ENGLISH TEACHERS BELIEFS AND PRACTICES OF SCIENTIFIC APPROACH (SA) IN ENGLISH TEACHING: A CASE OF SMA BOYOLALI A THESIS

perpustakaan.uns.ac.id

digilib.uns.ac.id

ENGLISH TEACHERS’ BELIEFS AND PRACTICES OF SCIENTIFIC APPROACH (SA) IN ENGLISH TEACHING: A CASE OF SMA BOYOLALI A THESIS

Written as a Partial Fulfillment of the Requirements for Graduate Degree of English Education

By ARIYATI NIM. S 891302007

ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2015 commit to user i


digilib.uns.ac.id

commit to user ii


digilib.uns.ac.id

commit to user iii


digilib.uns.ac.id

commit to user iv


digilib.uns.ac.id

ABSTRACT Ariyati.S891302007, 2015: English Teachers’ Beliefs and Practices of Scientific Approach (SA) in English Teaching: A Case of Indonesia. Thesis. Surakarta. English Education Department of Graduate School, Sebelas Maret University, 2015. The objectives of this study are to explore the teachers’ beliefs in SA; to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of English. This research was conducted at Boyolali from August 2014 to November 2014 with four experienced English teachers from four senior high schools. This qualitative research applied case study. Data were garnered from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman was used to examine the data. The findings show that (1) the participants believe in the conception of SA. They also believe that SA is important and gives impact to students’ progress. They believe that by applying SA, the target of language learning is acquired. As to learning procedure, they believe that scientific steps are conducted in sequence by combining some steps for each. (2) Teachers formulate their beliefs of applying the five-scientific steps by integrating all steps by keeping the sequence. Teachers argue that target of language learning can be attained by some ways, namely presence of theoretical and practical support, teachers’ guidance, providing variety of media and motivation to students. As regard classroom interaction, teachers let students apprehend the knowledge by working group and decide to combine English and L2 as means of communication. (3) There are five factors which influence teachers’ beliefs and practices of SA, namely learning and teaching experience, teachers’ motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in classroom. Anyway, there are factors which make the beliefs are not fully implemented. It is recommended that teachers need to learn more about how to be effective teachers and learn 2013 curriculum as well. Adjustment of the document is necessary done by the policy maker. The school policy provides appropriate budgeting for the teachers’ professional development, learning facilities as local training. Further researcher is recommended to explore more the concerns. commit to user v


digilib.uns.ac.id

Keywords: Teachers’ Beliefs, Teachers’ Beliefs and Practices, Scientific Approach

MOTTO

SUCCESS NEEDS BRAVERY, PRESEVERANCE AND PRAYING (Ariyati, 2015)

commit to user vi


digilib.uns.ac.id

DEDICATION

I dedicate this thesis to my mothers and my husband of their prayer and support this endeavor To my headmaster, head of education department and regent of Kotawaringin Timur of their support to my study To my brothers, sisters, teachers, friends of their prayer, advice, criticism and material supported to this research

commit to user vii


digilib.uns.ac.id

ACKNOWLEDGMENT

I would like to thank to Allah SWT for his loving grace, provisions and blessing to accomplish this thesis. I also would like to express the gratitude to those for having given their guidance, inspiration, and support to write this thesis: 1. The Dean of Teacher Training and Education Faculty for his legalization. 2. Dr. Abdul Asib, M.Pd., the Head of English Education Department of Graduate Program for his support and approval for this thesis. 3. Prof. Dr. Joko Nurkamto, M.Pd., as the first consultant, for his great guidance and advice. 4. Dr. Hersulastuti, M. Hum, the second consultant, for her great guidance, and patience. 5. The principals of the schools for their permission to conduct this research. 6. The entire teachers and students who have been participated in this research. I realize that this thesis is still far from being perfect. I welcome criticism and suggestion for the improvement. Surakarta, March 2015 Ariyati

commit to user viii


digilib.uns.ac.id

LIST OF TABLES

Table 2.1

The learning material for Senior High School provides by Minister of Education and Culture Regulation number 59, 10 2014:491-493………………………………………………

Table 3.1

The Time Schedule of the Study…………………………..

42

Table 3.2

Biographical information of participants …………………

45

Table 4.1

Research Findings ………………………………………..

53

commit to user ix


digilib.uns.ac.id

LIST OF FIGURES

Figure 2.1

The five components structure of belief ………………..

Figure 3.1

Illustration of Interactive Model by Miles & Huberman (1984:23)…………………………………………………

commit to user x

31 51


digilib.uns.ac.id

LIST OF APPENDICES

Appendix 1.

Samples of Interview Transcript …………………………

106

Appendix 2.

Samples from Observation Notes ………………………..

130

Appendix 3.

Results of Coding Process………………………………..

162

Appendix 4.

Samples of Lesson Plan and Document Review ………..

186

Appendix 5.

Figures of Research ……………………………………..

195

commit to user xi


digilib.uns.ac.id

TABLE OF CONTENT

TITTLE PAGE ……………………………………………………………….

i

APPROVAL ………………………………………………………………….

ii

LEGITIMATION …………………………………………………………….

iii

PRONOUNCEMENT ………………………………………………………..

iv

ABSTRACT ………………………………………………………………….

v

MOTTO ……………………………………………………………………...

vi

DEDICATION ……………………………………………………………….

vii

ACKNOWLEDGMENT ……………………………………………………..

viii

LIST OF TABLES ……………………………………………………………

ix

LIST OF FIGURES …………………………………………………………..

x

LIST OF APPENDICES ……………………………………………………..

xi

TABLE OF CONTENT ………………………………………………………

xii

CHAPTER I INTRODUCTION ……………………………………………..

1

A. Background of the Study ………………………………………………...

5

B. Problem Statement ………………………………………………………

5

C. Objectives of the Study …………………………………………………..

5

D. Benefits of the Study ……………………………………………………..

6

CHAPTER II LITERATURE REVIEW ……………………………………..

7

A. Theoretical Description …………………………………………………..

7

1. Nature of 2013 Curriculum …………………………………………..

7

a. Concept of 2013 Curriculum …………………………………

7

b. Characteristic of 2013 Curriculum ………………………………

9

c. The Element of 2013 Curriculum in English Teaching ………….

10

1) Learning goal …………………………………………………

10

2) Learning Material ………………………………………………

10

3) Learning Procedure …………………………………………....

11

4) Learning Assessment …………………………………………..

17

2. The Nature of SA in 2013 commit Curriculum ………………………………… to user

18

xii


digilib.uns.ac.id

a. Definition of SA ……………………………………………………

18

b. SA in English Teaching ……………………………………………

24

1) Observing ……………………………………………………...

24

2) Questioning …………………………………………………....

25

3) Exploring ……………………………………………………...

26

4) Associating ……………………………………………………

27

5) Communicating ……………………………………………….

27

3. Teachers’ Beliefs ………………………………………………………

28

a. The Nature of Belief ………………………………………………

28

b. The Component of Belief …………………………………………

30

c. Teachers’ Practices ………………………………………………..

33

d. Teachers’ Beliefs and Practices …………………………………...

34

B. Review of Related Studies ………………………………………………..

37

1. Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners (Hart.E, Lee:2003)……….

37

2. Korean Teachers’ Beliefs about English Language Education and Their Impacts upon the Ministry Of Education-Initiated Reforms (Yook:2010)..

38

3. Mathematics and Science Teachers’ Beliefs and Practices Regarding the Teaching of Language in Content Learning (Tan: 2011)…………………

39

4. Teacher Beliefs and Student Achievement in Technology-Rich Classroom Environments (Glassett & Schrum:2009)……………………

39

5. Teacher beliefs and practice in science education (SavasciAcikalin:2009) …………………………………………………………….

40

6. The Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices (Saad & Bou Joude: 2012)…………………………………………………………………….

40

CHAPTER III RESEARCH METHODOLOGY ………………………………

42

A. Setting of the Research ……………………………………………………

42

1. Place ……………………………………………………………………

42

2. Time …………………………………………………………………… commit to user B. Research Design ……………………………………………………………

42

xiii

43


digilib.uns.ac.id

C. Data Sources ……………………………………………………………….

44

D. Technique of Collecting Data ……………………………………………..

46

1. Observation ……………………………………………………………

46

2. Interview ………………………………………………………………

47

3. Review of document …………………………………………………..

49

E. Trustworthiness ……………………………………………………………

49

1. Triangulation ………………………………………………………….

50

2. Member checking ………………………………………………………

50

F. Technique of Analyzing Data ……………………………………………….

51

1. Data reduction ……………………………………………………………

51

2. Data display……………………………………………………………….

51

3. Conclusion drawing/verification………………………………………….

52

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

53

A. Research Findings ……………………………………………………………

54

1. Teachers’ beliefs in SA ………………………………..…………………

54

a. Conception of SA ……………………………………………………

54

b. Importance ……………………………………………………………

57

c. Impact ………………………………………………………………

59

d. Expectation ……………………………………………………………

60

e. Learning Procedure …………………………………………...………

62

2. Teachers’ Practices of SA ………………...………………………………

63

a. General Application ……………………..……………………………

63

b. Learning Activity …………………………………………..…………

64

1) The Integrated Scientific Steps …………………………………..

64

2) Classroom Interaction Mode …………………………………….

68

c. The Way to Get the Target ……………………………………………

69

1) Theoretical and Practical Support ………………………………

69

2) Teacher’s Guidance …………………...…………………………

70

3) Media ………………………………….…………………………

70

4) Motivation ……………………………………………………… commitand to user 3. The factors Influence the Beliefs its Implementation ……………..…

71

xiv

73


digilib.uns.ac.id

a. Learning Experience …………………………………………………

73

b. Teaching Experience…………………………..……………………..

73

c. Teachers’ Motivation …………..………….………………………..

74

d. Sharing with Colleagues ………………………………………………

74

e. Facility ………………………………………………………………..

74

B. Discussion ……………………………………………………………………

76

C. Research Limitations ……………….…………………………………………

91

CHAPTER FIVE CONCLUSION, IMPLICATION AND SUGGESTION

93

A. Conclusion ………………………………………….…………………………

93

B. Implication ……………………………………….……………………………

94

C. Suggestion ………………………………….…………………………………

96

REFERENCES ……………………………………………………………………

98

APPENDICES …………………………………………………………………….

106

commit to user xv


digilib.uns.ac.id

CHAPTER I INTRODUCTION

A. Background of the Study The process of globalization leads people to the unpredictable situation, which needs the well preparation to face it. The interconnectedness among science, technology, job market and education guides students to have more opportunities to be mobile. Consequently, many efforts have to be prepared to have adequate learners. Since language has a role as the means of communication, it has to be emphasized to enter the global work. In response, the nature of language classroom changes, the teachers are also prepared to lead to the new challenges. Indonesian government answers those challenges by developing the curriculum. Curriculum is the one of the educational resources that gives positive contribution to the students’ development. According to Mulyasa (2013:5), five main problems in education need highly priority to solve. The curriculum development becomes one part of them. Those problems deal with the educational quality development, the effectiveness of educational management development, educational relevancy development, educational service distribution, and character education. The government develops Educational quality by determining the goal and educational competence standard. The effectiveness of educational management development addresses to the competence and character based curriculum arrangement. The educational development addresses to the society commit to user


digilib.uns.ac.id 2

based education. The educational service distribution refers to the equitable education. Moreover, character education grows the philosophical value and develops all the nation character to all level of study. In Indonesia, curriculum has already developed since 1964 up to now. Each curriculum development has different point at issue. Around 1968, English classroom teaching-learning practices dominated by grammar translation. Curriculum 1975 focuses on learning English with audio-lingual method and drilling. Structural syllabus took to be the syllabus of learning English. Curriculum 1984 and 1994 has similar opinion about learning English. Both of those curriculums say that learning English means learning English for communication. In the early 2000s, the government introduced CompetencyBased Curriculum (known as KBK) for revising 1994 curriculum. KBK was adapted communicative approach in which classroom practices adopted the genrebased approach. The KBK was also known as 2004 curriculum and it was further modified into 2006 School-Based Curriculum (known as KTSP) (Hamied, 2014: 14-17). KBK and KTSP have same formulation of competencies which are based on the concept of communicative competence developed by Celce-Murcia, Dornyei and Thurrel (1995:13). Since the last two years, the government has decided to implement the 2013 curriculum. The government designs 2013 curriculum to anticipate the global change, free trading, and the development of science and technology. To meet the Indonesian education and the current needs of globalization era, the government redesigns the pedagogical way of thinking as stated in Peraturan Menteri commit to user


digilib.uns.ac.id 3

Pendidikan dan Kebudayaan No. 68, 2013. The new design are students-centered, the interactive and collaborative learning, the multi-media learning pattern, multi discipline and critical learning-pattern. Besides those movements, there are some changes in 2013 curriculum. The changes consist of competencies, subject matter, assessment and learning approach (Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan, 2013). Previously, a certain subject matter supports certain competencies, but now each of subject matters supports all competencies (attitude, knowledge and skill). There is also change of learning assessment from assessment by using test to authentic assessment. As regards learning approach, the previous process standards focused on exploration, elaboration and confirmation (known as EEK). Anyhow, the new curriculum emphasizes on scientific approach (SA) as the single approach in all layers of education. SA focuses on five activities, namely observing, questioning, experimenting, associating and communicating (Peraturan Menteri Pendidikan dan Kebudayaan No. 81A:2013). As to the teaching-learning process, implementation of SA is compulsory in all level of study. This approach is also used to all subjects include English (Mulyasa, 2013:172). Due to SA is new approach in Indonesian ELT, the adaptation to implement this approach is inevitable. To take the sudden shift assuredly is not a simple process since the literature of application of this approach is rarely. The policy creates teachers’ reaction since the beginning. commit to user


