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THE IMPLEMENTATION OF SCIENTIFIC APPROACH TO TEACH
SPEAKING TO JUNIOR HIGH SCHOOL STUDENTS
(A Case Study at the Seventh Grade Students of SMP Negeri 12 Surakarta in
Second Term of 2014/2015 Academic Year)
THESIS
by
Widayani Utami
NIM: S891308054
Submitted to Graduate School of Sebelas Maret University
As a partial fulfilment to obtain Graduate Degree of English Education
MAGISTER OF ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2016
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The
Implementation of Scientific Approach to Teach Speaking to Junior High School
Students (A Case Study at the Seventh Grade Students of SMP Negeri 12
Surakarta in Second Term of 2014/2015 Academic Year)”. It is not a plagiarism
or made by others. Anything related to others’ work is written in quotation, the
source of which is listed on the references. If then this pronouncement proves
wrong, I am ready to accept any academic consequences, including withdrawal or
cancelation of my academic degree.
Surakarta, January 2016
Widayani Utami
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ABSTRACT
Widayani Utami. 2015. S891308054. THE IMPLEMENTATION OF
SCIENTIFIC APPROACH TO TEACH SPEAKING TO JUNIOR HIGH
SCHOOL STUDENTS (A CASE STUDY AT THE SEVENTH GRADE
STUDENTS OF SMP NEGERI 12 SURAKARTA IN SECOND TERM OF
2014/2015 ACADEMIC YEAR). Thesis. Surakarta: English Education
Department of Graduate School of Sebelas Maret University. First Supervisor:
Dra. Dewi Rochsantiningsih, M.Ed, Ph.D.; Second Supervisor: Dr. Hersulastuti,
M.Hum.
The objectives of this study are: (1) finding out whether the teaching
documents (syllabus, lesson plan, materials, and students’ assessment) are in
accordance with the ones set by the government which are scientific approach
based; (2) analyzing whether the stages of the teaching English particularly
speaking is in accordance with the ones set by the government which are scientific
approach based; (3) knowing how the interaction in the classroom goes; (4)
revealing the difficulties experienced by the teacher when implementing 2013
Curriculum to teach speaking skill and finding the solution to solve the problems;
and (5) discerning the students’ speaking skill achievement in 2013 Curriculum.
This study employs case study method which had been conducted to seventh
grade students at SMP Negeri 12 Surakarta.
The result of this study are: (1) the teaching documents, consisting of
syllabus, lesson plan, materials, and evaluation are made appropriately according
to the rules of constructing scientific approach based teaching documents set by
the government; (2) the steps of scientific approach in the classroom are not
always completely implemented and do not always run in the order of OQEACC,
moreover the questioning step does not happen in the class; (3) types of teacher-
student interaction are imitative, intensive, responsive, transactional, and
interpersonal; while types of student-student interaction are intensive,
transactional, interpersonal, and extensive; (4) the difficulties found are: making
students ask question in questioning step; the condition that students are not
courageous enough to speak, having low inquiry skill, and limited knowledge in
English makes them not able to produce spoken English well; and the limitation
of the course book content (5) the students’ achievement on speaking shows that
87.93% of 116 students have scores which are above the passing grade
determined by the school, which is 67. From the finding, it is known that there
are some points to notice toward scientific approach implementation, such as the
completeness and the sequence of scientific approach steps, the difficulties, and
the materials.
Keywords: Scientific Approach, 2013 Curriculum, speaking, junior high school
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MOTTO
“I will lift up my eyes to the hills. From whence cometh my help. My help cometh from the
Lord who made heaven and earth.”
(Psalm 121:1,2)
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DEDICATION
This thesis is gratefully dedicated to:
my beloved parents,
my beloved sisters,
my beloved friends,
and my beloved fiance.
Thank you for the persistent prayer, support, and love!
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ACKNOWLEDGMENT
All the glory to God for the immeasurable love for the writer so that the
thesis is accomplished. This thesis would certainly have never been completed
without the help of these honorable people who deserve special gratitute and
appreciation:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University, Prof. Dr. Joko Nurkamto, M.Pd.
2. The Head of English Department of Teacher and Training and Education
Faculty of Sebelas Maret University, Dr. Ngadiso, M.Pd.
3. Dra. Dewi Rochsantiningsih, M.Ed, the first consultant, and Dr.
Hersulastuti, M.Hum., the second consultant for the advice, guidance,
patience in accomplishing this thesis.
4. Wahyudi, S.Pd. and Unarwati S.Pd. who has given permission and
facilitated the writer to collect data in SMP Negeri 12 Surakarta.
