THE IMPLEMENTATION OF SCIENTIFIC APPROACH (SA) IN ENGLISH LANGUAGE TEACHING (ELT)
AT SMA NEGERI 3 SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016
A THESIS
YULIA NUR CHASANAH K2212077
Submitted to the Teacher Training and Education Faculty of Universitas
Negeri Sebelas Maret to Fulfill One of the Requirements for Achieving Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITAS NEGERI SEBELAS MARET
PRONOUNCEMENT
I would like to certify that the thesis entitled “THE IMPLEMENTATION OF SCIENTIFIC APPROACH (SA) IN ENGLISH LANGUAGE TEACHING (ELT) AT SMA NEGERI 3 SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016) is original, not a product of plagiarism, and not made by others. Everything stated in this thesis related to other literatures is presented in quotations.
The writer/researcher is ready to receive any academic punishment if this thesis is
proven as a product of plagiarism.
Surakarta, November 2016
The Writer/Researcher,
THE IMPLEMENTATION OF SCIENTIFIC APPROACH (SA) IN ENGLISH LANGUAGE TEACHING (ELT)
AT SMA NEGERI 3 SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016
A THESIS
By:
YULIA NUR CHASANAH K2212077
Submitted to the Teacher Training and Education Faculty of Universitas
Negeri Sebelas to Fulfill One of the Requirements for Achieving Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITAS NEGERI SEBELAS MARET
APPROVAL OF THE CONSULTANTS
This thesis has been approved by the consultants to be examined by the Board of
Thesis Examiners of English Education Department of Teacher Training and
Education Faculty of Universitas Negeri Sebelas Maret
On :
By :
Approved by:
Consultant I Consultant II
Prof. Dr. Joko Nurkamto, M.Pd. Dr. Suparno, M.Pd.
ABSTRACT
Yulia Nur Chasanah. K2212077. THE IMPLEMENTATION OF SCIENTIFIC APPROACH (SA) IN ENGLISH LANGUAGE TEACHING (ELT) AT SMA NEGERI 3 SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016. Thesis. Teacher Training and Education Faculty. Universitas Negeri Sebelas Maret. November 2016.
This research aims at (1) describing the implementation of Scientific Approach in English Language Teaching at SMA Negeri 3 Surakarta in the Academic Year of 2015/2016, and (2) identifying the effectiveness of the implementation of Scientific Approach towards the learning quality in English Language Teaching.
The study uses qualitative method in the form of case study in which the data are collected through observation, interview, and documentation.The data are the teaching-learning activities of X.IPS.1 Class, X.IPS.2 Class, and X.IPS. 3 Class.
The finding shows that the implementation of SA still needs supports from other factors to yield high-quality learning in English. This research also discusses how students are engaged in the teaching-learning process and the learning outcomes as the result of SA implementation.
In practice, the SA implementation covers Observing, Exploring, Associating, and Communicating, while the Questioning phase may occur in the other steps, but, still, not all steps can be well engaged by the students. In the Observing, some students still need more time to observe; in the Questioning, they only ask about simple questions; in the Communicating, there are still some students who are doing less interaction.
The SA implementation at SMA Negeri 3 Surakarta meets various handicaps: (1) The teacher is not well-equipped with the teaching guidance of SA, (2) the teacher does not play a role as a facilitator demanded by the students, (3) the teacher can not make use of media and creative activities as some parts of the successful teaching-learning process, and (4) the teacher can not manage the class situation well.
ABSTRAK
Yulia Nur Chasanah. K2212077. PENERAPAN PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA INGGRIS DI SMA NEGERI 3 SURAKARTA TAHUN PELAJARAN 2015/2015. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Negeri Sebelas Maret. November 2016.
Penelitian ini bertujuan untuk (1) megetahui penerapan pendekatan Saintifik dalam pembelajaran Bahasa Inggris di SMA Negeri 3 Surakarta Tahun Ajaran 2015/2016, dan (2) mengetahui efektifitas penerapan pendekatan Saintifik terhadap kualitas pembelajaran Bahasa Inggris.
Penelitian ini menggunakan metode kualitatif dalam bentuk studi kasus yang mana data dikumpulkan melalu observasi, wawancara, dan dokumentasi. Data adalah kegiatan belajar-mengajar pada kelas X.IPS.1, kelas X.IPS.2, dan kelas X.IPS.3.
Temuan penelitian menunjukkan bahwa penerapan pendekatan Saintifik masih membutuhkan faktor-faktor pendukung untuk menghasilkan kualitas pembelajaran yang tinggi dalam pembelajaran Bahasa Inggris. Di dalam penelitian ini, juga dibahas mengenai bagaimana siswa ikutserta dalam proses belajar mengajar dan juga hasil belajar sebagai hasil penerapan pendekatan Saintifik
Dalam praktiknya, penerrapan pendekatan Saintifik meliputi tahap Mengamati, Mengasosiasi, Mengeksperimen, dan Mengkomunikasikan, sementaran tahap Menanya terjadi di dalam tahap lainnya. namun, dalam penerapannya, tidak sama tahap dapat diikuti dengan oleh siswa. Dalam tahap Mengamati, beberapa siswa masih membutuhkan waktu untuk mengamati; pada tahap Menanya, siswa hanya menanyakan pertanyaan sederhana;pada tahap Mengkomuniakan, masih ada beberapa siswa kurang berinteraksi.
