1 CHAPTER I INTRODUCTION
This chapter discuses about Background of the Study, Statement of the Problems, Purposes of the Study, Significance of the Study, Scope and Limitation, and The Definition of the Key Terms.
1.1 Background of the Study
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than before. In addition, the Indonesian government makes a new curriculum that can make students to be more active, creative, imaginative and easy to work together.
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the text, grouping, create categories, inferring, comparing various expressions, text structure, elements of language, discuss the content of the discourse, as well as obtaining feedback from the teacher. Then this activity is also termed as the activity of reasoning, which is a process of thinking logically and systematically over-the word empirical facts that can be observed to obtain a conclusion in the form of knowledge. The last is communicating. In this section, students present the results of observations, conclusions based on the results of the analysis of oral, written, or other media - present a report in the form of charts, diagrams or graphs, prepare a written report, and present a report covering the process, results, and conclusions orally.
Therefore, teacher must be more creative for teaching English subject in class. It is one most important especially to students in Indonesia. They must have receptive skills and productive skills within ability in English. Receptive skills like listening and reading while productive skills like speaking and writing.
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2014). Furthermore, Arfianti (2014) also states that there are many different activities at each stage of Scientific Approaches that rely on instructional objectives. In this lesson, students are expected to produce their own products and to apply what they have learned in their daily activities. Activities undertaken stage is observed, among others observe pictures, watch videos, and observe the illustrations of teachers. Activities undertaken in stages to question, among others, students or teachers provide questions related to the topics covered. Activities undertaken stage is collecting information / experiment among others exploring from a book or a slide presentation, working on the problems of teachers or books. Activities undertaken in stages associate those perform activities of books or products. Activities undertaken in stages to communicate are students’ presentations of their work.
5 1.2 Statement of the Problems
1. What are the students’ problems in the implementation of scientific approach for English subject at SMPN 1 Batu?
2. What are the teacher’s solutions to the students’ problems related to the implementation of scientific approach for English subject at SMPN 1 Batu?
1.3 Purposes of the Study
In line the main research problems written above, the purposes of this study are:
1. To investigate the students’ problems in the implementation of scientific approach for English subject at SMPN 1 Batu.
2. To describe the teacher’s solutions to the students’ problem related to the implementation of scientific approach for English subject at SMPN 1 Batu.
1.4 Significance of the Study
Theoretically, the purpose of this study is to find out student’s problems
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useful to improve creativity, spirit and motivation when teach in the class. For the next researcher, the writer hopes this research can useful to give some information that the certain topic related to next researchers.
Practically, this research is to analyse that will be known about implementation of scientific approach in English subject. This is also to give motivation to other students especially in English Department University of Muhammadiyah Malang to analyze implementation of scientific approach in English subject. It is something interesting if we learn deeply. Therefore, learn about implementation of scientific approach in English subject makes know us to improve creativity, understanding, ability etc.
1.5 Scope and Limitation
The scope is focused in students’ problems toward implementation of scientific approach for English subject at SMPN 1 Batu. The limitation of the study is the students who studies about English subject at SMPN 1 Batu.
1.6 Definition of the Key Terms
1. Students’ problems : Their difficulties are played out in the larger context of the school environment and curriculum—and represent
a ‘mismatch’ between the characteristics of the student
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2. Scientific approach : Scientific Approach is basic concepts that facilitate, inspire, strengthen, and the underlying idea of how learning methods implemented by a particular theory (Kemendikbud, 2013).
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STUDENTS’ PROBLEM
S TOWARD THE
IMPLEMENTATION OF SCIENTIFIC APPROACH FOR
ENGLISH SUBJECT AT SMPN 1 BATU
THESIS
By:
VITA ANUGRAHAYU
201110100311092
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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STUDENTS’ PROBLEMS TOWARD THE
IMPLEMENTATION OF SCIENTIFIC APPROACH FOR
ENGLISH SUBJECT AT SMPN 1 BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
VITA ANUGRAHAYU
201110100311092
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
iv MOTTO AND DEDICATION
You will never be brave if you do not get hurt.
You will never learn if you do not make mistakes.
You will never be successful if you do not encounter failure.
(anonymous)
The best preparation for good work tomorrow
is to dogood work today.
