CHAPTER I INTRODUCTION INTRODUCTION
5. Communicating - The teacher presents a worksheet, and contains several questions,
2.5 Related Studies
In order to gain a clear perspective toward this research, it is necessary to review findings of previous related researches on, primarily, speaking achievement, and aspects which might correlate with it, including language teaching and learning methods and techniques based on Scientific Approach can be employed in a class.
First, from Muh Imam Shofwan (2017) researched about the use of scientific approach in teaching English as a foreign language in smpn 1 Jakarta. This research was qualitative method. The sample of this study was teacher and students. The researcher used observing events and documents, while observation and field note supported in collecting the data. The use of video recording also helps the researcher capturing the whole detail information of the teaching
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process. The differences were Muh Imam Shofwan focused on scientific in EFL only but during this study focused on speaking skill and scientific approach. Muh Imam Shofwan research finding showed that the scientific approach is applied by using five principles steps: observing, questioning, experimenting, associating and networking. The Teacher has role as a facilitator while students become subject of education (students‟ center). English Students improve more communicative and expressive. In conclusion from Muh Imam Shofwan‟ research the scientific approach is appropriate and gives impact in teaching English.
The second, from Diki Atmarizon and M. Zaim (2016) also researched about the implementation of scientific approach in teaching English at the tenth grade of senior high school 7 padang. During this research was descriptive method. The samples of this study were three English teachers and students at tenth grade of senior high school 7 Padang. Data of the research were taken from observation and interview. Direct observation were done to see the activities and assessments conducted by English teachers in the classroom. Then, the researchers interviewed the English teacher to know the extent to which the implementation of Scientific approach in teaching and learning processes related to observing, questioning, experimenting, associating, and communicating. From their study finding showed that 69% of the steps in the scientific approach implemented by the English teacher. However the English teachers only used 62%
of assessments based on the 2013 curriculum. Afterwards, there were problems faced by English teachers in the learning process in each steps in the scientific approach in the aspect of 2013 Curriculum. The difference were Diki Atmarizon
and M. Zaim focused on scientific only and descriptive method but during this study focused on speaking skill and scientific approach also.
The third, the research was conducted by from Intan Siti Nugraha and Didi Suherdi (2017) their researched about the primary focus of the study is to investigate the practice of a teacher implementing scientific approach in English learning-teaching in one junior high school in Bandung and reveal the difficulties encountered by the teacher in the process. This study was a descriptive-qualitative research design. The data were procured from classroom observation, teacher‟s lesson plan analysis and interview. The sample of this study were one teacher and 38 students. Scientific approach implemented successfully fostered students‟
critical thinking and developed high-thinking level of students‟ learning behaviour. Second, the difficulties encountered by the teacher during implementation were the problem on the students with low English proficiency, time allotment, and the teacher‟s teaching management. The differences were Intan Siti Nugraha and Didi Suherdi focused on Scientific Method in ELT while this study focuses on speaking skill Strategies.
Than the fourth, The research was conducted M. Zaim (2017) about implementing Scientific Approach to Teach English at Senior High School in Indonesia. This research was descriptive research, to describe the implementation of scientific approach in teaching English at Senior High School. The data were collected through observation of teaching learning process and interview with 3
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English teachers and the students in two senior high schools in Padang, Indonesia.
The findings from M. Zaim showed that among the five steps of scientific approach, the teachers were not able to implement the observing and questioning steps optimally yet. Meanwhile, in experimenting and associating the teachers have applied them well, and in communicating the teachers have applied them optimally. The differences were M. Zaim‟ study focused on scientific only but during this study focused on speaking skill strategies and scientific approach also.
The fifth, the study about The Use of Scientific-Based Approach in ELT Class to Improve Students‟ Achievement and Classroom Interaction by Haeraz, Rully May and Zukhairatunniswah (2019). This study was classroom action research. The collected data were analyzed quantitatively and qualitatively. The research instruments of this study used observation sheets, a questionnaire, and a test. The sample of study was the 8th -grade students of SMPN 4 Praya, Central Lombok. Research funding from their study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student's score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. The differences were Haeraz, Rully May and Zukhairatunniswah focused on t improving students' achievement and classroom
interaction and was using quantitative method while this study focuses on speaking skill Strategies and scientific approach using qualitative study.
Next, the sixth from Indah Citra Raflesia and Juwita Boneka Sinaga (2019) about the implementation of scientific approach to improve students‟ speaking ability at SMK Pertiwi Batam. This study was a Classroom Action Research (CAR) which using Mixed Method of Sequential Explanatory Designs. The data were categorized of quantitative and qualitative data (mix method). The data taken through observation sheets, teacher‟s journal, field notes, and speaking tests. The fundings from of this study indicated that there was any improvement of students' speaking ability. The mean of pre-test of speaking was 44.35. The mean of speaking project of cycle 1 was 66.08. Then, the mean of speaking project of cycle 2 was 73.33. It indicated that the scores and the mean in second cycle were better than the first cycle. In other words, the students‟ speaking ability improved and became better from the first meeting up to the following meeting. In addition, the scientific approach had also been implemented well.
Based on previous research, the researcher assumes that all of these studies discuss the implementation of the scientific approach in learning English. One of them discussed the scientific approach and teaching speaking skills, especially speaking abilities at the same time. The second gap was because last study using a Classroom Action Research (CAR) which using Mixed Method of Sequential Explanatory Designs. The data categorized in quantitative and qualitative data (mix method). While this research, the researcher will use Case Study method
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Qualitative research. In addition above, the researchers only focus on the implementation of the scientific approach English learning. While in this the research will focus on scientific approach and teaching speaking skills. Both of them will the main point of this research.