Approach in this study. Therefore, the researcher used qualitative descriptive research as the method of this study. According to Gall, Gall, and Borg (2003), descriptive research is similarly important in education and it is a research that is involved in making careful descriptions of educational

phenomena. A descriptive research study could use both qualitative and quantitative approach. Hence, when planning a descriptive research study, researchers should be familiar with both qualitative and quantitative approach and also description so that researchers can choose the best approach that suits to their purposes. Because of that reason, after having the research question, the researcher chose qualitative approach and descriptive research study as the best approach.

The research question of this research is “what are the problems faced by ELESP students when implementing Scientific Approach during Practice Teaching Program?” This type of question is suited to descriptive research study. According to Gall, Gall, and Borg (2003), in descriptive research, a question type of “what is” is very concerned with the nature of descriptive study. Furthermore, in this study, the researcher used survey to collect the data. According to Fraenkel and Wallen (2009), when conducting survey, researchers can get respondents’ opinion, belief, experience, and perception. Since, this study aimed to get respondents’ experience in implementing Scientific Approach, so the researcher chose survey as the data collection method.

B. Research Setting

The research was conducted in the eighth semester of the 2015/2016 academic year. The data gathering was done four times since there were five respondents in this study. The first data gathering was held on Tuesday, May 17th 2016 at 7 P.M.; the second was on Wednesday, May 18th 2016 at 11 A.M.; the

next was on Thursday, May 19th 2016 and the last was held on May 28th 2016 at 11.30 A.M. The setting was in Sanata Dharma University campus since the respondents were the eighth semester students of ELESP of Sanata Dharma University. The researcher conducted interview to the respondents and asked them to make reflection for gathering the data.

C. Research Participants

The aim of this study is to investigate the problems faced by English Language Education Study Program (ELESP) students. The researcher chose the ELESP students from batch 2012 who had experienced doing Practice Teaching Program and implemented Scientific Approach in the schools as the respondents. Therefore, the respondents were five students from eighth semester of ELESP. In this study, the researcher named the participants using initials, namely Aw, Gs, Dt, Fo, and Ant. These initials would be used in the next chapter, in Finding and Discussion.

In order to choose the participants, the researcher used purposeful sampling technique. According to Lodico, Spaulding and Voegtle (2006), the sampling procedure which is oftenly used in qualitative research is purposeful sampling. Purposeful sampling is a procedure where the researcher analyzes the people who are familiar and have specific knowledge about the topic. The participants have some specific knowledge about the topic being investigated. In this research, the participants had already experienced Practice Teaching Program and they also implemented 2013 Curriculum in their teaching practice. Therefore,

they had known the knowledge about Scientific Approach which became the main focus in this research. Moreover, they also had implemented Scientific Approach when they had Practice Teaching Program. Lambert and Lambert (2012) add that qualitative descriptive researchers may use purposeful sampling techniques because they could get rich information for the purpose of saturating the data.

D. Research Instruments and Data Gathering Techniques

In this section, the researcher discusses the instruments used in this research and the data gathering techniques. The researcher conducted interviews and reflection to collect the data, so the data were in the form of interview transcripts, reflections and audio recording. Since the data were presented in the form of words, so this research used qualitative research as the method of the study. The researcher used interview to collect the data. The data collection in descriptive qualitative involves minimal to moderate, structured, open-ended, individual or focus group interview (Lambert & Lambert, 2012). It aims to collect the detailed description of respondents’ experience. In addition, the respondents’ written and oral self-report can also be evaluated (Fraenkel & Wallen, 2012). Therefore, the researcher used two instruments for the data gathering techniques. The researcher used interview and self-reflections from the respondents.

1. Interview

The interview was conducted in this study because the researcher investigated the respondents’ experience when implementing Scientific Approach. The researcher used the interview to gather the data related to the research

question of this study. Interviewing is the most important data collection technique in a qualitative research (Fraenkel & Wallen, 2012). Therefore, interview is the best data gathering techniques in this study. According to Ary et al. (2010), interview is a suitable instrument to know deeper about people’s experience. Furthermore, Cohen (2007) says that one of the purposes of interview is to gather the data as surveys or experimental situation. In order to collect the information, the researcher used an audio recorder because it is the most efficient way to collect the data interview. Ary et al. (2010) say that using audio recorder is more efficient rather than taking note. In addition, Lodico, Spaulding and Voegtle (2006) state that there are three types of interview, namely structured interview, semi-structured interview and non-structured interview. In this research, the researcher used semi-structured interview. Semi-structured interview is a type of interview in which the researcher prepares a list of questions to be asked but allow himself to ask beyond the list of questions (Lodico, Spaulding & Voegtle, 2006). In this study, the researcher prepared a list of questions to be asked, but the researcher would ask beyond the questions if the answers were not clear or specific.