digilib.uns.ac.id 4

The term of scientific approach (SA) sounds so familiar to particular subjects such as science. The learning steps provided by SA are compatible with those in science. In language context, SA is still debatable. In previous curriculum, teachers have been familiar to genre based approach (GBA), which intends to develop the students’ communicative ability. Now, they have to apply the new approach, which have not been familiar in English teaching. Teachers meet with conflicting thoughts about how to make integration between SA and language teaching. Consequently, teachers express confusion when they try to implement this new approach (Agustien, 2014:46). This becomes problem since what teachers do in classroom practices must be linear with the curriculum expectation. Assuredly, teachers’ beliefs of SA recommended by curriculum play important role to their involvement in practice. Richardson (1996:103) defines beliefs as “psychologically held understandings, premises, or propositions about the world that are felt to be true”. Johnson (1994:439) says that beliefs have impact to both perception and judgment that effects what teachers say and do in the classroom. It is supported by Pajares (1992) who says that teachers’ beliefs have a greater influence than the teachers’ knowledge on designing lesson plan, on the decision they make and on the practices in classroom. The implementation of SA is determined by the teachers’ beliefs in SA. Nevertheless, such kind of the study is rarely found in Indonesia, especially the study that focuses on teachers’ beliefs in SA in English teaching. Therefore, it is commit to user


digilib.uns.ac.id 5

necessary to conduct a research dealing with teachers’ beliefs and practices of SA in ELT for Indonesian context. The research was conducted at Boyolali. The writer chose to do the research in this city because she had worked there as an English teacher for six years. The teaching experience in this city enabled her to build relationships with the local educational officials who provided the way to conduct this research in some schools at this city.

B. Problem Statement 1. What are the teachers’ beliefs in SA in English teaching at Senior High Schools at Boyolali? 2. How are their beliefs of SA reflected in classroom practices? 3. What are the factors that influence teachers’ beliefs and practices of SA in English teaching?

C. Objectives of the Study 1. To explore the teachers’ beliefs in SA in English teaching at Senior High Schools at Boyolali. 2. To explore how their beliefs of SA in English teaching are reflected in classroom practices. 3. To find out the factors which influence their beliefs and practices of SA in English teaching.

commit to user


digilib.uns.ac.id 6

D. Benefits of the Study 1. For the writer The study is expected to be the resource to conduct the other studies which relate to the same area. 2. For the teachers The findings will contribute to the teachers with useful views to the teaching practices. 3. For the curriculum developers The finding will give evaluation of the implementation of that approach and it gives references to develop the curriculum.

commit to user


digilib.uns.ac.id

CHAPTER II LITERATURE REVIEW

The chapter describes the main concept of the study. The concepts described in this chapter do not intend to create hypothesis or argue the existing findings. It is provided to give the depiction of the theoretical underpinnings, which build the understanding to recognize the theoretical map of the variables involved in this study. A. Theoretical Description 1. The Nature of 2013 Curriculum a. The Concept of 2013 Curriculum 2013 curriculum is designed to adjust the globalization era and development of science and technology as the external factor and internal factor such as the attainment of eight competence standards and the growth of the total amount of inhabitants. As an instrument, a curriculum has contribution to anticipate the development in those various fields, include in education. Richard says that (2001: xi) development of curriculum is an essentially activity since it seeks to improve the quality of language teaching through the use of systematic planning, development, and review practice in all aspects of language program. The development of curriculum is programmed to adapt science and technology development, and it is a part of educational activity to make the materials up to date. Furthermore, Richard (2001:2) says that: Language curriculum development is an aspect of a broader field of toon user educational activity which iscommit focuses determining what knowledge, skill,


digilib.uns.ac.id 8

and values students learn in school, what experiences should be provided to bring about intended learning outcomes, and how teaching and learning in scholar educational systems can be planned, measured, and evaluated. To anticipate the challenges, there are three propositions that are going to do by the government. The propositions are the following: 1) To change the way of thinking. The change includes: a) The learning pattern focuses on the students. b) The learning pattern is interactive. c) The learning pattern develops in networking. d) The learning pattern is more emphasized on active activity (it is supported by the SA that is applied in learning process). e) The collaborative learning pattern f) The multimedia based learning pattern. g) The users based learning pattern. h) The multi-discipline based learning pattern. i) The critical based learning pattern 2) To strengthen the curriculum management. The designing curriculum provided in 2013curriculum is started from deciding the competence standard, the national education goal, and the need. After completing the construction of competence, curriculum is designed. The new curriculum does not let the teacher make syllabus. The central government holds the authority to design syllabus. It gives the wider opportunity to the teacher to teach with fewer burdens. commit to user


digilib.uns.ac.id 9

3) Deepening and broadening the learning material. By deepening and broadening the learning material, the curriculum developers are able to select the useless to the learners’ need. They also can maintain the materials that appropriate to the need of the learners and add the important material (Minister of Education and Culture Regulation number 69, 2013). b. Characteristic of 2013 Curriculum The 2013 curriculum has some characteristics as stated in Minister of Education and Culture Regulation number 59, 2014:3. The characteristics are the following: 1) Developing the balance among spiritual aspect, social attitude, knowledge and skills. The students are expected to implement those at school and their environment. 2) Placing the school as the institution, which provides learning experience in order that students are able to implement that experience at their society and make society as learning resource. 3) Providing sufficient time to develop students ‘attitude, knowledge and skills. 4) Developing the competence that is stated in core competence and broken down into basic competence of each instruction. 5) Developing the core competence becomes organizing elements of basic competence. All basic competence and learning process are developed to get core competence. 6) Developing basic competence based on accumulative principle, reinforce and enrich inter-subjects and inter-level of education. commit to user


digilib.uns.ac.id 10

c. The Element of 2013 Curriculum in English Teaching 1) Learning goal As stated by the government, the learning goal of English teaching in 2013 curriculum is to develop the students’ communicative competence about factual and procedural knowledge by using various spoken and written text with systematic language features. The curriculum also has purpose to implement the nation character at school, home and society (Minister of Education and Culture Regulation number 59, 2014:483). For the sake of those goals, all learning aspects consist of learning goal, learning material; learning process, media, learning resource and learning assessment aim to support the language use. In that context, language features are regarded as tools to get the goal. 2) Learning Material The English learning material provided in 2013 curriculum is addressed to Junior High School, Senior High School and Vocational School. Adjusting with the focus of this research, the learning material for Senior High School provides here. Table 2.1 The learning material for Senior High School provides by Minister of Education and Culture Regulation number 59, 2014:491-493. KOMPETENSI a) Menunjukkan perilaku berterima

dalam

yang

RUANG LINGKUP MATERI a) Teks-teks pendek dalam wacana

lingkungan

interpersonal, transaksional, fungsional

personal, sosial budaya, akademik,

khusus,

dan profesi;

descriptive,recount, narrative, factual

b) Mengidentifikasi

fungsi

sosial,

dan

fungsional

berbentuk

report analytical exposition, news

struktur teks dan unsur kebahasaan item, dan commit to user

procedure pada tataran



dari teks pendek dalam kehidupan dan kegiatan Peserta didik seharihari;

literasi informasional; b) Penguasaan setiap jenis teks mencakup tiga aspek, yaitu fungsi sosial, struktur

c) Berkomunikasi secara interpersonal,

teks, dan unsur kebahasaan, yang

transaksional dan fungsional

ketiganya dininetukan dan dipilih sesuai

ninetang diri sendiri, keluarga, serta

tujuan dan konteks komunikasinya;

orang, binatang, dan benda, kongkrit

c) Sikap

mencakupmenghayati

dan

dan imajinatif, yang terdekat dengan

mengamalkan perilaku jujur, disiplin,

kehidupan dan kegiatan Peserta didik

tanggungjawab, peduli (gotong royong,

sehari-hari di rumah, sekolah, dan

kerjasama, toleran, damai), santun,

masyarakat,

responsif

serta terkait dengan

mata pelajaran lain dan dunia kerja; d) Menangkap makna, menyunting, dan menyusun

teks

lisan dan

tulis,

dan

pro-aktif

dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan; d) Keterampilan

mencakup

dengan menggunakan struktur teks

mendengarkan, berbicara, membaca,

secara urut dan runtut serta unsur

menulis, dan menonton, secara efektif,

kebahasaan secara akurat, berterima,

dengan lingkungan sosial dan alam

dan lancar.

dalam dalam lingkup pergaulan dunia; e) Unsur-unsur

kebahasaan

mencakup

penanda wacana, kosa kata, tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan kerapian tulisan tangan; f) Modalitas: dengan batasan makna yang jelas.

3) Learning Procedure As stated before, curriculum provides the SA applied for all subjects, include English. It is stated in Minister of Education and Culture Regulation number 59, p. 2014:495, “To implement competence-based curriculum, English applies competence-based approach, genre and scientific”. Competence-based commit to user and skill. Genre-based approach approach requires learning of attitude, knowledge



serves as basis for material decision and building communicative skill. Scientificbased approach is the basis for deciding the learning steps to get new knowledge and communicative skill by applying five scientific steps namely observing, questioning, experimenting, associating, communicating. Observing gives priority to meaningful learning. It means that learning activities must be related to the real context. The teacher provides particular objects, in which students observe the objects. Observation process includes some activities as following: listening teacher’s explanation, reading the text, observing social function, observing the generic structure, language features of the text, and the writing form. Questioning motivates the students to ask questions about their curiosity of the objects or materials they have. It has purpose to construct students’ knowledge. This activity is carried out by group discussion. There are some activities, which are able to be undergone such as questioning of the sentence pattern diversity, the content of a discourse as identifying main idea, reference, detailed information of a text, and so forth. Experimenting refers to the practice to get authentic learning result. The activities recommended are role-play, simulation and other structured activities. Associating refers to the learners’ ability to arrange various ideas, events and save them as chunk of memory. Teacher through manipulated situation can design the learning activity in this stagein-group activity. Many activities can be carried out in this stage, such as analyzing text, categorizing, grouping, summarizing and comparing various expressions, discussing the content of a discourse, and getting feedback from teacher. Networking deals with the activity to communicate the authentic learning commit to user



result to others. The activities can be demonstrating, writing and publicizing the work through wall magazine or learning journal, etc. Curriculum also suggests teacher to apply other learning models in language teaching. There are three models proposed in English curriculum, namely discovery learning, project based learning and problem based learning (Minister of Education and Culture Regulation number 59, 2014:512-524). 1) Discovery Learning The steps have to be carried out in learning are the following: (a) Creating stimulus The activity is carried out when the students observe phenomenon by reading, listening, watching. The phenomenon observed can be both simple phenomenon and complicated one. (b) Preparing problem statement Opportunity to identify problems dealing with a text is provided in this stage. Students are invited to select one and then create hypothesis formulation. (c) Data collecting Students answer the hypothesis to collect data or information. Students can collect data by watching video, interviewing with participants, conducting research by their own self, and so on. (d) Data processing Data is analyzed after being collected. Data is classified into categories, and usually it is called coding for generalization. From generalization, students are expected to get new knowledge about the alternate answers. commit to user



(e) Data verifying In this stage, students are motivated to find out new concept by accurately investigating the fact to prove the hypothesis. Teacher gives opportunity to students to find out the new concept. (f) Creating conclusion Conclusion is the process of creating conclusion. It is based on the verification result. Choosing this discovery learning, surely, has to ponder to the following points. Here are the considerations as what curriculum provides: (a) The students classically have high initial skill to speak and write. (b) The class has not quite a few students. (c) The teacher focuses on comprehension. (d) The suffice facility such as learning resource, media, learning tools must be provided. 2) Project based learning The learning steps of this model are the following: (a) Teacher gives assignment by providing question in which the topic must be relevant to the expected competence. (b) Designing project plan The plan consists of rule of the game, deciding activity, which responds the essential question in the first step. Teacher and students conduct the plan collaboratively. (c) Arranging the schedule

commit to user



Teacher and students design activity schedule collaboratively. They do some activities in the step, such as making timeline to complete the project, deciding the deadline, guiding students to create their own way to conduct the project, asking students to explain such way. (d) Teacher controls the students’ activities and progress of the project. Teacher guides and facilitates students in each process. Teacher is able to provide monitoring rubric to record the students’ activity. (e) Examining the finding Examining aims to give feedback to the students’ comprehension about the project evaluate the students’ progress; measure the achievement of learning standard, assist teacher to design the next learning strategy. (f) Evaluating the students’ activity Teacher together with students reflect toward their activities and their work individually and collaboratively. Teacher invites students to tell their feeling and experience during the process of completing the project. By improving their way to complete the work and answer the question provided at the first step, students and teacher get new inquiry to improve. Project based learning has some requirements to the classroom practices. (a) Students are accustomed to problem solving activities. (b) There is learning facility to support learning process. (c) There is monitoring of activity schedule. (d) There must be clarity of the assignment and the expected result of students’ work.

