THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH NOTICES AND ITS IMPLICATION ON THE STUDENTS’ DAILY LIFE AT SMPN 2 TAWANGSARI - iainska repository
LIST OF PICTURESPicture 2.1 The Type of Notice (Command)…...………….…………..................27 Picture 2.2 The Type of Notice (Caution)………………………………………..27 Picture 2.3 The Type of Notice (Prohibition)……………………………………28
LIST OF APPENDICES
The Data in the Observation…………..........................................75 Appendix 2. The Material ………………………………………………………..88Appendix 4.
CHAPTER I INTRODUCTION A. Background of the Study School as a formal education institution, systematically had planned
The researcher choose notice as a topic of the research andimplication on students daily life because the teacher must have a good strategy and idea to teach the students, because in the scientific approach the studentscloser with their real life. The identification of the study can be stated as follows:Whether implementation of scientific approach in teaching English, whether the students of SMPN 2 Tawangsari follow the scientific approach, whether2013 curriculum set for the students in SMPN 2 Tawangsari, whether students can reach the purpose of learning notice in English subject and whether thestudents can apply the purpose of learning notice in daily life.
C. Limitation of the Study
How is the teachers implementation of scientific approach in teaching English notices to the eighth grade students of SMPN 2 Tawangsari ? The Objectives of the Study The study is aimed at finding the answers to the question stated in the statement of the problem.
F. The Benefits of the Study
Since the researcher decided to carry out the research under theme the implementation of scientific approach in teaching English by teacher, it isexpected that: 1. The result of this research will be useful to the readers who are interested in analyzing teaching English to the eight grade students.
2. Practical Benefits a
For the TeachersThe teachers will be more able to know the contribution of the 2013 curriculum in learning English to their student improvement inexperience and will be more able to apply the suitable methods in their teaching learning process depending on the materials in 2013 curriculum. If there is a violation for students to be deterred by bringing the student's vehicle tothe nearest post and only the student's parents can take it from here, the apparatus can provide the parents with a sack and socialization.
G. Definition of Key Terms
With referenceto the title of this thesis, there are terms that need to be defined in order to avoid various misinterpretation. Implementation According to Usman (cited in Rini Hadiyanti, Implementasi Peraturan Pemerintah Nomor 8 Tahun 2003 Tentang Pedoman Organisasi Perangkat Daerah Pemerintah Kota Samarinda , 2013), implementation is activity, but it talks about planned activity and to reach the goal of it.
4. Scientific Approach
5. Notice Notice is a sign in a public place giving information or instructions
Scientific approach is a teaching strategy using scientific steps in teaching subject matter at senior high school in Indonesia. Scientificapproach has the characteristics of “doing science” that allows teachers to improve the process of learning.
CHAPTER II REVIEW ON RELATED LITERATURE A. Theoretical Description 1. Review on ELT (English Language Teaching) a. Definition of ELT English Language Teaching (ELT) is based on the idea that the
2)Teaching English as a foreign language in Indonesia The first initiative to establish TEFL in Indonesia was taken by IKIP Jogjakarta in a meeting attended by representatives from theEnglish Department of IKIP and Universities in central Java at theSayidan campus (former STC building) in 1970. From the theories that has been described above, it can be concluded that the English language teaching is concepts, techniquesand methods in classroom for recognizing and managing the communicative needs of the language learners.
2. Review on Curriculum a. Definition of Curriculum
According to Taba (1962:3),A curriculum is plan for learning, therefore, what is known about the learning process and the development of theindividual has bearing on the shaping of curriculum. Table 2.1 Definitions of Curriculum Expert Definition of CurriculumJohn FranklinBobbit (1918) Curriculum as an idea, has its roots in the Latin word for race-course, explaining the curriculumas the course of deeds and experiences through which children become the adult they shouldbe, for success in adult society.
b. 2013 Curriculum
Inpedagogical, education curriculum is designed to give learners the opportunity to develop students‟ potential in a fun learning environmentand in accordance with his ability to have the desired quality of the community and nation. In juridical, the curriculum is a public policy thatis based on the philosophical foundation of the nation and judicial decisions in the field of education.
c. The Implementation of 2013 Curriculum
The implementation of Curriculum 2013 is based on competency and character based curriculum, that give the students withvarious attitudes and ability agree with period and technology expansion(Mulyasa, 2014: 6). The implementation of curriculum in SD/MI, SMP/MTs,SMA/MA, and SMK/MAK using the PERMENDIKBUD No.81Ain 2013 which include:1) Guideline for the Management of Education Unit Level Curriculum.
d. Principles of Learning 2013 Curriculum
Daryanto (2014: 16-19) defines the implementation of learning on the implementation of the 2013 curriculum has differentcharacteristics from the implementation of the 2006 curriculum. The fourteen principles are:1) From the students were told to the students to finds out.2) From the teacher as the sole source of learning into a variety of learning-based source.