In this study, the researcher used Bahasa Indonesia to conduct the interview. It means that the researcher used the first language of the respondents when conducting the interview. The reason why the interview was conducted in Bahasa Indonesia as the first language is to make sure that there was no misunderstanding between the researcher and the respondents during the interview. In addition, the use of Bahasa Indonesia made the respondents more

comfortable when sharing about their experiences. They could also share their experiences deeply by using their first language.

In order to ensure the validity of the interview, the researcher returned the processed data to the respondents. In this step, the respondents could check whether the processed data were based on their own experiences or not. According to Fraenkel and Wallen (2012), one procedure for checking on validity and reability is asking one or more participants in the study to check the accuracy of the research report. In addition, the researcher also asked feedback on the interview guideline from the experts, who were the thesis advisor and another lecturer.

2. Reflections

In order to get more detailed information about the problems faced by the respondents when implementing Scientific Approach, the researcher conducted reflection. According to Ary et al. (2010), documents are good data collection because they can provide good descriptive information. In this study, the researcher used reflection as the secondary data collection for the researcher to describe the problems that were faced by the respondents. The reflection was about the experiences felt by the respondents. There were some questions of the reflection and the questions aimed to know the experience or the phenomenon and the problems that were faced by the respondents during Practice Teaching Program.

According to Welch (1999), there are some components of a good written reflection. The first component is affect and it requires the respondents to explore

their feelings and emotion. The reflection should contain the topic being discussed. Hence, the questions of the reflection should cover respondents’ understanding of the information of the topic. The questions must be developed in such way that respondents can demonstrate their understanding of the topic. The reflection’s maker should compose some questions which make the respondents feel free to state their understanding, argument, feelings, and impression. In addition, the reflection’s maker should give opportunity for the respondents to acknowledge and explore their feelings.

The second component is behavior which is done as an action. Next, the reflection’s marker should compose questions that make the respondents respond to their feelings and attitude while experiencing the process. Therefore, the respondents do some actions because of their feelings. In this condition, the respondents have to think about how they behave in the future as a result of their experience. According to Welch (1999), “the reflection does not end there. Instead, the students projects on how she/he might behave or apply the skill in another, perhaps more effective way in the future.”

E. Data Analysis Techniques

The data analysis technique that the researcher used to analyze the data in this study was analitic phases in qualitative research from Yin (2011). In this technique, there are five steps that have to be conducted, namely compiling, disassembling, reassembling (an arraying), interpreting and concluding.

a. Compiling

The first step of qualitative data analysis process is compiling. In this process, the researcher sorted the data collection. “This phase would be started by sorting the field notes amassed from the fieldwork and other data collections” (Yin, 2011). In this study, the field notes was an observation of what the respondents did and reacted when they had the interviewing time. It is also one parts of field notes according to Yin (2011).

“When taking fieldnotes, you will be listening, watching, and assimilating real-life eventsat the same time. On top of all this, the verbatim principle and the richnessof what is occurring in the field or during and unstructured interview will pose even greater demands on your ability to do parallel task. Finally, you have to take sufficient notes that you will only minimally have to trust your memory (which likely overloaded, not to speak of the distortions that could accur).” (p. 162) According to Yin (2011), the function of this phase is to make researchers familiar with the data that have been got from the data gathering process. Therefore, in this phase, the researcher had to read the data and listen the recordings for many times in order to have good understanding of the data. The first step in this phase was relistening the recordings. Then, the researcher made verbatim transcrips from the interview and after that the researcher could reread the transcrips many times. Therefore, these steps could take long time. Then, in this phase, the researcher should consider how the data can relate to the research questions. “The first phase, compiling, means putting them in some order and the finished compilation would be considered as a database” (p. 178).