commit to user



3) Problem based learning There are some activities of problem-based learning as the following: (a) The orientation of learning steps is focus on problem. To start learning, teacher explains the learning goal and activities are going to do. Teacher also informs the way to evaluate the learning process. Those are necessary to lead students to the process. (b) Teacher organizes the learning activity. After orienting students to focus on particular problem, teacher groups the students to discuss their own. The next activities are both teacher and students decide the specific sub-topic, research activities and research schedule. (c) Teacher assists both students’ individual research and students’ collaborative research. In this step, teacher urges students to collect data and carry out experiment in order to get well comprehension on a matter. It aims to assist students to compile the sufficient information to create their own ideas. Teacher also helps students to collect information from various sources. Here, the teacher motivates students by using questions in order that they think about a matter and many resources to get the problem solving. Students invite to create hypothesis, explanation and the solution last. (d) Developing and communicating the work That investigation, then followed by creating work and displaying the work. The work is able to write report, video, multimedia display, etc. The students commit to user



show the work under the organization of the teacher. Teacher, parents, peers are able to be involved to be evaluator. (e) Analyzing and evaluating the process of problem-solving This is the last stage of problem-based learning. Teacher assists students analyze and evaluate their own investigating process. 4) Learning Assessment Learning assessment is necessary to know the students’ progress. For students, assessment helps them to recognize their weaknesses and strengthen in learning process. By knowing those, students are able to decide the appropriate way to treat well. The 2013 curriculum provides the ways to assess the attitude, knowledge and skills of students (Minister of Education and Culture Regulation number 59, 2014:528-541). a) The assessment of attitude The assessment of attitude can be carried out by observation, self-assessment, and peer-assessment. b)

The assessment of knowledge The assessment of knowledge is done by applying three modes, namely handling written/spoken test; conducting observation toward discussion, question-answer and dialogue; giving assignment.

c) The assessment of skill The assessment of skill is done by using some techniques, namely workperformance, portfolio and written assessment. commit to user



2. The Nature of SA in 2013 Curriculum a. Definition of SA In general, many writers in their field of researches have applied the term of SA. They sometimes use the term of scientific approach in different ways, such as scientific method, inquiry science. The different terms do not reduce the main principle of them. Stoddart, et al (2002: 665) introduces the term of inquiry science in their paper. Although the term sounds different from SA, it is necessary to recognize it since it principally has the similar meaning to SA. Baker and Saul (1994) as quoted in Stoddart, et al ( 2002: 666) define inquiry science is the approach that engages students in the exploration of scientific phenomena, and language activities are explicitly linked to the objects, process hands-on experimentation, and naturally occurring events in the environment. It is supported by National Research Council (1999) which has opinion that inquiry science promotes students’ construction of meaning through exploration of scientific phenomenon, observations, experiments, and hands-on activities (Stoddart, et al, 2002:665). Blackwell and Martin (2011) also acknowledge the term of SA in their book entitles A SA to Scientific Writing. They define SA as a framework of systematic approach, which consists of 1) rationale (background of the study); 2) objectives (the particular goals of the study); 3) the activity (experiment and analysis of the data); 4) findings (result from that experiment); 5) implications (conclusion of the findings) (p.10-11). Furthermore, Lee (2001:469) says that SA is the approach commit to user



includes

questioning,

finding

and

synthesizing

information,

designing

investigations, monitoring scientific procedure, drawing valid conclusion. Drawn from those definitions, those experts define SA as the activity, which designed systematically to get the goal. There are some systematic steps, namely observation, question, experiment, associate done to get conclusion. There is still different perspective among the language experts in Indonesia about the placement of SA in the sense that whether it is regarded as approach or method. The writer with her dully perspective tries to translate the curriculum message about what is actually SA addressed. Drawn from the learning principle provided in 2013 curriculum, it is shown that this curriculum is under the influence of constructivism. Constructivist theory as Vygotsky has interest in language development. Vygotsky believes that interaction with other people by using language plays an important role in the process of attaining the level of students’ conceptual understanding (Vygotsky, 1978 in Muijs & Reynolds, 2008:26). By using language, the content of interaction can be meaningfully translated. This theory is compatible with systemic functional linguistics theory (Halliday & Matthiesen, 2004, Eggins, 2004) from which the 2013 curriculum is developed (Agustien, 2014:40). The theory regards language as a source of making meaning, for interacting with others and for communication. Language as a resource for making meaning means that from language, students do not only learn the system of language but also how language works in practice (Mickan, 2014:5). Students are able to negotiate their meanings by selecting of wording of text suitable for social context. commit to user



Negotiating meanings to others means that students interact with others, so that the communication emerges. Furthermore, Derewianka (2011) as quoted in Agustin (2014:40) bears a meaning for that theory as a functional approach, which views how language works to make us possible to do everything in daily life. Derewianka, then, provides some things which students need to know. Those deal with what students need to know about how to use language for attaining different purposes, sharing ideas about their experience of the world, making connections between these ideas, interacting with others, constructing coherent text in spoken and written modes. The English curriculum is linear with this theory. English language teaching in Indonesia focuses on how language works to enable students do many things in life by using English (Minister of Education and Culture Regulation number 59, 2014: 483). It means that students have to have particular purpose when they share ideas to others. The sharing will be properly conveyed if the ideas delivered by using appropriate lexico-grammatical and ability to make connection between clauses or sentences to create coherent text that can be clearly understood (Agustin, 2014:41). To get successfully communication, learners need to practice and make it as habit. In this context, the language features are tied as the tool to language practice and the learning aspects are carried on to support the practice beyond the classroom. Hosnan (2014:35) says that SA is relevant with the learning theory proposed by Vygotsky, Bruner, and Piaget. Those names are not new to the education field. commit to user



They clearly express the main of constructivism conception that nowadays emerges as the greatest influence of educational practices (Brown, 2004:11). Teachers give warm welcome to the core idea of constructivism since it gives priority on students’ learning. The conception is now recognized as social constructivism in which the ideas of Vygotsky, Bruner, and Piaget live. Vygotsky beliefs that social environment has important role to students’ cognitive development. Social interaction can help students to know and create meanings from the things they discover. In his theory he introduces zone of proximal development (ZPD) as the core influential concept in pedagogical field. ZPD is the area where the guidance should be given to the students when they have difficulties to master a material they find until they are independently able to learn. The teacher needs to provide suitable learning environment, which helps students to develop the skill on their own. He also views that the effective way to develop skill is cooperative learning. It means that connection with peers to help each other must be built and connection among students and teacher as caregiver must be maintained (Muijs & Reynolds, 2008: 26-27). Bruner (1986), furthermore, develops the concept of Vygotsky’s ZPD, by creating scaffolding concept (Foley, 1993:1). He beliefs that learning process must be carried on in appropriate social interaction. It is linear with what Vytgotsky says that social interaction has influential role of learning (Schunk, 2012:242). There are four main themes of the learning theory of Bruner (Hosnan, 2014:35). Firstly, students learn if only they think. Secondly, applying the cognitive process in discovery, students will meet with intellectual satisfaction. commit to user



Thirdly, the only mode to learn the techniques to discover thing is by providing the opportunity to discover. Fourthly, by carrying out the process of discovery, the students’’ recognition will get. Those are really appropriate with the cognitive process required by science- based learning. Piaget has less distinction with what Vytsgotsky thinks about the role of social interaction in learning. According to Vytgotsky, the social interaction precedes learning. Anyhow, Piaget places learning precede social interaction. Piaget believes that involvement of mental and physical process is necessary to understand the world. He applies the term schema, which describes both the mental and physical actions involved in understanding and knowing the world (Cherry, 2014:1). The schema of children will develop into the schema of adult. The process of shift is called adaptation. He suggests that the adaptation can be carried out through accommodation and assimilation. Through accommodation and assimilation, the students can construct new knowledge from their experience. In addition, to make balance between accommodation and assimilation, children go through mechanism called equilibration. All the process needs teacher’s guidance and the active role of students in learning. That is important in learning process. The writer agrees with Hein (1999:4-4) who provides the guiding principles applying those theories in learning process. 1) Learning is an active process. Learning is not passive absorption of knowledge, but it involves the active role of students to get knowledge. commit to user



2) Learning has to provide mental activities and physical action. Physical action is not enough to support learning, therefore the activities which engage students’ mind is also necessary. 3) Learning involves language. Language is mediation in learning. Interaction between students with their environment is mediated by language (Vygotsky as quoted in Schunk, 2012:242). The language is expected to be the mediation of cognitive shifting. 4) Learning is social activity. Learning is associated with the communication with other people such as teacher, peers, family. It is not limited in classroom but also beyond the classroom. 5) Learning is contextual. Learning is not isolated from the learning situation. Learning cannot be separated from human’s life. 6) One needs knowledge to learn. Teaching must be related to condition of students and provide the way to learn based on the students’ previous knowledge. 7) Motivation is key component of learning. Motivation is necessary in learning to make students have positive thinking to learning task. Kyriachou (2012:52, 58) suggests two ways to enhance students’ motivation. The first way is providing questions or problems to create students’ motivation to learn. The second way is providing direct feedback. The curriculum adapted those theories of language and language learning and the science- framework defined before. That adaptation is known as SA. It is commit to user



showed in the curriculum document, which provides systematically steps done by the students to get the new knowledge of how language used in the environment. b. SA in English Teaching 2013 curriculum has destination to create the independent learners and fully motivation to learn (Minister of Education and Culture Regulation number 68A, 2013). In line with that destination, the learning process in lesson plan is designed to develop the students’ motivation, interest, curiosity, creativity, initiative, inspiration, autonomy, learning skill and learning habit. In this context, the government beliefs that SA is suitable to be approach in learning process. SA is applied to all level of study to hold learning process. This approach also is used to all subjects include English. (Mulyasa, 2013: 172). The learning process must touch the three competences, namely attitude, skill and knowledge. Attitude relates to the question of “why”. Skill refers to the question of “how”. In addition, knowledge deals with the question “what”. This curriculum elaborates the steps of developing language teaching and learning activity by using SA as following: 1) Observing The goal of observing is introducing text, which is going to learn. Activities conducted in this step rely on the five senses as seeing, hearing, watching, listening, and reading the material in the form of interpersonal, transactional and functional text and the aspects of the text namely social function, text structure, language features. Thus, the alternative activities in this stage are able to be activity like watching conversation video, watching simple movie, read a commit to user



storybook, newspaper, magazine, brochures, leaflets, banner, and poster written in English. In this stage, teacher has some rules, include: a)

Teacher assists students to list items to know to get comprehension and produce the target text.

b) Providing list of items from which students can select some. c)

Teacher makes some items in the input salient. (Priyana, 2014:292).

2) Questioning Questioning is the process of constructing knowledge about social function, language features, text structure. The goal of this stage is to develop the students’ curiosity and critical thinking. It is the concept of asking about the social function of a text and the generic structure through group or class discussion (Minister of Education and Culture Regulation number 59, 2014: 497). The activities carried out in this stage are: a)

Teacher provides opportunity to students to conduct question-answer.

b) Asking students to formulate questions based on the identified items in observation. c)

Encouraging students to propose temporary answers based on their knowledge. (Priyana, 2014: 294). The role of the teacher in this stage is the following:

a)

Teacher assists students to make questions. commit to user



b) Teacher provides a number of questions from which the students can start with. (Priyana, 2014: 292). 3)

Exploring Exploring activity is the activity to internalize knowledge and the skill

learned by the students. The learners’ language ability is trained through this stage by doing some activities as role-play, simulation, presentation, discussion, and playing game. The activities carried out in this stage are the following: a)

Students collect the fact, which is going to communicate.

b) Students explore and construct experimenting in order to get vocabularies, structure and other language features for communicating the fact. c)

Teacher pays attention, gives feedback, or asks the peer’s presentation in order to enrich the understanding of text.

d) Students communicate the statements orally. e)

Students write each statement in the students’ own notebook. (Minister of Education and Culture Regulation number 59, 2014:498)

The activities are able to be done by conducting role play, simulation, presentation, discussion, and playing game. The role of teacher in this stage is providing worksheet and learning resource for students (Priyana, 2014: 292). Worksheet is necessary to help students to explore the material. And learning resource is going to assist students to collect the information to answer their formulated questions.

commit to user



4) Associating Associating activity is the process of developing the ability to classify and compare ideas and phenomena to be a part of memories. For English, in this step, the students are guided to classify and compare text based on the social function, text structure, and language feature and connect information inter-texts for enrichment to create text. The activities can be role play, rewriting, and communicating the fact. The role of the teacher in this stage is to help students to see pattern to answer question in stage two and help to draw conclusion (Priyana, 2014:292). 5) Communicating Communicating aims to develop ability to express or present all the knowledge and skill learned or not, spoken or written. In this activity, not only knowledge and skill will be presented but also the problems and success in the learning process. This activity describes completely students’ ability of attitude, knowledge, and skill. The activity that can be conducted in communicating process are presenting their works in front of the class, writing a report, publish their writing wall magazine or social media. The teacher has role to give feedback and correction, and enrich the knowledge that students construct (Priyana, 2014:291). Feedback and correction are the teachers’ respond to students’ construct of new knowledge. Based on the previous explanation, the writer defines SA as the basic conception which forms the background of formulating learning method based on scientific steps.

commit to user



3. Teachers’ Beliefs a. The Nature of Belief Writers have defined the term, beliefs, in different ways. Savasci-Acikalin (2009:2) states that although educational literature has paid great attention to beliefs, there is still no clear definition of it. As Pajares (1992:307) argued, “the difficulty in studying teachers‟ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures”. A recent study (Mansour, 2009:35) indicates that because teachers‟ beliefs tend to be more experience-based than theory-based, “beliefs can neither be clearly defined, nor do they have a single correct clarification”. Thus, different writers give different definitions for belief. However, to make it clear, the single definition is necessary. Pajares (1992:316) defines belief as an “individual’s judgment of truth or falsity of a proposition, a judgment that can only be inferred from a collective understanding of what human beings say, intended, and do.” Richardson (1996:103) defines belief as psychologically held understandings, premises, or propositions about the world that are felt to be true”. Rokeach (1972:113) as quoted in Savaski-Acikalin (2009:2) defines beliefs as “any simple proposition, conscious or unconscious, inferred from what a person says or does, capable of being preceded by the phrase ‘I believe that’. Yero (2002: 21) infers beliefs are judgments and evaluations that we make about ourselves, about others, and about the world around us [and] . . . generalizations about things such as causality or the meaning of specific actions”.