Elbert Hubbard
I dedicate this thesis for:
My best mom
My best father
My beloved big brother
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STUDENTS’ PROBLEMS TOWARD THE IMPLEMENTATION OF
SCIENTIFIC APPROACH FOR ENGLISH SUBJECT AT SMPN 1 BATU ABSTRACT
This research is concerned with students’ problems in the implementation of scientific approach for English subject at SMPN 1 BATU. Moreover, this research attempted to answer (1) the students’ problems in the implementation of
scientific approach for English subject, (2) the teacher’s solutions to the students’
problems related to the implementation of scientific approach for English subject.
This research used descriptive qualitative as research design. Here, the researcher used subject of the study to investigate the students’ problems in the
implementation of scientific approach and to describe the teacher’s solutions to the students’ problems related to the implementation of scientific approach for English subject at SMPN 1 Batu. The researcher used purposive sampling to determine the sample from one class and the researcher took 15 students from the 8th grade on E class that consisted of 34 students. In collecting the data, the primary instrument was the researcher herself while the secondary instrument was structured interview and observation.
Based on the result of data analysis, the researcher found that the implementation of scientific approach by students was not optimal because there were problems in implementing the scientific approach. Firstly, the students had difficulty in understanding the English conversation and focusing during the learning process. Secondly, they felt afraid and shy to ask a question to the teacher and had difficulty in discussion with other friends. Thirdly, they had difficulty in finding additional information by themselves and information between one book to another book or source has different information. Fourthly, they had difficulty to arrange the sentences. Fifthly, they had less fluency in speaking English and lack of self-confidence. Furthermore, in the implementing of scientific approach the teacher had given the solutions related to the students’ problems. Firstly, the teacher mixed language and teacher tried to be creative to make lesson more enjoyable. Secondly, Teacher made a group discussion in the class. Thirdly, correcting the information through other sources and guiding students. Fourthly, the teacher always guided the students and allowed them to ask a question. Lastly, the teacher always guided the students and gave motivate.
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ACKNOWLEDGEMENTS
Firstly, thanks to Allah SWT that gives the writer protection until she finished her research. The research of this thesis was resulted after long process between inspiration, idea, effort, boring, and patient. This thesis entitled
“Students’ Problem toward the Implementation of Scientific Approach for English
Subject at SMPN 1 Batu”. This thesis needed almost ten months to finish. The
writer hopes that this thesis gives the new knowledge to the readers.
Secondly, the writer would like to thank and gave her respect that help her in conducting the research especially her advisors Drs. Soeparto, M. Pd and Dra. Erly Wahyuni, M. Si for the guidance, may God always blessing them and their families.
Thirdly, the great regard and gratitude are given to My Father Suroto, My Mother Suciati, My Little Brother Dicky Vernanda, Big Brother Dony Kurniawan and my big family in Kediri. They always give support, love, affection, attention, guidance, prayer. Without love, advice, and motivation from them, I would not finish this thesis successfully.
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permission to conduct a research there. And also to Trise Rosida, S. Pd as English teacher of SMPN 1 Batu who helps the researcher conducted the research. The write’s great thanks are extended to her students of SMPN 1 Batu (8th grade in E class) for their encouragement, support, love, care and pray so that the writer can finish this thesis.
She knows that this thesis has not been perfect yet. But she hopes that this thesis will be beneficial for the readers.
Malang, November 11, 2015
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1.4 Significance of The Study ... 5
1.5 Scope and Limitation ... 6
1.6 Definition of the Key Terms ... 6
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Scientific Approach ... 8
2.2 Scientific Approach in 2013 Curriculum ... 10
2.2.1 The Learning Process Steps in Scientific Approach ... 10
2.2.1.1 Observing ... 10
2.2.1.2 Questioning ... 12
2.2.1.3 Exploring ... 14
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2.2.1.5 Communicating ... 16
2.2.2 Criteria of Scientific Approach ... 17
2.3 English Subject in 2013 ... 18
CHAPTER III: RESEARCH METHODOLOGY
CHAPTER IV: RESEARCH FINDING AND DISCUSSION 2.3 Research Findings ... 28
4.1.1The Students’ Problem toward the Implementation of Scientific Approach ... 29
4.1.2 The Teacher’s Solution toward the Students’ Problem ... 34
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4.1.2.2 Questioning... 35
4.1.2.3 Exploring ... 36
4.1.2.4 Associating ... 37
4.1.2.5 Communicating ... 37
4.2 Discussion ... 38
CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 41
5.2 Suggestion ... 43 REFERENCE
xi REFERENCE
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