i

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

2016

brought to you by COREView metadata, citation and similar papers at core.ac.uk

provided by Sebelas Maret Institutional Repository

ii

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,

Yulia Nur Chasanah

iii

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

2016

iv

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.

NIP 19610124 198702 1 001 NIP 19511127 198601 1 001

v

vi

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.

Keywords: Scientific Approach, English Language Teaching, learning quality.

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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.

Kata Kunci: Pendekatan Saintifik, pembelajaran Bahasa Inggris, kualitas

pembelajaran.

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MOTTO

There is no limit for struggling.

-Unknown-

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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-time, library-time, thesis-time, picnic-time, wi-fi 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,

Makna, Oki, Nisa, Ade and Bayu.

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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

Yulia Nur Chasanah

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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

F. Trustworthiness .........................................................................29

xii

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

APPENDICES ....................................................................................................60

xiii

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

Appendix XI. Letters of Permission ...................................................................134