Penerapan Pendekatan Saintifik di SMA Negeri 3 Surakarta menemui berbagai macam kekurangan: (1) Guru tidak dipelengkapi dengan dengan panduan mengajar tentang SA, (2) guru tidak berperan sebagai fasilitator yang diingankan siswa, (3) guru tidak bisa mempergunakan media dan kegiatan kreatif sebagai bagian dari proses belajar-mengajar yang sukses, dan (4) guru tidak dapat mengelola situasi kelas dengan baik.
MOTTO
There is no limit for struggling.
DEDICATION
This thesis is dedicated to:
1. My beloved parents.
2. My ordinary-yet-motivating sisters.
3. My ‘Akak’, ‘Abang’ and ‘The Ciwi-ciwi’
4. My on-point friends, all of Class B Team, whose names I cannot mention
because it means I should attach a piece of attendance list right after this page. I don’t know why I should tell this in this “DEDICATION’ page. Literally, I never dedicate this thesis to you guys. But hopefully, all written in the point ‘4’ could express my endless gratitude to have you all as my partner of movie-time, swimming-time, meal-time, research-time,
Dikpora-time, consultation-Dikpora-time, library-Dikpora-time, thesis-Dikpora-time, picnic-Dikpora-time, wi-fi Dikpora-time,
and mager-time. Thank you for letting me to be part of you guys. I love you
Class B Squad.
5. ESA
6. SDAPE and SDE Division: Mbak Anggra, Bhagas, Ikuk, Taufik, Dinita,
ACKNOWLEDGEMENT
First of all, praise be to Allah SWT for His blessing that the writer can finish
this thesis successfully. This thesis appears in its current form due to the assistance
and guidance of many people. Therefore, the writer would like to offer incere thanks
to those who have helped finish this thesis.
1. The Dean of Teacher Training and Education Faculty of Universitas Negeri
Sebelas Maret.
2. The Head of English Department of Teacher Training and Education Faculty.
3. Prof. Dr. Joko Nurkamto, M.Pd. as the first consultant, for all his guidance to
help finish this thesis.
4. Dr. Suparno, M.Pd, as the second consultant, for all his kindness, guidance, and
warm advice.
5. Drs. H. Makmur, M.Pd., the Principal of SMA Negeri 3 Surakarta, who has
allowed the writer to conduct the research.
6. Abdul Munif, S.Pd., M.Hum., the English teacher, who kindly, has given the
data needed for the research.
7. The board of English Education Department Lecturers for all the insightful
knowledge and valuable guidance.
Errors may appear in this thesis. Therefore, any feedback, comments,
suggestions, and criticism are welcomed for the sake of betterment for this thesis.
The writer hopes this thesis will give some contributions to the readers and further
researches.
Surakarta, November 2016
TABLE OF CONTENT
COVER ...i
PRONOUNCEMENT ...ii
TITLE ...iii
APPROVAL OF THE CONSULTANTS ...iv
APPROVAL OF THE EXAMINERS ...v
ABSTRACT ...vi
ABSTRAK ...vii
MOTTO ...viii
DEDICATION ...ix
ACKNOWLEDGMENT ...x
TABLE OF CONTENT ...xi
LIST OF APPENDICES ...xiii
CHAPTER I. INTRODUCTION ...1
A.Background of the Study ...1
B.Problem Statement ...5
C.Objective of the Study ...5
D.Benefits of the Study ...5
CHAPTER II. LITERATURE REVIEW ...6
A.Curriculum ...6
B.Scientific Approach in 2013 Curriculum ...12
C.Learning Quality ...20
D.Review of Related Studies ...22
CHAPTER III. RESEARCH METHODOLOGY ...26
A.Setting of the Research...26
B.Description of the Research Setting/Subject ...26
C.Research Design ...27
D.Data Sources...28
E. Techniques of Collecting Data ...29
G.Techniques of Analyzing Data ...30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ...32
A.Data Description ...32
B.Research Findings 1. The Implementation of Scientific Approach ...33
2. The effectiveness of Scientific Approach (SA) to the Learning Quality in English Language Teaching (ELT) ...40
C.Discussion ...45
CHAPTER V.CONCLUSION, IMPLICATION, AND SUGGESTION ...52
A.Conclusion ...52
B.Implication ...53
C.Suggestion ...53
REFERENCES ...55
LIST OF APPENDICES
Appendix I. Instrument of Observation Field notes ...60
Appendix II. Observation Field-Notes (Kelas X IPS 3) ...63
Appendix III. Observation Field-Notes (Kelas X IPS 2) ...68
Appendix IV. Observation Field-Notes (Kelas X IPS 1) ...72
Appendix V. Instrument of the Research Interview...77
Appendix VI. Students’ Transcript Interview ...81
Appendix VII. Teacher’s Transcript Interview ...116
Appendix VIII. Instrument of Document Analysis ...121
Appendix IX. Documents ...122
Appendix X. Photographs ...133