In addition, Fishben and Ajzen as quoted in commit to user



Kavanoz (2006:3) state that belief is “representation of the information someone holds about an object, or a persons’ understanding of himself and his environment. Standen (2002) as quoted in Bingimlas & Hanrahan (2010: 416) defines beliefs as personal assumptions about relationships, knowledge, society; professional beliefs about teaching and learning; beliefs about change and development. Furthermore, Tatto and Coupland (2003: 123) say that belief is conviction of the truth that the most of the conviction is relied on examination of evidence by individuals or by social group for their validation. Anyhow, Pajares (1992: 324-326) summarizes the findings of research on beliefs as follows: 1) Beliefs are formed early and none to be self-perpetuated, none to be persistent against the contradiction caused by time, experience, reason and schooling. 2) Epistemological beliefs play a key role in knowledge interpretation and cognitive monitoring. 3) Belief substructures, such as educational beliefs, have tobe understood in terms of their connections not only to each other but also to other, perhaps more central, and beliefs in the system. 4) By their nature and origin, some beliefs are more incontrovertible than others. 5) The earlier belief incorporates into the belief structure; the more difficult it is to change. 6) Beliefs change during adulthood is a relatively rare phenomenon. 7) People’s beliefs strongly affect their behavior. commit to user



8) Beliefs cannot directly observe or measure but it must infer from what people say, intended, and do. 9) Beliefs about teaching well establishes by the time a student at college. b. The Component of Belief Rokeach (1972) as quoted in Savasci-Acikalin (2009:3) states that belief has three components. The components are cognitive, affective and behavioral. A cognitive component addresses to person’s knowledge about what is true or false, desirable or undesirable. Affective component talks about a positive or negative in an argument. Behavioral component leads to action when it is active. He makes the same between the structure of belief and atom in the way of belief is organized. According to this theory, some beliefs compose the core of the system and the central beliefs are more necessary and resistant to change. Attitude, values as the part of belief can also relate to central strand of the web. The strength of the web is probably understood by their functional connections to other beliefs and structures. This connectedness lets one to take action. Roseman (1994) proposes five components of belief to give wider perspective of belief structure provided by Rokeach. These components are evaluative, behavioral, identification, normative and explanatory. According to him, evaluative component will describe alternative outcomes differing in desirability. It provides motivation for handling the belief strongly. Behavioral component is a means for controlling the outcomes. Each part of activities and outcomes connect to other particular groups or individual who has particular features and identification component denotes this activity. Identification commit to user



component works to know whether the new outcome can affect the other groups/individuals or not. To determine whether the outcome effectively works or not, the normative component then works. The normative component provides confidence that the new outcome will be the winner in the difference environment of imputed morality and legitimacy. The explanatory component is going to describe how the proposed activity can create the expected outcomes. The opposing argument needs this explanatory component to respond (Chan, Leung, 1999:8). Roseman’s idea of the organization of belief seems to be richer than Rokeach. Roseman can describe how to provide fuller organization of beliefs components. He also is able to show the clear relation of those components from the specific belief to specific behavior. The idea about the belief component or structure develops so far. Chan and Leung (1999: 9) propose five components of belief, namely cognitive, affective, evaluative, identification, and conative. Furthermore, they synthesize the components’ beliefs theory of Rokeach (1968), Roseman (1994) and Pajares (1992) to create the belief structure. He proposes a hypothetical belief structure as the following (1999:10) Cognitive

Conative Identification

BELIEF

Affective Evaluative

Figure 2.2 The five components structure of belief commit to user



The cognitive component addresses to the component, which processes the knowledge element of belief. Here is the Piaget’s concept of schemata is taken. One is able to assimilate or accommodate new information unless the information is compatible with the existing belief. The effective component works when one cannot accept and accommodate the new information. This process undergoes since there is no congruence between the new information and the existing belief. Therefore, emotional condition gives significant impact to one’s perception of new information. The strength of emotional condition will meet with experience embedded in existing belief. Stronger feeling is usually possessed by experience related to ‘self’. Identification component works to recognize which people or object which is affected. If the self is involved, it will connect the new information with existing belief belongs to a person. The new information, which is incompatible with the previous belief, is going to modify in order to accommodate the new belief of information. In this case, emotion influences the way one figures out the contradictory information. When one assimilates the new information, evaluative component conducts the decision to try it. Evaluative component is going to compare the value of existing belief and the new information. The component will evaluate the effectiveness of the outcome of the existing belief and the new one. The ‘self’ can be strong and weak. The weak condition in which one is not involved in the new information will lead students to consider the possible outcome by trying the new information. In this step, the conative component takes place. commit to user



Drawn from the views about component of belief, the writer tends to apply the belief component proposed by Chang and Leung in this research. They provide wider description about the beliefs components and the way components work. There is clearly description about the connection among the components. In specific situation, one’s belief is most likely to change. Their theory about how the components work is fuller than previous theories. Based on the nature and the component of belief, writer defines belief as personal judgment/conviction of the truth inferred from collective understanding of what are said, intended, done about particular object. The particular object in this research deals with scientific approach (SA) which is recommended by 2013 curriculum as new approach in language learning viewed from cognitive, affective, identification, evaluative and conative dimensions. c. Teachers’ Practices The current studies about teachers’ beliefs have also brought the report of teachers’ practices (Kuzborska, 2011; Incecay, 2011; Khader, 2012; Saad and BouJoude, 2012). Richardson (1996) as quoted in Keys and Bryan (2011:635) says that teachers’ practices are the reflection of their beliefs. Teachers bring their views, which interfere with their classroom practices. A number of studies have found the inconsistencies between teachers’ belief and their practices. Some factors are presumed to give impact to the fact. Hiep (2007) says that the factors consist of large class sizes, belief in students and teachers’ role, students’ low motivation, and teachers’ limited skill in creating communicative activities (as quoted in Orafi, 2008: 48). Peacock (2001) as quoted commit to user



in Cheong Min Yook (2010:5-6) says that teaching experience and teacher education are other factors which have impact on teachers’ beliefs and have powerful image on what teaching should be like. Orafi (2008) in his research about language teaching in Libya has found some contextual factors dealing with how teachers’ implement the curriculum in this country. Those are the lack of understanding about the curriculum expectation, the mismatch between the focus of exam and the aims of curriculum, the absence of proper training, the ineffective role of inspector (p.224). Those researches provide the different factors, which contribute to teachers’ practices. Regardless to the differences, the researches show that those factors have important involvement in affecting teachers’ classroom practices. d. Teachers’ Beliefs and Practices Teachers' beliefs have become an important issue in research on teaching. Van Canh and Barnard (2009:247) state that teachers’ beliefs and instructional practices have increasingly attracted educational writers’ attention. Orafi (2008: 43) shows description that interest in teachers' thinking expanded throughout the 1980s and the 1990s on the assumption that it is very crucial to understand how teachers conceptualize their teaching. In ELT, research on teachers' beliefs emerged in the mid-1990s. The research has focused on the importance of teachers’ beliefs in language teaching. Freeman and Richards (1996: 1) argued for the need to consider teachers' views about teaching in order to understand language teaching: In order to get better understand language teaching, we need to know more commit to user about language teachers: what they do, how they think, what they know, and



how they learn. Specifically, we need to understand more about how language teachers conceive of what they do: what they know about language teaching, and how they think about their classroom practice. Teachers’ beliefs are thought to have influence on the classroom practices (Kuzborska, 2011: 1). Language teachers’ beliefs as well as the comprehension of teaching have important role in teaching practices. Bingimlas & Hanrahan (2010: 416) indicate that a teacher belief is one of the factors that influence the implementation and establishment of new activities in the classroom. It is supported by Briscoe (1991) as quoted in Orafi, 2008: 43 who conducted a case study to investigate a chemistry teacher's attempts to implement more studentcentered practices focusing on problem-solving relevant to the use of chemistry in daily life. Briscoe concluded that teacher's perception of his role as a "knowledge giver" disturbed his attempts to incorporate cooperative learning into his classroom. Similarly, Smith (1996) conducted research on the influence of teachers' beliefs on the pedagogical decisions. The result of the study proved that teachers’ beliefs had significant impact on how the teacher design and organize curricula, lesson tasks and instruction. Smith (1996: 214) concludes, "Teachers' decisions revealed an eclectic use of theory but an internal consistency between individual beliefs and practices". According to Yero (2002), beliefs give influence on how teachers and pre-service teachers behave. Here is her statement about teachers’ beliefs and practice: If teachers believe a program they have been told to use is based on a solid foundation, and if the program is based on beliefs similar to their own, they will notice ways in which the program works. If they believe it is a waste of time, they will notice evidence supporting that belief. (P. 24) commit to user



Beliefs have important role in language teaching. According to K. Johnson (1994), there are three basic assumptions on teachers’ beliefs: First, teachers’ beliefs have impact to both perception and judgment that affects what teachers say and do in the classroom. Second, teachers’ beliefs have important critical role in how teachers learn to teach, and how they translate the beliefs into classroom practices. Third, triggering teaching practices and professional teacher preparation programs are able to gain by understanding teachers’ beliefs (p. 439). Richards, Gallo, and Renandya (2001: 41) also summarize the roles of teachers’ beliefs. They cover the following roles: “(a) Teachers’ beliefs play a central role in the process of teacher development; (b) Changes in teachers’ practices are the result of changes in teachers’ beliefs; and (c) The notion of teacher change is multidimensional and is triggered both by personal factors as well as by the professional contexts in which teachers work.” In teaching context, teachers’ beliefs play important role. Teachers’ beliefs give impact to the classroom practices and the teachers’ professional growth (Kuzborska, 2011: 102). Furthermore, Kuzborska says that teachers’ beliefs influence their goal, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in. In addition, Ghaith in Khader (2012: 73) defines teachers’ beliefs a scholastic conception of several dimensions related to the beliefs in education and teaching, curricula and the teaching profession in general, and that such beliefs form the “education culture” which affects pedagogical objectives and values. Melketo (2012) supports that definition. Melketo says that teachers’ beliefs are the teachers’ pedagogic beliefs regarding to commit to user



convictions about language and the teaching and learning of it. The beliefs reflect in their learning approaches, selection of materials, activities, judgments, and behaviors in the classroom. Smith (1996) says that teachers' beliefs have significant impact on how the teacher design and organize curricula, lesson tasks and instruction. Drawn from the researches, teachers’ beliefs give crucial impact on teachers’ practices in many ways. They show that teachers’ beliefs are able to influence the nature of teachers’ practices in classroom. B. Review of Related Studies 1. Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners (Hart.E, Lee :2003) Hart and Lee (2003) conducted a research that has goal to enable teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers’ initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers’ beliefs and practices. The participants of the research are 53 third- and fourth-grade teachers at six elementary schools in a large school district with a highly diverse student. The results of this research are: a.

At the end of the year, teachers expressed more elaborate and coherent conceptions of literacy in science instruction.

b. They provided more effectively linguistic scaffolding in an effort to enhance students’ understanding of science concepts. commit to user



c. Teachers require continuing support in the form of professional development activities in order to implement and maintain reform-oriented practices that promote the science and literacy achievement of culturally and linguistically diverse students. 2. Korean Teachers’ Beliefs about English Language Education and Their Impacts upon the Ministry Of Education-Initiated Reforms (Yook: 2010) Yook conducted this study that expanded ESL/EFL teachers’ beliefs by investigating the relationship among Korean teachers’ beliefs about English language education in Korea, sources of their beliefs, their perceptions of the Ministry of Education, Science, and Technology (MOE)-initiated reforms in English language education, and the degree of implementation of the reforms in their classroom teaching. The findings of the study are: a. The major participants had beliefs to apply communication-oriented approaches (COA) to English language teaching recommended by the MOE. b. Major sources of the participants’ beliefs seemed to be their experiences as learners in overseas English programs and domestic in-service teacher education programs with practical curricula. c. The teacher participants’ perceptions of the reforms’ general direction were largely consistent with their COA-based beliefs, but their perceptions of specific reform policies and measures were dictated by their concerns with realities of EFL education and their positions. commit to user



d. Their negative perceptions of reform policies were the main obstacles to the implementation of the reform policies and measures in their classroom teaching. 3. Mathematics and Science Teachers’ Beliefs and Practices Regarding the Teaching of Language in Content Learning (Tan: 2011) This study examined secondary mathematics teachers’ and science teachers’ implementation of a language of instruction policy in Malaysia, which made English the medium for mathematics and science instruction. The study explored the math and science teachers’ beliefs about the use of English as the medium for learning and about how these beliefs influence their classroom practices. The result of the study indicates: a. Teachers’ beliefs about their respective roles as only content teachers or only language teachers limit students’ language learning opportunities. b. Factors such as curricular requirements, exam pressure and time constraints also shape classroom interactions, and have implications for student learning as well. c. The findings reveal the lack of collaboration between content and language teachers, and the need for sustained professional development concerning content and language integration for both groups of teachers. 4.

