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Teachers’ Attitude toward the Implementation of Scientific
Approach of Curriculum 2013 to Teach English
(A Case Study of the Seventh Grade Class of Junior High Schools
in Surakarta in the Academic Year of 2013/2014)
A Thesis
Written as a Partial Fulfilment of the Requirements for the Graduate Degree of English Language Teaching
Written by: NURUL ISTIQOMAH
S891302035
ENGLISH EDUCATION DEPARTMENT OF GRADUATE SCHOOL TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY SURAKARTA
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MOTTO
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DEDICATION
This thesis is proudly dedicated to: My beloved father and mother My brother and sister
My motivator of life
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ABSTRACT
Nurul Istiqomah. S891302035. 2014. Teachers’ Attitude toward the Implementation of Scientific Approach of Curriculum 2013 to Teach English (A Case Study of the Seventh Grade Class of Junior High Schools in Surakarta in the Academic Year of 2013/2014). Consultant I: Dr. Abdul Asib, M.Pd., Consultant II: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D. Thesis. Surakarta: English Education Department, Graduate school, Teacher Training and Education Faculty, Sebelas Maret University Surakarta
In 2013, the Indonesian government published 2013 curriculum. One of the characteristics of 2013 curriculum is the use of Scientific Approach (SA). SA consists of observing, questioning, exploring, associating, and communicating. However, the implementation of 2013 curriculum brings up some controversies. This research is conducted to explore more about the implementation of SA to teach English in junior high schools. The objectives of the research are to explore and describe: 1) the teachers’ attitudes towards the implementation of SA; 2) how it is implemented in English class; 3) what the problems the teachers encountered; and 4) how the teachers solve the problems.
The sources of the data of this case study are respondents, events, and documents. The respondents of this research are three teachers from SMP N 4 Surakarta, SMP N 12 Surakarta, and SMP Al Islam Surakarta, and the students of those teachers. The respondents are chosen through purposive sampling. The events are the teaching and learning processes. The documents analyzed are the syllabus and the lesson plan of English subject of 2013 curriculum, and the teachers’ profile. The techniques of collecting the data are observation, interview, questionnaire, and documentation. To analyze the data, the model proposed by Miles and Hubermen was used.
The findings demonstrate that: (1) Most of the teachers have a positive attitude toward the implementation of SA; (2) The implementation of SA from the three teachers is not rigidly appropriate with the theory. Some steps are often skipped by the teachers due to a certain condition. The teachers also do not always implement it when they teach. ; (3) The biggest problems are encountered in the questioning and associating step, there are also some little problems in other steps. In questioning, the students cannot ask a critical question. For associating, the teachers have difficulty to differentiate activities in the step of experimenting and associating; (4) For the questioning step, the teachers attempts to guide the students to ask. However, it is still difficult to implement. The problem in associating step is still unsolved since the problem is in the teachers’ belief.
Since it is a case study, the findings cannot be generalized. Although it cannot be generalized, the findings may provide an overview of the implementation of SA and the teachers’ attitude toward it.
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PRONOUNCEMENT
This is to certify that I myself write this thesis untitled: Teachers’ Attitude
toward the Implementation of Scientific Approach of Curriculum 2013 to Teach English (A Case Study of the Seventh Grade Class of Junior High Schools in Surakarta in the Academic Year of 2013/2014). It is not plagiarism or made by others. Anything related to other works is written in quotation, the source of which is written in references.
If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, December 2014
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise to Allah SWT who has provided His blessing to the researcher so that she can complete the writing of this thesis. The researcher would like to express gratitude to the following persons for their guidance, help, and support in the completion of this thesis.
1. The Dean of Teacher Training and Education Faculty Sebelas Maret
3. Dr. Abdul Asib, M.Pd., the first consultant for his guidance, and advice. 4. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D., the second consultant for her
advice, patience, and guidance.
5. The Headmaster of SMP N 4 Surakarta, SMP N 12 Surakarta, and SMP Al Islam 1 Surakarta for their permission to conduct the research at the Islam 1 Surakarta for their participation during the data collection and the teaching learning activities.
This work still has some weaknesses due to some reasons. I welcome suggestions and critics to make this work better. Hopefully, this thesis can provide a contribution to the education system in Indonesia especially for ELT.
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Page
TITLE PAGE ... i
APPROVAL OF THE CONSULTANT ... ii
LEGITIMATION OF THE EXAMINERS ... iii
MOTTO ... iv
LIST OF ABREVIATION ... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION ... 1
1. Theory of Teaching English as a Foreign Language ... 8
2. Teaching English as a Foreign Language in Indonesia ... 13
B. EFL Curriculum in Indonesia ... 17
C. The 2013 Curriculum ... 26
1. Characteristics of 2013 Curriculum ... 27
2. The Differences between 2013 Curriculum and KTSP ... 29
3. The Elements of 2013 Curriculum in Teaching ... 30
D. Scientific Approach ... 33
1. Definition of Scientific Approach ... 34
2. Characteristics of Scientific Approach ... 27
3. Scientific Approach on 2013 Curriculum ... 39
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E. Attitude ... 44
1. Definition of Attitude ... 44
2. Characteristics of Attitude ... 45
3. Indicators of Attitude’s Aspects ... 49
F. Review of Related Literature ... 51
CHAPTER III RESEACRCH METHODOLOGY ... 58
A. Research Design ... 58
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 75
A. Research Findings ... 76
B. Discussion ... 98
C. Research Weaknesses ... 122
CHAPTER V CONCLUSION AND SUGGESTION ... 124
A. Conclusion ... 124
B. Implication and Suggestion ... 126
BIBLIOGRAPHY ... 128
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LIST OF TABLES
Table 2.1 Table of the Description of EFL Curriculum in Indonesia ... 26
Table 2.2 The Differences between 2013 Curriculum and KTSP 2006 ... 29
Table 2.3 The Differences between 2013 Curriculum and KTSP 2006 for Junior High school ... 30
Table 3.1 Summary of Data Collection... 70
Table 4.1 Summary of the Research Findings ... 75
Table 4.2 Summary of the Findings of the Teachers’ Attitude ... 88
Table 4.3 Summary of the Findings of the Implementation of SA ... 91
Table 4.4 Summary of the Findings of Problems in Implementing SA ... 95
Table 4.5 Summary of the Findings of Solutions of Problems ... 97
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LIST OF FIGURES
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LIST OF ABREVIATIONS
SA : Scientific Approach GBA : Genre Based Approach EFL : English Foreign Language
TEFL : Teaching English as a Foreign Language ELT : English Language Teaching
GTM : Grammar Translation Method ALM : Audio Lingual Method
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LIST OF APPENDICES
Appendix 01. Blueprint of the Instrument ... 131
Appendix 02. Interview Guide ... 134
Appendix 03. Questionnaire for the Students ... 140
Appendix 04. Questionnaire for the Teachers ... 142
Appendix 05. Field notes ... 148
Appendix 06. Interview Transcript ... 151