5. Beloved family: Filipus Madiyo, Sudjarwati, Ria Astuti, Tyasmita
Darmayanti for the continuing prayer and support.
6. Beloved friends: Yussy Kusumahenny, Magdalena, Eunike, and all sisters
and brothers in Rumah Persekutuan Perkantas, whom I spent almost all my
younger years with.
7. Beloved fiance, Haryo Kusumo Aji: for the love, help, prayer, and support.
The writer realizes that this thesis is still far from being perfect. Every
comment and suggestion are welcomed. Hopefully, this thesis will be useful for
the readers.
Surakarta, January 2016
Widayani Utami
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TABLE OF CONTENT
COVER .......................................................................................................... i
APPROVAL OF THE CONSULTANTS ......................................... ......... ii
APPROVAL OF THE BOARD EXAMINERS .............................. ......... iii
PRONOUNCEMENT ............................................................................ ..... iv
ABSTRACT ............................................................................................. ..... v
MOTTO .................................................................................................. ..... vi
DEDICATION ....................................................................................... ..... vii
ACKNOWLEDGEMENT ................................................................... ..... viii
TABLE OF CONTENTS ........................................................................... ix
LIST OF ABBREVIATIONS ................................................................... xii
LIST OF TABLES .................................................................................... xiii
LIST OF FIGURES .................................................................................. xiv
LIST OF PICTURES ................................................................................. xv
LIST OF APPENDICES ........................................................................... xv
CHAPTER I INTRODUCTION ...................................................................... 1
A. Background of the Study ..................................................................... 1
B. Problem Statements ............................................................................. 6
C. The Objectives of the Study ................................................................. 7
D. The Significance of the Study ............................................................. 7
CHAPTER II LITERATURE REVIEW ......................................................... 9
A. 2013 Curriculum ...................................................................................... 9
1. Definition of 2013 Curriculum ........................................................ 11
2. The Rationale of 2013 Curriculum .................................................. 12
3. The Learning Model of 2013 Curriculum ........................................ 14
4. Scientific Approach .......................................................................... 21
5. Scientific Approach in English Learning ......................................... 26
6. Syllabus, Lesson Plan, Materials in 2013 Curriculum ..................... 30
7. Students’ Assessment in 2013 Curriculum ......................................... 31
B. Speaking ................................................................................................. 35
1. The Element of Speaking Skill ........................................................ 36
2. Difficulties in Speaking ................................................................... 38
3. Types of Speaking Activity ............................................................. 41
4. Oral Test Technique ......................................................................... 43
5. The Micro Skill and Macro Skill of Speaking ................................. 44
6. Indicators of Speaking Skill ............................................................. 46
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C. The Role of Teacher ............................................................................... 47
D. Classroom Interaction ............................................................................ 49
E. Review of Related Research ..................................................................... 51
CHAPTER III RESEARCH METHOD ........................................................ 58
A. Type of the Research .............................................................................. 58
B. Setting of the Research ........................................................................... 59
C. Subject of the Research .......................................................................... 60
D. Sources of Research Data ....................................................................... 60
E. The Techniques of Data Collection ........................................................ 60
F. Trustworthiness ...................................................................................... 63
G. Techniques of Analyzing Data ............................................................... 64
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................... 68
A. Research Findings .................................................................................. 68
1. The Accordance of the Teaching Documents with The Rules of
Constructing Scientific Approach Based Teaching Documents Set
by The Government ........................................................................... 71
a. Syllabus ......................................................................................... 71
b. Lesson Plan .................................................................................... 73
c. Evaluation ..................................................................................... 78
d. Teaching materials ........................................................................ 79
2. The Accordance of the Stages of Teaching and Learning in the
Classroom with the Order of Scientific Approach ............................ 83
3. The Interaction among Students and the Interaction Between
Teacher and Students ...................................................................... 100
4. The Difficulties Experienced by the Teacher in Implementing the
New Curriculum .............................................................................. 111
5. The Students’ Speaking Achievement in 2013 Curriculum............. 120
B. Discussion ............................................................................................ 122
1. The Accordance of the Teaching Documents with The Rules of