Teacher Beliefs and Student Achievement in Technology-Rich Classroom Environments (Glassett & Schrum:2009) Glassett and Schrum conducted this research to examine how participants

incorporate the technology and the professional development into their commit to user



classrooms, and examined student achievement over the two years through randomly matched classrooms without the technology program. It also examined the ways in which pedagogical beliefs and practices evolved from participation, if at all. Results indicate a change in the pedagogical stance of the educators involved and a small positive impact on student achievement. 5. Teacher beliefs and practice in science education (Savasci-Acikalin:2009) The first purpose of the study was to clarify the definitions and nature of beliefs and knowledge in order to understand the relationship between teacher beliefs and practice. The second purpose of this paper is analyzing research studies in terms of their weakness and strengths with some recommendations for further research. The findings of the research indicate that the relationship between teacher beliefs and practice is controversial and has a complex nature. 6. The Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices (Saad & Bou Joude: 2012) This study intended to investigate relationships between teachers’ attitude toward science, knowledge and beliefs about inquiry, and classroom teaching practices. The study answered three questions, namely, what are teachers’ beliefs and knowledge about inquiry? What are teachers’ teaching related classroom practices? Do teachers’ knowledge and beliefs about inquiry relate to their science classroom practices? The result of the study showed that: a. Most teachers have limited views of nature of science and unfavorable beliefs and attitudes about inquiry.

commit to user



b. There is no consistent relationships between teachers’ beliefs, views of nature of science, and classroom practices.

commit to user


digilib.uns.ac.id

CHAPTER III RESEARCH METHODOLOGY A. Setting of the Research 1. Place The writer conducted this research with four Senior High Schools at Boyolali, Central Java. The schools consist of one non-governmental school and the rest of them are governmental schools. Two of the schools are at urban area and the rest are at rural area. The writer took the schools based on the consideration that they had already implemented 2013 curriculum for two years. The schools had been applying the new curriculum since one year ago. The duration of the application gave much more information regarding with the teachers’ beliefs in and practices of SA in their classes. In addition, the choice was intended to get the different description about the implementation of SA at those schools. 2. Time The writer conducted this research with participants from August 2014 until November 2014. Table 3.1 The Time Schedule of the Study Time

Activities

December 2013

Preliminary Study and Title Consultation

January – March 2014

Writing Research Proposal

April 2014

Seminar Proposal

May-June 2014

Instrument Consultation

August – October 2014

Collecting and Analyzing Data

November - December 2014 December2014

Writing the Research Report

commit to user

Submitting the Report



B. Research Design Research design is very important to the writer to conduct the research in appropriate way. Adler, et al (1989) as quoted in Iheanacho (2013:57) says that the appropriate methodology is going to determine the material we can study and the possible conclusion we can acquire.The writer conducted this research by using qualitative approach in the type of case study. Merriam defines case study as “an intensive, holistic description and analysis of a single instance, phenomenon, or social unit” (1998:27). By applying it, the writer can investigate the phenomenon, single instance, or social unit. Furthermore, Merriam (1998: 29) states that case study has some attributes. The attributes are: 1. It is the process of investigating the phenomenon. The process can be viewed from two ways as stated by Reichardt and Cook in Merriam (1998:33). The first way of process is monitoring and the second one is causal explanation. Monitoring, here, consists of describing context and population, discovering the extent to which the treatment or program has been implemented, providing immediate feedback or feedback of a formative type and the like. The second meaning of the process is causal explanation: discovering or confirming process by which the treatment had the effect that it did. 2. It is particularistic, descriptive and heuristic. Particularistic means that case study emphasizes on certain situation, event, program or phenomenon. Descriptive means the product of the study is rich and thick description of phenomenon. Moreover, heuristic means the case study focuses on illuminating understanding of phenomenon. The writer conducted this research under the qualitative approach in the commit to user form of case study. Merriam (1998:33) argues that case study is appropriate to the



research, which focuses on process. In this research, the writer described the result of interview process about teachers’ beliefs in SA and observation about the process of how the beliefs were reflected in classroom practices and described the factors, which affected the implementation of SA in classroom. C. Data Sources Data source is necessary in any kind of research to get data. The comprehension and accuracy of data source is going to give impact toward the depth of information will be achieved. For the purpose of this research, the writer obtained the data from participants, event, and document. 1. Participants The writer selected the participants through purposive sampling. This technique of sampling is common in qualitative research. Besides, the choice of this technique of sampling is based on “the assumption that investigator wants to discover, understand, and gain insight and therefore must select a sample from which the most can be learned” (Merriam, 1998:61). In line with those considerations, the appropriate criteria must be provided. Burns and Grove (2003) in Iheanacho (2013:60) give those characteristics as the following: a. Participants who have experiences relating to the phenomenon that is investigated. b. Those, who are verbally fluent and able to communicate their feelings, thoughts, and perceptions in relation to the research, commit to user



c. Those, who have the same language as the writer, since this will obviate the possible loss of semantic nuisance owing to the need to translate from one language to another, d. Participants, who express willingness to be open to the writer Thus, the writer took the participants based on those requirements. In addition, the participants were four English teachers from four schools at Boyolali who implemented SA during the two years. The following table shows the teachers’ biographical information, which includes their names, academic qualification, years of experience, total numbers of teaching training, and years of teachers’ organization experience. Table 3.2 Biographical information of participants Participant (Pseudonym)

P1

P2

P3

P4

Bachelor’s Bachelor’s Bachelor’s Bachelor’s degree degree degree degree 15 years 9 years 10 years teaching 27 years

Academic qualification Years of experience Numbers of training

20

Years of teachers’ 27 years organization experience

8

3

7

15 years

4 years

9 years

The writer also took data from twenty students from those schools. The writer employed data from students as the secondary information. The writer employed data from students to affirm the existing data obtained from teachers. Lincoln and Guba (1985) say that “Naturalistic sampling is, then, very different from conventional sampling. It is based on informational, not statistical considerations. Its purpose is to maximize information, not to commit to userJohnston who says, “The goal of facilitate generalization.” Vanderstoepand



qualitative research is to present a range of perspectives or information on a topic”, supports it. This explanation gives description that the total number of participants in purposive sampling is more determined by the informational rather than statistical consideration. 2. Event The event involved was classroom-teaching activities in which the English teachers employed SA. 3. Documents Documents were the secondary data resource of this research. Documents included in this research were cover teachers’ lesson plan and material, transcript from interview and observation. D. Technique of Collecting Data Technique of collecting data is intended to get data from the participants. This writer took observation and interview as the main techniques of collecting data. 1. Observation Observation is carried out to get data from the data sources. According to Stake (2010:90), “many qualitative writers prefer observation data to other kinds.” The information from observation can be seen, heard, or felt directly. Furthermore, he says that “the eye sees a lot (and misses a lot), simultaneously when, where, and why (as newspaper people aparticularly relating them to the story or the asthat is, to the research question. “It is in line with what Vanderstoep and Johntson say that observation (especially direct observation) becomes the commit to user common qualitative research technique (2009; Cresswell, 2009). Direct



observation is the way of collecting data in which the writer carries out observation directly (Cresswell, 2009). In this research, the writer chose the role of passive participant. The writer only observed and recorded the learning process without actively involving in the participants’ learning activities. Each of teachers was observed at least twice and each observation was conducted in two lesson hours (2 x 45 minutes). 2. Interview Interview is very essential data source since it relates with humanity affairs (Yin, 2013: 111). It has to be reported and illustrated through the view of participant about the data that is going to get. The writer applied face-to-face interview technique, via mobile phone, and group interview in this research. Cresswell (2009) explains that face-to-face interview is interview carried out directly between the writer and participants. This method has a number of advantages (Singleton, et al, 1993:260-261). The advantages are the following: a. The first is the interview schedule is flexible. Interview schedule includes instruction to the interviewer, questions, and the response options. The interviewer has freedom to change the interview schedule. For instance, when the research objectives need open-ended questions, which require respondent to answer the questions by using their own words, the writer can shift the options. Furthermore, the interviewer is able to skip the certain question, which makes the participants confused to complete the questionnaire. b. The ability of interviewer to clarify or restart questions which does not understand at first. An interviewer is able to help participants to clarify the commit user you mean.” answer by saying “I’m not sure exactlytowhat



In this research, teachers conducted the interview to teachers by applying face-to-face interview and taking data from them by making a call and sent short message when the additional data was necessary or there were crucial concerns, which needed confirmation from the participants. This research applied focus group discussion to get data from students. Data attained from students to investigate the students’ feeling, responses of what teachers had already done in classroom practices. The writer took this kind of interview as the alternative for data collection in a short opportunity. By using this kind of interview, the process of collecting data was more effective. In practice, four groups’ students from four schools investigated. Each group consisted of five students. They interviewed in different places and times based on the mutual agreement among the writer, teachers and students. The writer conducted pilot interviews for trying out the questions with three participants. This try-out intended to take practices and selected the inappropriate questions. Therefore, after trying out, the writer made some corrections of confusing questions, which needed rewording, selection questions, which created useless data and reframed to make the questions more probing. In practices, each of teachers was interviewed around one hour. It was conducted by using L2 and audio-recorded with the agreement of the participants, except one teacher who did not consent to be recorded. Based on this situation, the writer conducted interview with noting the key points of what was being stated by the teacher. The interview took place in the comfortable and conducive room at each school. commit to user



3. Review of document Document can be the important data source in this research. The document reviewed in this research was lesson plan. The document analysis in this research was a secondary data document. Cresswell (2009) conveys some advantages of document review, namely: a. The document enable the writer acquires the textual words from the participants. b. Document is able to get any time. c. Document provides quality information since it is produced well. d. Document is simply able to economize the time to transcript. E. Trustworthiness Data taken from the data sources must be trusted in its steadiness and truth to get the confident result. It is highly important in the research to be employed in professional fields. The consumers of the research must be prompted to belief that the result is trustworthy by expending the validity and reliability (Merriam, 1998:198). In qualitative research, there are eight basic strategies to enhance credibility (internal validity) (Cresswell, 2009). The strategies are: triangulation, using member checking, using rich and thick description to convey the findings, bias clarification, presenting negative or discrepant information, spending prolonged time in the field, using peer debriefing, reviewing of the research. All of the strategies have different ways to investigate the data. Triangulation and member checking were applied in this research. commit to user



1. Triangulation Merriam (1998:204) defines triangulation as the strategy to enhance the internal validity by using multiple investigators, multiple sources of data, or multiple methods to confirm the emerging findings. Qualitative research commonly applies triangulation. It aims to increase the validity of the data. There are four kinds of triangulation (Patton, 1990). It consists of data triangulation, investigator

triangulation,

methodological

triangulation,

and

theoretical

triangulation. In this research, the writer employed data triangulation. Data triangulation led the writer to collect data from different sources. It gave impact to make the data stable. The truth of the data taken from one source could be examined by comparing it with the similar kind of data taken from other sources. The writer took. In this research, the writer took data from some different kinds of sources, namely participants, activities of the participants, and the document. The participants consisted of teachers and students from different schools. The data relied on those who probably had different perspective and experience. Activities of the participants, especially teachers’ activity were carried out by observing their classroom practices. The writer also applied document as data source. By digging up the data from different sources, the trustworthiness achieved as well. 2.

Member checking The writer applied member checking to verify data from the participants.