b. Disassembling

After conducting the first process of five-phase cycle, the researcher then moved to the next process, namely disassembling. This is the second process of five-phase cycle in qualitative data analysis. In this process, the researcher divided the compiled data into smaller fragments or pieces, which may be considered as disassembling procedure (Yin, 2011). In this process, the researcher should choose new labels or codes to the fragments or pieces. However, the researcher could also choose whether he/she wants to use coding or no coding because according to Yin (2011), there is no fixed process on how researchers do the process of disassemble data. Yin (2011) says that researchers can choose coding or no coding and it depends on the researcher. In this study, the researcher did not use coding in disassembling data. Since the researcher chose no coding to disassemble the data, so the researcher analyzed the original data and then created the reseacher’s own notes. It could help the researcher to go to the next phase because the researcher would use the notes then change them into substantive themes.

c. Reassembling

Reassembling is the third step in five-phase cycle of qualitative data analysis according to Yin (2011). In this step, “the researcher used the substantive themes to recognize the disassembled fragments into different grouping or sequences than might have been in the original note” (Yin, 2011).

This phase was called as reassembling because in this phase, the researcher rearranged and recombined the fragments or pieces into one particular theme.

d. Interpreting

After conducting compiling, disassembling and reassembling, the researcher then movd to the fourth phase of this five-phase cycle. The fourth phase was interpreting. In this phase, “the researcher used the reassembled material to create new narrative with some tables, diagrams or graphics where relevant,” (Yin, 2011).

e. Concluding

The last step of qualitative data reduction was concluding. In this phase, the researcher drew conclusion based on the finding of the data analysis. According to Yin (2011), “such conclusions should be related to the interpretation in the fourth phase and through it to all of other phases of the cycle.” In addition, the data analysis the process in this study was not conducted in a linear way. Yin (2011) says that “the process of these five phases does not fall into a linear sequence but has recursive and iterative relation.” The diagram of five phases of analysis and their interaction can be seen in Figure 3.1. In the diagram, there are two kinds of arrow, namely one-way and two-way arrow. The two-way arrow means that the researcher could go back between two phases. Therefore, according to Yin (2011), the process was in nonlinear way as seen in Figure 3.1.

Figure 3.1 Five Phases of analysis and their interaction (Yin 2011)

F. Research Procedure 1. Planning

The researcher observed the condition and situation that were mostly felt by ELESP students, so the issue that was chosen had correlation with teaching because ELESP is a part of Teacher Training Faculty. Then, the researcher chose the education as the field of the research and decided the issue that would be discussed in the research. The issue that was chosen was the implementation of Scientific Approach. After having the issue that would be discussed, the researcher formed the research questions.

2. Choosing the method

After having the background of the study, the researcher chose the best method for investigating the problems. The researcher employed qualitative research as the research methodology. After choosing qualitative research as the

3. Disassemble Data 5. Conclude

4. Interpret Data

1. Compile Database 2. Disassemble Data

research methodology, the researcher employed descriptive study as the research approach.

3. Choosing the participants

The researcher used purposeful sampling and chose five participants. The participants were five students of English Language Education Study Program who had experienced implementing Scientific Approach and had joined Practice Teaching Program. The respondents that were chosen by the researcher were ELESP students who faced some problems in implementing Scientific Approach. 4. Constructing the instrument

The instruments that were used in this study were in depth interview and reflections. In this step, the researcher listed down some questions which were going to be asked when conducting the interview. The researcher used open ended questions which had some questions based on respondents’ experiences in implementing Scientific Approach.

5. Processing the data

The last step is processing the data. In this step, the researcher conducted the interview to the sample. The data that were got from the interview were in the form of words and it was in the form of interview’s transcription. After getting that data, the researcher processed the transcription in order to discuss students’ problems when implementing Scientific Approach. In this process, the researcher directly elaborated the problems faced by the respondents. After elaborating the problems, the researcher discussed the problems using some theories. The researcher did not elaborate all of the problems from the respondents since they

experienced the same problems. The researcher picked 3-4 respondents’ experiences to be discussed in Chapter IV. The researcher used the theories that had been discussed in Chapter II to process the data. In addition, the reseacher conducted the five-phase cycle of qualitative data analysis to process the data. The phases were compiling, disassembling, reassembling, interpreting and concluding.