Constructing Scientific Approach Based Teaching Documents Set
by The Government ......................................................................... 123
a. Syllabus .................................................................................... 123
b. Lesson plan .............................................................................. 126
c. Evaluation ................................................................................ 125
d. Teaching Materials ................................................................... 126
2. The Accordance of the Stages of Teaching and Learning in the
Classroom with the Order of Scientific Approach .......................... 128
3. The Interaction among Students and the Interaction Between
Teacher and Students ...................................................................... 139
4. The Difficulties Experienced by the Teacher in Implementing the
New Curriculum .............................................................................. 144
5. The Students’ Speaking Achievement in 2013 Curriculum............. 148
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION .. 150
A. Conclusion ............................................................................................ 150
B. Implication ........................................................................................... 151
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C. Suggestion ............................................................................................ 154
BIBLIOGRAPHY .......................................................................................... 156
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LIST OF ABBREVIATIONS
BSNP : Badan Standar Nasional Pendidikan
CLT : Communicative Language Teaching
Int.1-TW : Interview no.1 done to Teacher W
Int.2-TU : Interview no.2 done to Teacher U
KTSP : Kurikulum Tingkat Satuan Pendidikan
K13 : Kurikulum 2013
MGMP : Musyawarah Guru Mata Pelajaran
FN : Field note
Obv. : Observation
PjBL : Project Based Learning
PBL : Problem Based Learning
PGCD : Passing Grade on Cognitive Domain
PGPD : Passing Grade on Psychomotoric Domain
PISA : Program for International Student Assessment
SMAK : Sekolah Menengah Atas Kejuruan
TIMS : Trends in International Mathematics and Science Study
TW : Teacher W
TU : Teacher U
WERB : When English Rings the Bell
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LIST OF TABLES
Table 2.1 The Relationship between Learning Steps and Learning Activity .... 26
Table 3.1 The Plan of the Research .................................................................. 59
Table 3.2 The Techniques of Data Collection .................................................. 62
Table 4.1 Summary of Findings ......................................................................... 68
Table 4.2 Students’ Speaking Achievement in Teacher W’s Class ................. 121
Table 4.3 Students’ Speaking Achievement in Teacher U’s Class .................. 121
Table 4.4 Speaking Rubric .............................................................................. 125
Table 4.5 Scoring Scale in 2013 Curriculum .................................................. 148
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LIST OF FIGURES
Figure 3.1 Interactive Model of Data Analysis .................................................. 66
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LIST OF PICTURES
Picture 4.1 Students’ Activity (1) .................................................................... 352
Picture 4.2 Students’ Activity (2) .................................................................... 352
Picture 4.3 Students’ Activity (3) .................................................................... 353
Picture 4.4 Students’ Activity (4) .................................................................... 353
Picture 4.5 Students’ Assignment .................................................................... 354
Picture 4.6 Dialogue Activity .......................................................................... 355
Picture 4.7 Dialogue Performance (1).............................................................. 356
Picture 4.8 Dialogue Performance (2).............................................................. 356
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LIST OF APPENDICES
Appendix 1. Blueprint of Data Collection ....................................................... 161
Appendix 2. Instruments .................................................................................. 163
Appendix 3. Observation Field Notes .............................................................. 183
Appendix 4. Interview Transcripts................................................................... 225
Appendix 5. Questionnaire Transcripts ........................................................... 270
Appendix 6. Teaching-Learning Documents ................................................... 280
Appendix 7. Photographs ................................................................................. 352
Appendix 8. Research Schedule ...................................................................... 357
Appendix 9. Example of 2013 Curriculum Syllabus and Lesson Plan ............ 358
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ABSTRACT
Widayani Utami. S891308054. 2016. The Implementation of Scientific Approach
to Teach Speaking to Junior High School Students (A Case Study at the Seventh
Grade Students of SMP Negeri 12 Surakarta in Second Term of 2014/2015
Academic Year). THESIS. First Supervisor: Dra. Dewi Rochsantiningsih, M.Ed,
Ph.D.; Second Supervisor: Dr. Hersulastuti, M.Hum. English Education
Department of Graduate School of Sebelas Maret University, Surakarta
The obectives of this study are: (1) finding out whether or not the teaching
documents (syllabus, lesson plan, materials, and students’ evaluation) in
accordance with the rules of constructing scientific approach based teaching
documents set by the government; (2) comprehending whether or not the stages of
the teaching learning in the classroom in accordance with the order of scientific
approach: Observing, Questioning, Experimenting, Associating, Communicating,
Creating (OQEACC); (3) knowing how the interaction go (interaction among
students and interaction between teacher and students); (4) understanding the
difficulties experienced by the teacher in implementing the new curriculum and
find out the solution of the difficulties; (5) discerning the students’ speaking
achievement in 2013 Curriculum. This study employs case study method which
had been conducted to seventh grade students at SMP Negeri 12 Surakarta.