According to Lincoln and Guba (1985:314), member check is testing of data, commit to user by the member of those stakeanalytic categories, interpretations, and conclusion



holding groups from whom the data were originally collected. Member checking was conducted in a way that the transcribed results were sent back to the participants. They were invited to read the transcript and determine whether they had the same views with the transcribed result or correction were needed. F. Technique of Analyzing Data This research applied Interactive Model proposed by Miles and Huberman (1984:22) to analyze the data. There are three main stages of analyzing the data, namely data reduction, data display, drawing conclusion and verification. Miles and Huberman depict the process of analyzing data in the following picture. Data collection

Data display

Data reduction

Conclusions: drawing/verifying

Figure 3.1 Illustration of Interactive Model by Miles & Huberman (1984:23)

1. Data reduction Data reduction as the first stage of analyzing data is very important since the available data is very complex. Data reduction is employed with purpose to acquire the clearer depiction of the data. It also helps the writer to do the next collecting data. In this research, the writer conducted this stage by commit user the writer selected the necessary summarizing all of the acquired data. toThen,



and principal proposition to make the next analyzing process easier. The writer also made coding, and created themes. This reduction process was going simultaneously until the final report ready to arrange. 2. Data display Display refers to a group of constructed information that enables to get conclusion and action. Different from quantitative research, qualitative research lets the writer to display the data in the form of short explanation, chart, graphic and so forth. In this research, the writer displayedthe data after data reduction completed. The writer compiled the data in the systematic and understandable form. Thus, the writer was easier to analyze the data. In this research, the writer conducted such activities starting from arranging the result of data reduction systematically to be more understandable. After carrying out the arrangement, intensive data analyzing was carried outto know the interaction of the data to get the temporary conclusion. 3. Conclusion drawing/verification The preliminary conclusion acquired is probably able to shift if the conclusion does not support with strong evidence. That is why, in this stage, the writersteadied the data and examined the truth of the available information in the next collecting data. This process is highly necessary to ensure the credibility of the conclusion.

commit to user


digilib.uns.ac.id

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION This chapter consists of three sections. The first is the findings of the research. It is based on the research questions stated in the first chapter. Therefore, this chapter covers three parts: (1) English teachers’ beliefs in SA; (2) the reflection of teachers’ beliefs in teaching practices; (3) the factors, which influence their practices of SA. The second section discusses about the writer’s response to the findings. The third section is talking about the limitation of this research. In addition, the conclusion of research findings is provided below. Table 4.1 Summary of Research Findings Research Questions Themes 1. What are the teachers’ beliefs in SA in 1. Conception of SA English teaching at Senior High Schools 2. Importance at Boyolali? 3. Impact 4. Expectation 5. Learning procedure 2. How are their beliefs of SA reflected in classroom practices?

1. General Application 1.1 Implementing the scientific steps integrally 2. Learning Activities 2.1 Integrated Scientific steps 2.2 Classroom Interaction Mode 3. The way to get the target 3.1 Theoretical and practical support 3.2 Teacher’s guidance 3.3 Media 3.4 Motivation

3. What are the factors that influence teachers’ beliefs and practices of SA in English teaching?

1. 2. 3. 4. 5.

Learning experience Teaching experience Teachers’ motivation Sharing with colleague Facility

commit to user


digilib.uns.ac.id

54 A. Research Findings 1. Teachers’ beliefs in SA Drawn from the data obtained, this chapter covers the teachers’ beliefs in SA. The findings are based on the analysis of the data from interviews, which are divided into five themes. a. Conception of SA The findings start from the definition of SA. Based on the interviews, most teachers define SA as the learning method designed systematically in order to get learners who are able to construct the concept or principal through scientific steps. They say that the steps consist of observing, questioning, collecting the data, analyzing the data, making conclusion and communicating the new concept to others (T1, T2, and T3). Here is the definition of SA provided by T3 as the representation. Pendekatan imiah dalam pembelajaran bahasa Inggris, itu adalah sebuah metode pendekatan yang digunakan dalam proses pembelajaran yang mempunyai tujuan untuk mempermudah proses kegiatan belajar mengajar sehingga tujuan yang ingin dicapai itu bisa tercapai, sehingga kegiatannya tertata lebih jelas. Prinsip pendekatan ada 5 tahapan, yaitu mengamati, menanya, mengekplorasi, mengasosiasi dan mengkomunikasikan. (I.03/T3). T4 has different perspective about SA. T4 beliefs that SA is approach since she laid SA as basic conception to design learning method. Anyhow, she agreed that the scientific steps consist of observing, questioning, experimenting, associating and communicating. The basic conception, here is similar with umbrella proposition. (I.04/T4)

commit to user


digilib.uns.ac.id

55 Based on their beliefs that SA is learning method, they elaborate the method into some scientific steps and activities. All teachers believe that the steps consist of observing, questioning, experimenting, associating, and communicating. Each of steps has its own activities. T1 explains in depth about the observing step. He does not only mention the activities but also the teachers’ role and the target competencies. Other teachers do not do the same things. Anyway, they have same key statements that the activities of observing consist of listening, watching, reading text (T1, T2, T3 and T4). One indicates that three main activities in observing are listening, watching and reading text (I.04/T4). As regards the second step (questioning), all teachers believe that students must be prompted to ask question. It does not mean that teacher is not involved in this step. Three teachers (T1, T3 and T4) emphasize on how to provoke students to ask. Anyway, they did not mention the way to do that. Here is one excerpt from T4: “Yang kedua, menanyakan, dari bahan yang pertama kita berikan tadi diharapkan supaya murid-murid dapat mengajukan pertanyaan.” (I.04/T4) Meanwhile, T2 believes that both students and teacher have same role to ask question. She does not only focus on students but also teacher. Teachers believe that experimenting focuses on how students explore their new knowledge and skill through completing exercises. T2, T3 and T4 do not talk more about experimenting. Anyway, T1 talks in depth. According to T1, experimenting invites students to do exercises, get the answers of the tasks by reading various learning sources; observing events or objects; and interviewing with the informant. In his view, teacher must provide questions and feedback to commit to user


digilib.uns.ac.id

56 students. As observing, T1 proposes some competencies in experimenting (I.01/T1). Relating to associating, T1 and T4 have same view that associating is the learning step in which teacher invites students to analyze data, make category or comparison among the information of the text. T2 agrees with T1 and T4 that associating asks students to analyze data/information. But, she does not explain more about how to analyze the information. She indicates: “Mengasosiasi adalah siswa mengolah informasi yang terkumpul.” (I.02/T2) T3 has different interpretation of associating. T3 says that teacher asks students to do exercises and helps them to construct a concept based on the particular material (I.03/T3). Teachers believe that communicating is the step in which students share their works to others. It can be done individually or group. According to T1, students have opportunity to present their work in communicating. Their works are the whole knowledge they have got since the beginning of the lesson (I.01/T1). This belief is endorsed by others. All teachers believe that group work is beneficial for students. T1 believes that group work provides chance for students to share with others. Anyhow, T1 said that he did not ask students to make a group since the beginning of the lesson. He argued that students sometimes needed to work individually (I.01/T1). Similar to T1, T2 believes that group work gives chance to students to share their problems to their friends. Different from T1, T2 believes that group work is better to be done since the beginning of the lesson (I.02/T2). Similar to T1 and T2, T3 and T4 believe that group work is the forum to share and speak to others to solve commit to user


digilib.uns.ac.id

57 the problems. As T2, T3 and T4 believes that group work is carried out in all steps. All teachers believe that learning process by applying SA has principle. T1 laid the principles on the curriculum. He mentions seven principles, namely students-centered, creating students self-concept, avoiding verbalism, enhancing the students’ critical thinking, increasing students and teachers’ motivation, training students to communicate and the validation of students’ concept (I.01/T1). T2 mentions two principles of SA; students must be active and teachers as facilitator (I.02/T2). Linear with T2, T3 and T4 have similar focus on the principles of SA. T3 says that the principles of SA in learning put the students as active learners and teachers as facilitator (I.03/T3). Meanwhile, T4 agrees with T3 that the principles of SA consist of prompting students to be active in order to develop their competence and teacher as facilitator to guide students (I.04/T4). Drawn from the interview, teachers believe that the principle of SA is focusing on student-centered. Teachers agree that students must be active and teacher as facilitator and motivator. Students in all groups mention that they are involved in learning process through question and answer activity. They also say that discussion make them active during learning process since they are able to share with others (I.01/SMA 1- K; I.02/SMA 1- B; I.03/SMA BK; I.04/SMA 1- A). b. Importance All teachers believe that SA is important in English learning. They believe that this approach can help students to communicate since this approach provides commit to user


digilib.uns.ac.id

58 activities, which require students to communicate to others. Three teachers (T1, T2 and T3), view the importance of SA from student’ viewpoint. They seem to provide the different points about the importance of this approach. Anyhow, they mention the word ‘communication’ as the main similar emphasis of applying SA in language learning. From the interview, those three teachers report that SA is able to enhance the students’ communicative skill. Here is one of the excerpts provided by T1 when he is asked to mention the importance of SA, “Pendekatan ilmiah dalam pembelajaran bahasa Inggris sangat penting untuk meningkatkan kemampuan siswa dalam hal masalah ilmiah dan bisa mengkomunikasikannya dengan baik.” (I.01/T1) Most teachers are happy and urged to apply SA well. Teachers’ happiness to take SA is shown by T1, T2, and T3 when they respond their feeling. T1 argues that the learning activities provide opportunity for students to learn by their own selves and under teacher’s guidance if necessary. T1 reports that by implementing such kind of activities, the students’ learning attainment is more than his expectation (I.01/T1). At another occasion, T2 says that she is happy with SA since it challenges and motivates them to create a way to make students enjoy in learning (I.02/T2).T3 provides same arguments that SA prompts teachers to create the joyful way in learning. He argues that way is necessary since students have different competence so the creation and modification is possible to do (I.03/T3). T4 is not satisfied to the learning result since she feels that SA only gives little progress to students’ creativity, activity and self-confidence. Anyway, she agrees that by applying SA, students are more active, creative and have higher self commit to user


digilib.uns.ac.id

59 confidence to speak, as she states, “Walaupun hanya sedikit, anak lebih kreatif, lebih percaya diri, lebih berani bicara dan lebih mandiri.” (I.04/T4) They mostly believe that SA is good for teacher and students. For teachers, SA is able to urge to learn the material, assert the function of teacher as facilitator and to learn how to make students interested in learning process, such as deciding the appropriate learning method. For students, SA motivates them to learn. The following responses explain their feeling. Penggunakan pendekatan konsep ilmiah ini adalah konsep pendekatan yang bagus, dimana guru juga belajar dan mencari metode yang paling baik untuk menyampaikan ke siswanya. (I.03/T3) Perasaan bersemangat, rasa senang hati yang agak tinggi dan merasa sangat puas ketika anak-anak bisa melaksanakan apa yang diperintahkan oleh kurikulum atau pada RPP, terlebih jika siswa bisa beyond our imagination artinya melebihi apa yang kita bayangkan atau inginkan. (I.01/T1) Students mostly agree that SA gave energy to learn more. They say that activities are demanded by SA motivated them to learn. It is as stated by students from group two. Moreover, they agree that learning by using SA can make them active and enhance their critical-thinking (I.02/SMA 1-B). Regardless to the difference views about their feeling, the similar point is the teachers are urged to apply SA well. c.

Impact Most teachers believe that SA in language learning gives impact to the

students’ progress. Applying SA can enhance their self- confidence to communicate, motivation to learn, make them more active and autonomous. T1 points that this new approach influences the students’ mindset. He argues that his commit to user former teaching tends to teachercentered in which teachers dominate the learning


digilib.uns.ac.id

60 process. In his view, this new approach supports students to speak or write something. He also indicates that the five steps introduced by SA motivate students to learn. Students with high spirit are happy to learn by using SA. Students are more confident and creative to construct the material by their own selves (I.01/T1). Furthermore, other teachers (T2, T3, T4) say that SA make students more active and confident to communicate and more independent to learn. That belief is inferred from their following responses: Siswa menjadi lebih percaya diri untuk berekspresi terutama menyampaikan ide mereka secara lisan dan tertulis. Mereka juga menjadi lebih aktif, kreatif dan mandiri karena pendekatan ini menuntut seperti itu. (I.02/T2) Siswa lebih kreatif dan lebih berani berbicara dalam bahasa Inggris. Kreatif dalam mencari sumber dari materi yang kita berikan dan lebih percaya diri berbicara dalam bahasa Inggris, walaupun salah. (I.04/T4) In the other occasion, students say that learning English by SA is able to motivate them to learn. It also enhance their self-confidence, critical thinking, activity and creativity (I.01/SMA 1-K; I.02/SMA 1-B; I.03/SMA BK; I.04/SMA 1-A). d. Expectation Teachers comment on the question about their language-learning expectation. Each teacher indicates that he or she has same perception about the expectation, namely enhancing students’ communication skill. They believe that SA can assist the attaining of that expectation. One teacher says:” In general, the languagelearning target consists of two points, namely students can communicate both spoken and written. To conduct writing students need scientific activities as observing, questioning, collecting information, etc which lead students to speak commit to user


digilib.uns.ac.id

61 and write as well.” (I.01/T1) Another teacher argues that by implementing the five scientific steps such as observing, questioning, etc students had opportunity to practice the language skills as writing (I.03/T3). To get the learning target, all teachers speak in depth about some ways they believe to do. All teachers believe that teacher’s guidance is necessary. For them, teacher’s guidance helps students to know what they have to do on particular subject matter. Students need to facilitate to learn since they are not able to learn by their own selves. For example, one argued:”Teachers’ guidance is necessary since we cannot let students complete the tasks by their own selves. They need guidance.” (I.01/T1) Most of teachers also state that media is another way to attain the target. They talk a little bit of media. Anyhow, the core principal of how media works is clearly shown from the interview. They (T2, T3, and T4) agree that applying variety of media made students easier to catch material. One indicates that media development is necessary to make students easy to learn so that the learning can run well (I.02/T2). The teachers then are asked to describe the involvement of theoretical and practical support to get the expectation. All teachers say that theoretical and practical support was necessary. They argue that there have to be equilibrium of both supports. The key difference in the ‘theoretical and practical support’ here is not only the meaning of those terms but also the kind of activities involved. For example, one teacher explains that theory and practice intertwined. He gives further description that theory is the basic to practice (I.03/T3). Other (T1, T2, T4) commit to user