7) Verbal learning to applicable skills
8)The increase and the balance between the physical skills (hard skills) and mental skills (soft skills). 10)Lessons that apply to the values of exemplary members (ingngarso sung tulodo), and develop the creativity of students in the learningprocess (Tut WuriHandayani).
11) Learning takes place at home, at school, and in the community
4)Encouraging the students’ ability in thinking 5) Increasing the students’ motivation in learning.6) Giving the students opportunities to practise their communication ability. 7) Involving the science process in constructing the concept and principle.8) Involving the potential cognitive process in stimulating intellectual development, especially high thinking level ability of the students.
3. Scientific Approach a. Definition of Scientific Approach
Accommodation may include the formation of a new scheme that can match the characteristics of the existing stimulus or modifying an existing schemethat matches the characteristics of existing stimulus. Vygotsky's theory (in Daryanto, 2014: 52-53), states that learning occurs when students work or study dealing with the tasks learned, but the Based on the explanations above, scientific approach is a student center and the teacher as a facilitator.
b. The Objective and the Principles of using Scientific Approach
There are six learning objectives of scientific approach byDaryanto (2014: 54), they are:1) To improve the ability of intellect, especially high-level thinking skills of students. 2) To establish the ability of students to solve a problem systematically.3) The creation of the conditions of learning in which students feel that learning is a necessity.
a) Student-centered learning
d)Provides opportunities for students to assimilate and accommodate the concepts, laws, and principles. h)The existence of process validation of concepts, laws, and principles that students constructed in cognitive structure.
4. The Steps of Learning by Scientific Approach
81a in 2013 is to process the information that has been collected bothfrom the results of the limited collecting/ experiments and observe the results of the activities and information gathering activities (Daryanto, 2014:70). Competence of essential in building a communicating are Communicating in learning activities as presented in thePermendikbud as number 81a in 2013 is conveying the observations, conclusions based on the results of the analysis of oral, written, or othermedia.
5. Teaching Notice a. Types of Notice, Generic Structure, and Purposes of Notices
Notice is one type of short functional text that contains a brief and simple information in the form of writing or symbols to give instructions orwarnings to the public, usually in the form of signs. Notice also has function or purposes, they are used to give an instruction or to instruct the people, to give information or to inform From the explanations about noticed that has been concluded that noticed is symbol in a public place that contain an information about somethingthat has been allowed or has not been allowed.
B. Previous Related Study
The second research is conducted by Reni Trisnawati (IAINSurakarta, 2015) entitled “The Implementation of Scientific Approach inTeaching English Speaking (A Descriptive Study to the Seventh GradeStudents of SMP Nurul Islam Ngemplak in 2014/2015 Academic Year)” the The difference of the study from previous research is that the skill of the research. The Implementation of Scientific Approachin Teaching EnglishSpeaking (ADescriptive Study to the Seventh GradeStudents of SMPNurul IslamNgemplak in2014/2015 AcademicYear) The method of the study by usingqualitative research the implementation ofscientific approach in teaching Englishspeaking and to describe the strengthand weaknesses of implementing scientificapproach, it used speaking skill, focus onseventh grade of Junior high school.
CHAPTER II I RESEARCH METODHOLOGY A. Research Design As explain in the previous discussion, the research method taken by
The researcheremphasized on the notes to describe the original situation to support the presentation of data. On the other words, descriptive qualitative research onlydescribe the result of research concerning sentences according to the original situation in the field.
B. Setting of the Study 1. Place of the Study
This school is located in Kateguhan, Tawangsari, subdistrict Sukoharjo. There are three grades study in this school seventh grade, eighth grade, and ninth grade.