41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher will directly present the findings and the discussions. There are two parts of this chapter. In the first part, the researcher will elaborate the problems faced by the respondents in implementing Scientific Approach into four themes. In the second part of this chapter, the researcher gives the implications of the problems faced by the respondents in implementing Scientific Approach.

There were five phases conducted in this study, namely compiling, disassembling, reassembling, interpreting and concluding. After conducting the first and the second phase, the researcher moved to the next phase, namely reassembling. In this phase, the researcher clustered the data into four substantive themes. The themes are all about the problems faced by the respondents when implementing Scientific Approach. Since all of the respondents experienced the same problems, the researcher does not present all the data in this part. In this part, the researcher presents the data and after presenting the data, the researcher discusses them using the theory. The four themes of respondents’ problems will be elaborated in this section.

A. Problems Faced by the Respondents

This part discusses the problems faced by the respondents in implementing Scientific Approach during Practice Teaching Program. This part consists of four

Siswanya tu kurang berantusias dalam mengikuti proses pembelajaran mengajar.

(The students were not really enthusiastic in joining the teaching and learning process.)

Mereka enggak sering nanya-nanya cuma beberapa siswa mungkin Cuma satu dua tiga orang yang memang bener-bener fokus dan memiliki antusias untuk belajar ya sering tanya,

(They rarely asked questions, there were only some

students who were willing to ask the questions. There were only around two or three students who truly focused on the activities and were enthusiastic in studying, so the often asked questions.)

Nah itu hanya satu dua tiga orang saja. Yang lain ya tetap saja fokus dengan HPnya mereka masing-masing.

(So, there were only two or three students. The other kept focusing on their own cellphone.)

Kebanyakan siswa-siswi di tempat PPL saya, sangat kurang antusias dalam belajar, dan kurang aktif di dalam kelas. (reflection)

(Most of the students in my school where I taught for my school practice program were not really enthusiastic in studying. They were not really active in the classroom.) kalau yang mereka kelasnya yang males dan sebagainya, mereka kadang Cuma satu dua

(Sometimes, they were quite lazy and the other similar thing.)

Kalau ngomgong langsung enggak sih, kembali lagi mereka harus dipancing dulu.

(They could not directly say or answer the questions, they needed to be lured.)

Seringkali siswa kurang bisa mengikuti alur yang telah dipersiapkan dalam proses mengajar. Terlebih pada bagian menanya, siswa memiliki antusias yang kurang untuk aktif dalam kelas.(reflection)

(Most of the times, the students couldn’t follow the plot that had been prepared before in teaching and learning

activities. Moreover, in the questioning step, the students were not really active in the class. (reflection))

Appendix 8

Self-reflection Protocol

Self-Reflection Blue Print

No Questions Explanation

A

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(1) Ceritakan pengalaman Anda saat menjalani PPL.

(2) Apakah Anda menemui kesulitan saat menjalani PPL? Bila iya, ceritakan kesulitan dan masalah yang dihadapi.

(3) Menurut Anda, mengapa kesulitan tersebut bisa Anda temui?

(6) Apakah Anda menemui kesulitan saat menerapkan pendekatan ini? Tuliskan masalah-masalah yang ANda alami saat menerapkan Scientific Approach.

According to Welch (1999) affect is one of component to make reflection. It is about the exploration of people’s feeling and emotion. In this component, the interviewer or the instructor can explore the information and experience where the respondents have encountered in some situation. In addition, this also could be about anger, joy, confusion, and frustration.

Beha

v

io

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(4) Bagaimana Anda menghadapi kesulitan tersebut?

(8) Apa saran Anda untuk mahasiswa lain, mahasiswa yang akan PPL dan USD mengenai penerapan Scientific Approach agar mereka bisa mengantisipasi masalah yang mungkin terjadi?

The next reflection’s component is behavior. Welch (1999) says that in this component, the reflection maker should make questions which let the respondents tell the experience chronologically. Hence, it is actually conceptualized as action. In this component, the respondent should tell or describe how they can behave when encounter something.

C

o

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iti

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(5) Apakah Anda mengetahui _{Scientific Approach?}

Jelaskan yang Anda ketahui tentang Scientific Approach.

According to Welch (1999), the last component of reflection is cognitive.

“cognition or content is

conceptualized as the information, concepts, skill, or term examined in the course,”

Appendix 8

Sample of Self Reflections