digilib.uns.ac.id

62 add that teacher have to provide explanation of material and students practice the material based on the previous explanation. Last but not least, motivation is often mentioned by teachers in interview. They believe that motivation to learn is essential in learning process. Motivation gives positive impact for students to catch the material easier and enhance the will to learn. For example, T4 showed cause-effect relationship between motivation and learning. He explained that students who had higher motivation would easily take the learning material (I.04/T4). e. Learning Procedure All teachers believe that all scientific steps are procedurally carried out as curriculum demand. The steps start from observing, and then followed by questioning, exploring, associating and communicating. Teachers must carry out the steps in sequence. Anyhow, there is opportunity to apply those integrally. It is based on their consideration that language teaching is different to scientific lesson, which can be procedurally done (I.01/T1, I.02/T2, and I.04/T4). Language is flexible and must intertwine among the language element and skills. Relating to such concern, T1 argues that the incorporation among those steps and language teaching is possible due to the flexibility of the way to language teaching (I.01/T1). In the sense of modification of the learning approach, all teachers believe that modification is necessary. Modification is carried out to minimize students’ boredom and enhance students’ motivation to learn. All teachers say that the to user modification lays on the learningcommit technique when they are asked about that. One


digilib.uns.ac.id

63 teacher indicates that she will modify the learning approach to minimize the students’ boredom and motivate them to learn (I.04/T4). Other teachers agree with this statement. As example, T3 shows his agreement: Modifikasi itu sebenarnya justru point yang penting dari adanya konsep walaupun hanya konsep, jika kita tidak modifikasi nanti kegiatannya justru malah monoton atau malah bosen dengan kegiatan, jadi siswa sudah bisa menebak kegiatan selanjutnya. Jadi modifikasi pendekatan perlu asal kita tidak terlalu melenceng jauh dari target awal atau tahapan-tahapan yang sudah diterapkan diawal. (I.03/T3) As regards the interaction tool, all teachers believe that the combination of English and L2 are the best choice. T1 argues that curriculum let teacher combine them in classroom interaction (I.01/T1). T2 has different argument of combining those interaction tools. English must be taught by using the language itself. Anyhow, she considers that her students do not have sufficient capability to absorb the material delivered in target language. Therefore, she prefers combining English and L2 to English itself (I.02/T2). T3 and T4 also consider students’ ability as the main reason of combining those languages. 2. Teachers’ Practices of SA This section shows the teachers’ practices of SA in language learning based on the observation of their teaching practices and analysis of lesson plan. a. General Application Based on the result of previous section, all teachers believe that SA is important in English teaching and gives impact to students’ learning progress. They believe that applying SA assists students to have communication skill both spoken and written. All teachers would then apply SA integrally with keeping the commit to user


digilib.uns.ac.id

64 sequence. Those beliefs then lead teachers to implement the learning activity which represent the process of how students get knowledge by SA with language skills involved there. The activities consist of observing, questioning, exploring, associating and communicating which integrally and simultaneously applied. Teachers will carry out some actions to get main target. The actions cover teachers’ guidance, providing theoretical and practical support, media and motivation. b. Learning Activity 1) The Integrated Scientific Steps Based on the result of the observation, the conclusion is that all teachers implement the scientific steps integrally. Teachers combine some steps in each scientific step. The integrated implementation of the steps created activities, which covered language skills (reading, listening, writing and speaking). T1 is consistent to implement the five scientific steps, which started from observing, questioning, experimenting, associating and communicating. The shift of each steps were clearly shown. Anyhow, he blends more than one-steps for each general scientific step (0.03/T1). The clear depiction is going to provide here. T1 asked students to listen a text from recorder. Teacher invited students to ask some question provided in observation list. Teacher checked the students’ answer by providing question and answer about the content, social function. Some steps worked in the process of observing, namely observing, questioning and communicating. Some language skills also happened, namely listening, writing, and speaking also reading. In experimenting, T1 asked students to do some tasks commit to user


digilib.uns.ac.id

65 from students’ book and worksheet. He provided different text to the previous one. The questions in the tasks were around content of the text, text structure, social function and language features. Teacher checked the students’ answers and gave feedback so questioning and communicating happened in the stage. There were some steps worked in experimenting. They were observing, experimenting, questioning and communicating. In addition, the language skills embedded in the steps were reading, writing, speaking, and listening. In associating, teacher invited students to analyze the content, the arrangement of the text to find out the differences and similarities of those texts. Students were carried out this work collaboratively so the communication among them happened. Speaking, listening, reading and writing appeared. Teacher invited students to present their work in front of classroom. He also asked others to guess the name of the person. When students presented the works and the guessing activity happened, language skills embedded were speaking, listening. This depiction showed that T1 carried out learning with integrated scientific steps with language skills were integrally covered. T3 started the lesson by observing two videos, which showed the way to selfintroduction. Teacher checked the students’ comprehension of the content of the text by handling question and answers. Communicating worked here. Questioning also emerged since teacher guided students to show the order of introduction. Associating also appeared in observing when teacher provided information about the differences of the way of introduction between native-speaker and non-nativespeaker. In experimenting, T3 asked students to do two tasks. The first was commit to user


digilib.uns.ac.id

66 practicing the introduction with a friend. Then, the next task was students made a self-introduction by making use of models of introduction provided. Questioning happened in experimenting when students asked some questions about vocabularies, and communicating surely worked. As the last step, communicating covered presentation of students’ works. In this step, observing and associating were done. Observing was carried out when teacher invited students to see another way to introduction. Moreover, when teacher informed the other way to selfintroduction, the associating worked. This description of what had been done by T3 showed that he integrally implemented SA in language learning (0.06/T3). The case emerged when T2 and T4 applied SA in learning. They applied the five steps integrally but one-step, associating, was missing.T2 started the lesson by inviting students to observe a text from students’ book. T2 asked them to get meaning of some vocabularies and pronounce them in correct way. Questioning emerged when T2 asked students to answer the question about some vocabularies from the text. Students were then asked to complete the observation list, which covered the content of the text collaboratively. Students discussed their answers with peers and communicating in the sense of there was spoken interaction, emerged. The shift of observing, experimenting, questioning was not clear. They applied integrally. The change from previous steps to the last step (communicating) was clear when T2 invited students to present their works (0.04/T2). T4 started the lesson by discussing the social function of some utterances in observing. After informing the learning goal, T4 asked students to do some tasks commit to user


digilib.uns.ac.id

67 collaboratively. In this experimenting teacher provided learning resource from the students’ book. She guided students in the step; unfortunately, the observation could not be fully conducted in experimenting since students completed the work as homework. It was caused by the time-constraint. At the next meeting, teacher checked the students’ works by inviting them to present. Communicating had been carried out since the students present the work and spoken interaction happened. At the end of learning, teacher gave instruction to students to write down their learning journey in journal. Once again, associating was missing (0.08/T4). Dealing with the case, students of group 1 and 2 did not mention the activity of associating after completing some tasks. When they were asked the kind of learning activity after experimenting, they mentioned presentation of their work. It means that associating was not carried out during learning process. To strengthen this situation, here is the serial of questions and answers of group 1 as the representation. Group 1(I.01/SMA 1-K) P Siswa 1 Siswa 2 Siswa3 Siswa 4 Siswa 5

:Setelah mengerjakan teks, apalagi kegiatan yang anda alami? :Kami mempresentasikan di depan kelas. :Kalau sudahselesai, kami presentasi :Kadang ditunjuk juga :Presentasi, ditunjuk kalau belum selesai :Mempresentasikan di kelas

During the observation, modification did not appear. All teachers carried out the existing learning techniques provided by curriculum. T3 tried to applied song in closing activity. He did not do that in the main activity in which the commit to user implementation of SA was created.


digilib.uns.ac.id

68 Most students from group 3 and 4 said that teacher applied video and some mentioned that sometimes-audio recorder was also used (I.03/SMA BK, I.04/SMA 1-A).

Meanwhile, most students from group 1 and 2 agreed that

teacher made use of text from students’ book to be observed (I.01/SMA 1-K, I.02/SMA 1-B). Students in all groups mentioned discussion more than once. The result of interview with students showed that modification in learning technique did not occur. 2) Classroom Interaction Mode Drawn from observation, all teachers conducted the peer collaboration or working group to do the tasks. T2, T3 and T4 asked students to make a group from the beginning of the lesson. T1 did not always ask students to make a group. He did that in particular time as when students came to the duty to complete the task about creating dialogue. Collaborative learning emerged in learning process. It is the key component of curriculum and implemented in the learning steps. All teachers combined English and L2 as means of communication in classroom interaction. Anyhow, the use of L2 and sometimes L1 still dominated in-group interaction. Only few students tried to communicate by using English. Teachers did not urge students to make English as habit. As evidence, one teacher preferred using L2 to English as indicated by T3. He mostly applied L2 in classroom learning to make students easier to absorb the material (0.07/T3). The way the teacher communicates assuredly gives impact to the way the students communicate with their friends. Other teachers tried to communicate by giving commit to user


digilib.uns.ac.id

69 more portion to English than L2 as done by T1, T2 and T4. Nevertheless, they did not prompt students to imitate their ways to communicate. c. The Way to Get the Target 1) Theoretical and Practical Support During the observation, most teachers (T1, T3, and T4) provided theoretical activity as well as the practical one. T1 conducted theoretical activity in observing, experimenting, and communicating. Meanwhile, T3 did that at the step of observing and communicating. T4 also provided theoretical activity during the step of communicating. T1 started the lesson by asking students to observe video about complimenting and showing care. During watching the video, students answered some questions available. Teacher checked their understanding of the text by handling question and answer about the text. During the activity, teacher also gave explanation about the social function of the text. The case emerged in T2’s learning process since she did not give theoretical support to make students easier to understand the material (0.04/T2). T2 invited students to complete the task. She asked them to find out the main idea and supporting idea based on the text. Teacher asked students to read and comprehend the example by their own self. After that, she invited them to present the work without giving feedback. Teacher then asked students to make conclusion of the work by their own self. Students collected the work after completing the task. In addition, she closed the lesson by inviting students to conclude the lesson together and asking them to write the learning journey in learning journal. commit to user


digilib.uns.ac.id

70 3) Teacher’s Guidance During the observation, teachers guided students along the learning process. There were some types of guidance were provided. All teachers guided students by giving questions. Anyhow, T1, T3, T4 also carried out explanation on difficult material to help students. T1 and T3 in some opportunities also guided students by repeating the previous explanation, video, or text from recorder when students met with difficulties. In another occasion, students from all groups provided statement that during learning process teachers guided them. The guidance was presented to help students solve their learning problem in particular material. All students mentioned that question and answer activity was the dominated way to guide them. When students from group one were asked to respond the question about teachers’ guidance, they indicated that teacher helped them by giving question and answer (I. 03/SMA BK). 4) Media All teachers applied media during learning process. The media consisted of auditif media as recorder, visual media as whiteboard and audio-visual media as video. T1 applied auditif media in observing. He started lesson by asking students to listen to the text about describing people to recorder. Students were invited to complete the tasks in observation list based on the text from recorder (0.03/T1). T1 and T3 used video in observing. T1 instructed students to observe a text about complimenting and showing care. Teacher asked students to find out the content and identify social function of the text. Teacher showed the video more commit to user


digilib.uns.ac.id

71 than once to assist students to get the answers (0.01/T1). T3 also used video in observing and associating embedded in communicating. In observing students were asked to observe video which talked about introduction. They identified the content of introduction, social function of the introduction, and the way to construct introduction. T3 also returned the video more than once to help students easier to understand the text (0.06/T3). Students, in another occasion, asserted that video and audio-recorder were applied by T1 and T3 during learning process. Students from group three (the students of T3) said that teacher often asked them to observe video and listen to the text from audio-recorder. Students from group two (the students of T1) stated that they were often invited to watch video. Then, teacher asked them to observe the video (I.02/SMA 1-B). T2 and T4 used whiteboard as a learning media. They applied the board from the beginning of the lesson until the end. T2 also took another visual media in the shape of origami paper. This paper was used in the warming up activity. T2 distributed the papers and asked students to observe and write down the things were available in classroom. 5) Motivation Drawn from the observation, all teachers (T1, T2, T3 and T4) motivated students to be active in classroom activities. The main formulations of motivation presented by teachers are providing the learning focus in the form of question and giving feedback. As evidence, T1 always started the lesson by leading students to detect the learning material by using questions. He also gave direct feedback to commit to user


digilib.uns.ac.id

72 correct the students’ works (0.01/T1). Similar with T1, other teachers (T2, T3 and T4) had done those ways to motivate students. As regards lesson plan, the writer found the detailed information of scientific steps in teachers’ lesson plan. In all lesson plans, the five-scientific steps are clearly drawn in main learning activities. All teachers tried to cover all scientific steps well. In general, all teachers designed the learning activities, which were integrated with scientific steps. Based on the lesson plan, they had same perception that observing leads students to the main text. Teacher created questioning to ask everything the students want to know such as the differences of some expressions or texts, comparing the use of particular expression in two countries or more. Experimenting was provided to give opportunity to exercise and treatment to their error. Associating was created to give students to categorizing text based on the characteristics, sorting out the text. Communicating covers the activities of presenting the students’ work and telling their problems during learning in journal. Drawn from the lesson plans the writer views there is misplacement of some activities in questioning and associating. Teachers still took the activity of comparing two things in questioning. Curriculum takes the activity of comparison as part of analyzing text in associating. The evidence is drawn in document of curriculum. Questioning step focuses on social function, language features and text structure. Because of the misplacement, associating and questioning overlap. Associating does not depict the activity as curriculum demand. In practice, two commit to user