2. Time of the Study
This research was carried out in the first semester of 2018/2019 academic year. Time of the study such as: Table 3.1 Research Schedule No Agenda MonthMar Apr May Jun Jul Aug 1.
3. Proposal draft
The researcher was observed the teaching learning process until 4 times in the class 8C thatconsists of 32 students and class 8A that consists of 32 students. Data Collection In collecting the data for this research, the researcher use observation with uses simak method in collecting data Sudaryanto (1993:133-136) states that simak method is a method of collecting data by understanding the language usage, both oral and writtenlanguage.
1. Teknik Simak Bebas Cakap (Non-Participate Obvservation Technique)
2. Teknik Rekam (Recording Techniques)
After recorded the conversation the researcher recorded the process of teaching learning English noticed in the classroom. Like the teachers showed the noticed in LCD or in handout, the studentsdiscussion with their friends (group work) until the students come forward to explain their result and the teacher evaluate it together withanother groups.
3. Teknik Catat (Note Taking Technique)
Then after the researcher take note those activities that has been doing by teacher in her book of observation, the researcher alsotake notes when the students gave the question about the material. It can be concluded that, after the researcher done in teknik simak bebas cakap (Non-participate observation technique), rekam teknik ( recorded technique) the researcher uses this technique in the transcript formation and then the transcript is used by the researcher as data in this research.
5. Trustworthiness of Data
Triangulation by using the sources means that the research will compare and check the credibility of information found in the observation with the dataof interview and compare it with the related documents. Triangulation by using methods, there are two strategies, (1) the researcher check the credibility of the data of the research and the data resources byusing several data collection techniques and (2) the researcher check the credibility of the data by analyzing them with the same methods.
3. Triangulation by investigator is that the researcher will recheck the credibility if this data by his own research or other researcher
It is a techniques of examining data by finding standard of comparison from an analysisexplanation as a supporting data to get a valid evidence of the research result. In triangulation by using theory, the researcher compares the data of observationto the data of learning process and compares it with the related theory.
6. Technique of Data Analysis
In this research, the process of analyzing the data began when the researcher collected the data. The researcher summarize the things that are important in teaching learning process in implementing scientific approach in teaching Englishnoticed by the teachers in the classroom.
3. Conclusion Drawing/ Verifying
The teacher asked to the students to come forward andanswered the questions in the textbook and they presented their answer on the whiteboard and the students explain the meaning ofthe noticed, after all of the questions have been answered, then the teacher asked all of students to correct the answers together, afterall of the questions have been completed. Teacher Teacher give The voice The voice of give the the information of the the teacherinformatio to the students teacher is very less n to the about the make thestudents purpose the students about the lesson understandpurpose the lesson 5.
B. The DiscussionBased on the exposure data obtained from observations, and document review, and also after performing the data reduction, namely to reduce oreliminated unnecessary data, then the next step is to interpret the data analysis of the data that has been collected.
1. Implementation of Scientific Approach in Teaching English Notices on Eighth Grade Students by the Teachers
In this research, the researcher discusses the finding of the research covering the implementation of scientific approach in teaching Englishnoticed on the eighth grade students of SMPN 2 Tawangsari, there are three main steps in conducting teaching and learning process in classroomactivity, namely: opening, main activity (implementation), and closing, and also implication on students’ daily life. Based on the observation, in applying this 2013 curriculum the teachers used scientific approach, namely: observing, questioning,experimenting, associating, and communicating in the teaching learning and the first teacher uses three main steps in conducting teaching learningprocess in classroom activity, namely: opening, main activity(implementation), and closing.
CHAPTER V CONCLUSION AND SUGGESTION This chapter discusses two things. The first is conclusion and the second is suggestion of this research. A. Conclusion Based on the research findings and the discussion results of the
In the opening, the teacher preparestudents psychologically and physically before teaching and learning process and the teacher give the information of the purpose the lesson, giveapperception, and the teacher give motivation. In the closing, the teacher makes a conclusion or a summary has been learned, informs the next material, and give task to the students.
B. Suggestions The researcher proposes suggestion at the end of this chapter
To solve the problem encountered of the teacher, in the step of questioning, gives some guidedquestions for the students to develop their critical thinking so that 3. For the other researcher, the result of this research, it would be helped the next researcher as the source to conduct the next research with the similarto problem of reading comprehension, techniques.