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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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v

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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vi

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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vii

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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viii

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 4.5 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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