The result of this study are: (1) the teaching documents, consisting of
syllabus, lesson plan, materials, and evaluation are made appropriately according
to the rules of constructing scientific approach based teaching documents set by
the government; (2) the steps of scientific approach in the classroom are not
always completely implemented and do not always run in the order of OQEACC,
moreover the questioning step does not happen in the class; (3) types of teacher-
student interaction are imitative, intensive, responsive, transactional, and
interpersonal; while types of student-student interaction are intensive,
transactional, interpersonal, and extensive; (4) the difficulties found are: making
students ask question in questioning step; the condition that students are not
courageous enough to speak, having low inquiry skill, and limited knowledge in
English makes them not able to produce spoken English well; and the limitation
of the course book content (5) the students’ achievement on speaking shows that
87.93% of 116 students have scores which are above the passing grade
determined by the school, which is 67.
From the finding, it is known that there are some points to notice toward
scientific approach implementation, such as the completeness and the sequence of
scientific approach steps, the difficulties, and the materials.
Keywords: Scientific Approach, 2013 Curriculum, speaking, junior high school.
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ABSTRACT
Widayani Utami. S891308054. 2016. Implementasi Pendekatan Ilmiah untuk
Mengajar Keterampilan Berbicara Murid Sekolah Menengah Pertama (Sebuah
Studi Kasus terhadap Murid Kelas 7 SMP Negeri 12 Surakarta pada Semester
Gasal Tahun Ajaran 2014/2015). TESIS. Pembimbing 1: Dra. Dewi
Rochsantiningsih, M.Ed, Ph.D.; Pembimbing 2: Dr. Hersulastuti, M.Hum.
Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas
Sebelas Maret Surakarta.
Tujuan dari penelitian ini adalah untuk: (1) mengetahui apakah dokumen
pengajaran (silabus, RPP, materi, dan evaluasi) sesuai dengan kaidah penyusunan
dokumen pengajaran yang berdasarkan pendekatan ilmiah yang ditetapkan oleh
pemerintah; (2) mengerti apakah langkah- langkah pendekatan ilmiah dalam kelas
telah sesuai dengan langkah-langkah pendekatan ilmiah yang berupa
mengobservasi, menanya, bereksperimen, mengasosiasi, mengkomunikasikan,
dan mencipta (Observing, Questioning, Experimenting, Associating,
Communicating, Creating/ OQEACC); (3) mengetahui bagaimana interaksi dalam
kelas berjalan (interaksi guru dengan murid dan interaksi murid dengan murid);
(4) memahami kesulitan yang dihadapi oleh guru ketika menerapkan Kurikulum
2013 dalam mengajar keterampilan berbicara dan menemukan solusi untuk
memecahkan masalah; (5) mengetahui pencapaian kemampuan berbicara siswa
dalam Kurikulum 2013. Penelitian ini menerapkan metode studi kasus yang
dilaksanakan pada murid kelas 7 SMP Negeri 12 Surakarta.
Hasil dari penelitian ini meliputi: (1) dokumen pengajaran guru tersusun
sesuai dengan kaidah penyusunan dokumen pengajaran yang berdasarkan
pendekatan ilmiah yang ditetapkan oleh pemerintah; (2) langkah- langkah
pendekatan ilmiah di kelas tidak selalu diterapkan sesuai urutan OQEACC, dan
langkah bertanya tidak terjadi; (3) tipe interaksi guru dengan murid adalah
imitative, intensive, responsive, transactional, dan interpersonal. Sedangkan
interaksi murid dengan murid adalah intensive, transactional, interpersonal, dan
extensive; (4) kesulitan yang dihadapi meliputi: kesulitan dalam memunculkan
langkah bertanya, kondisi dimana kurang berani untuk berbicara di dalam kelas,
murid memiliki keterampilan, rasa ingin tau dan pengetahuan yang rendah yang
membuat mereka tidak mampu berbicara dalam Bahasa Inggris dengan baik;dan
keterbatasan materi dari buku paket; (5) pencapaian murid pada kemampuan
berbicara menunjukkan bahwa 87.93% dari 116 murid memiliki nilai di atas
Kredit Ketuntasan Minimal (KKM) .
Berdasarkan hasil penelitian, dapat disimpulkan bahwa ada beberapa poin
yang perlu diperhatikan untuk perbaikan selanjutnya, seperti kelengkapan dari
langkah pendekatan ilmiah, kesulitan yang dihadapi oleh guru, dan materi yang
digunakan.
Kata kunci: Pendekatan Ilmiah, Kurikulum 2013, keterampilan berbicara, sekolah
menengah pertama
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