digilib.uns.ac.id

73 teachers did not do associating activity (T2 and T4). In addition, students also said that this step was not carried out (students from group 1 and 2) in their classroom. 3. The factors which give impact to teachers’ beliefs and practices of SA Based on the results of the research, five factors give impact to the implementation of SA. The factors are learning experience, teaching experience, teachers’ motivation, sharing with colleagues, facility. a. Learning Experience They believe that learning experience gives impact to their beliefs and practices. Teacher learning experience influences the effectiveness of language learning. In addition, they say that it also give impact to the teachers’ absorption of new knowledge. Their existing learning knowledge make English teacher easier to provide the material. As one of the evidences, T1 points that the teachers’ existing educational backgrounds complete their new information (I.01/T1). b. Teaching Experience All teachers have same beliefs that experience gives impact to their beliefs and how the beliefs are reflected in classroom. They mention that experience is necessary to take the new information and complete the knowledge, which delivered to students. Experience has big impact in shaping their beliefs and practices.T2 indicates,” Experience enriches the method and technique applied in learning process. It also gives impact to the way the teacher receives new information and delivers it to students.”(I.02/T2) commit to user


digilib.uns.ac.id

74 c. Teachers’ Motivation Most teachers mention that teachers’ motivation affect students’ motivation. Teacher with high motivation will enhance students’ motivation than teachers with lower one. The spirit performed by teacher gives positive impact to students’ learning motivation. Students follow the positive or negative energy provided by teacher. Here is one of the excerpts of teachers’ respond about this concern: Sangat berpengaruh. Dengan motivasi siswa yang tinggi, maka pembelajaran akan berhasil dengan baik, motivasi siswa itu kadang-kadang dipengaruhi oleh gurunya juga. Guru yang penuh semangat dan motivasi tinggi, siswa nanti juga akan bermotivasi tinggi, karena mengikuti guru yaitu, jadi guru disini sangat berpengaruh sekali terhadap meningkatkan motiva sisiswa. (I.01/T1) d. Sharing with colleagues Most teachers believe that sharing with their colleagues affect their beliefs which are reflected in classroom practices. Most teachers believe that sharing with colleagues is the factor, which helps them to know the news about curriculum development, about appropriate learning method for their students (T2, T3, and T4). Information which they have got from communication with their friends influences their beliefs and further their practices. e. Facility Teachers agree that supporting facilities give impact to the success of learning. SA needs various supporting facility for learning such as projector, taperecorder as part of facility (T1, T4, T3). T3 also agree if school had language laboratory (I.03/T3). commit to user


digilib.uns.ac.id

75 Based on the research findings, teachers believe that SA is defined as the learning method designed systematically in order to get learners who are able to construct the concept or principal through scientific steps, which consist of observing, questioning, experimenting, associating and communicating. All teachers believe that those steps are conducted in sequence. They also believe that curriculum lets them combine some in each steps. Teachers believe that there are two main principles of SA, namely students must be active and teachers have role as facilitator and motivator. The mix of those steps as well as implementation of those principles creates positive implication for language learning to students’ progress, namely enhancing students’ motivation to learn, self-confidence to speak, making them active and autonomous. This impact is congruent with their beliefs about the importance of SA in English teaching. Teachers believe about the importance of SA, especially dealing with the communicative skill is compatible with the expectation of teachers, namely attaining students’ communicative competence. In practice, teachers have a formula to combine the steps of SA by keeping the sequence. They carry out the learning activities, which represent the process of the way the students get knowledge to attain the communicative ability. In the process, the peer collaboration and the use of mix between English and bahasa are the prevailing mode in all teachers’ classroom practices. To get the students’ communicative ability, teachers provide some ways. They are the presence of theoretical support from teachers and opportunity to practice the theory; teachers’ guidance; providing variety of media and motivation to students. Theoretical commit to user


digilib.uns.ac.id

76 support (modeling) provides wider view about the material that is going to be accommodated by students. This process of teachers’ assistance is necessary to help students to undertake the difficult tasks or problems. Teachers’ assistance is mostly done is in the shape of questions, which focus on content of text, social function, text structure, and language features. In addition, variety of media is also able to help students in learning. All those activities are intertwined and going to motivate students to learn. Some inconsistencies between teachers’ beliefs and practices appear. A number of factors are involved to shape such cases. They are learning experience, teaching experience, teachers’ motivation, sharing with colleague, and facility. Teachers believe that SA is important in English teaching, therefore they want to implement it in their classroom practices. Anyhow, there are a number of factors which make the implementation of their beliefs is not maximal. The factors are learning experience, teaching experience, teachers’ motivation, sharing with colleagues and facility. B. Discussion Drawn from the research findings, teachers believe that SA is important in English teaching. This belief leads them to implement it in classroom practices. Anyway a number of factors hinder the teachers’ implementation of their beliefs. Consequently, the beliefs are not fully implemented well. This research finds five factors which are involved in this relation, namely learning experience, teaching experience, teachers’ motivation, sharing with colleagues and facility. commit to user


digilib.uns.ac.id

77 This finding is supported by the previous research. Beach (1994) as cited in Navaro (2014:11) says that teachers’ beliefs and practice are not only mutually informing, but also that contextual factors play important role in facilitating teachers’ ability to put their thoughts into action. In other words, the mismatch between belief and behavior is often mostly as the result of context. Borg (2003: 81) who reviews the research on what language teachers think, know, believe and do also theorizes that the extent to which teachers implement their beliefs is determined by contextual factors. Although Borg uses the term cognition in his paper, the researcher thinks that his review is proper to be reference due to belief is part of cognition (Borg, 2003:81). Concerning to the finding of the research, the following section provides depiction about this concern. 1. Learning Experience Teachers believe that learning experience gives impact to their beliefs and practices. They say that their existing knowledge acquainted from their previous study completes the new information. The marriage of the previous and new knowledge creates new conception about a concern. This makes teachers easier to deliver the material to students due to the complete information they have got. This concern implies that learning experience is involved in shaping teachers’ beliefs and practices. This belief is supported by Nespor (1987:84) who says that belief lives in episodic memory of which the content is generated by earlier experiences, episodes, or from cultural sources of knowledge transmission. In another word, commit to user


digilib.uns.ac.id

78 experiences have important role to shape belief. Furthermore Al Naqeeb (2012:84) points out that teachers’ decision making and their behavior in classroom practice are determined by the belief. Numrich (1996:138) says that teachers’ own learning experience affects their decisions about teaching and learning which reflected in classroom practice. Numrich conducted a study with novice ESL teachers. He invites the teachers to write diaries about their teaching practices. The finding shows that teachers decide to receive or avoid to particular instructional strategies based on their experience as learners (Borg, 2003: 88). For example, as regard the former, Numrich reports that: A review of teachers’ language learning histories in conjunction with their diary entries showed clearly that the effect of learning an L2 was often carried over to their teaching of an L2. The theme of integrating culture into the language lesson was the most popular among this group of teachers. Those who had had positive learning experiences in studying culture as they learned another language were motivated to introduce elements of U.S. culture in their teaching of ESL (p. 138). How the learning experience affects classroom practices is also depicted by Johnson (1994) as cited in Borg (2003:88). He shows the relation of teachers’ existing experience, pre-service ESL teachers’ beliefs, and classroom practices. He has found that pre-service ESL teachers’ beliefs are mostly based on images from their prior formal language learning experience which are dominated in their teaching practices. Borg (2003:88) also supports for the belief that learning experiences shape teachers’ beliefs and practices. In his paper, he reports that: Teachers’ prior language learning experiences establish cognitions about commit which to user form the basis of their initial learning and language learning


digilib.uns.ac.id

79 conceptualizations of L2 teaching during teacher education, and which may continue to be influential throughout their professional lives. Based on that statement, language learning experiences have role to establish teachers’ cognition (belief) and function as guidance for teachers in classroom practice. The finding of this research also shows that role of learning experience relates to classroom practices. As evidence, T1 who joins with several trainings about the new curriculum seems more consistent to curriculum expectation than three other teachers. T1 is consistent to carry out the learning process by using five-scientific steps as intended by curriculum. 2. Teaching Experience Teachers in this research theorize that experience of teaching gives impact to their beliefs and how the beliefs are reflected in classroom. They say that the longer they teach the more information they have. Teaching experiences intended by teachers in this research is relating to learning technique and decision making to overcome the learning situation. The teaching experience leads teachers to decide what they must do in classroom practices. Borg (2003:95) says that there is no research which focuses on the issue about the relation of teaching experience and cognition (belief). Anyhow, several researches show the impact of experience on cognition (belief). For example, Crookes and Arakaki (1999) examine the sources of ESL teachers’ idea. The finding points out the prior teaching experience is most often mentioned as the source that determines the teachers’ decision making on what they do and avoid during learning process.

commit to user


digilib.uns.ac.id

80 Borg (1998) as cited in Al Naqeeb (2012:87) says that teacher's pedagogical system is shaped by educational and professional experiences in his/her life. The study shows that the teacher's experience leads them to recognize communicative methodology and their beliefs in the methodology have impact on their practices. Neuhaus and Vogt (2012:27) also find the contact between teaching experience and teachers’ beliefs. They get the data from 614 biology teachers to investigate the relationship between teaching experiences and their biologyspecific beliefs. The result of the study shows that after the first five years of teaching, teachers’ beliefs remain stable. The change of beliefs happened in the first years of professional experience. It means that teaching experience gives impact to teachers’ beliefs in the first teaching chance in which the prior experience meets with the new one. Furthermore, the belief will be stable afterwards. This research also shows that teaching experience influences teachers’ practices as the reflection of their beliefs. For example, teachers believe that the scientific-five steps can be carried out integrally with keeping the sequence. They argue that it is based on their consideration that language teaching is different to scientific lesson, which can be procedurally done. Language is flexible and must intertwine among the language element and skills. Relating to such concern, they argue that the incorporation among those steps and language teaching is possible due to the flexibility of the way to language teaching. Their decision to combine all steps is the reflection of prior experience. When it is conflicted to the new way commit to user


digilib.uns.ac.id

81 of teaching, the new belief in combining the existing and new knowledge emerges and reflected in classroom practices. 3. Teachers’ motivation Teachers believe that teachers’ motivation gives impact to students’ motivation in learning process. Teacher with high motivation will enhance students’ motivation than teachers with lower one. The spirit performed by teacher gives positive impact to students’ learning motivation. Students follow the positive or negative energy provided by teacher. This belief is supported by Bernaus, Wilson and Gardner (2009) who investigate the relationships among motivational characteristics of the class, the use of teaching strategies as viewed by both the teacher and the students, and the level of the teacher’s motivation. The result shows that teacher motivation is influential in the use of strategies as perceived by the students and can influence their attitudes toward the learning situation and motivation (p.33). If teachers are motivated, students are more actively involved in class activities and feel more motivated. Wudthayagorn (2000) as quoted in Ushida (2005:69) says that teacher can be influential in affecting students’ motivation and attitudes and in creating a learning community in which students can study a language with less anxiety. In another word, teacher has important role in shaping students’ motivation to learn and creating the joyful learning community for students. The result of the study shows that students have positive behavior toward the instruction in case they like the teacher enjoy the class, and are satisfied with learning process. Teachers commit to user


digilib.uns.ac.id

82 decide the way to deliver the material to students. They also decide how to make students do some learning activities. All activities done by teachers influence the way the students study and build communication with classmates. All of the activities create learning culture and further, influence the students’ motivation to be actively involved in learning process. The results of those researches are confirmed in this study. During observation, teachers indicate their motivation to carry out learning process well. Teachers decide the way to make students involved in learning. Teachers always lead students to come into the learning goal and material by providing questions. They construct the students’ knowledge by inviting their responses on the questions. The way the teachers provoke students to answer the questions influence the students’ motivation to be active. Feedback and reinforcement from teachers makes students confident to give response. The positive feedback and encouragement from teachers tend to enhance students’ self efficacy and then motivate them to be actively involved in learning (Bandura, 1997). 4. Sharing with colleagues Teachers believe that sharing with their colleagues affect their beliefs which are reflected in classroom practices. Teachers get new knowledge by sharing about how to teach, how to decide the learning method, the new curriculum and other concerns relating to language learning. They absorb the new information and meet with their existing knowledge. The existing knowledge can be probably developed or even sustained. commit to user


digilib.uns.ac.id

83 Vonk (1991: 64) says that complex interaction between individual and the environment can creates change in teachers’ thinking about the profession and their conduct. By communicating with colleagues, change begins to shape. The change of teachers’ thinking is then reflected in classroom practice. Teachers’ voices on their beliefs in SA and how the beliefs are reflected in classroom practices are the result of their interaction with their friends. Teachers in this research say that they take time to interact with friends and discuss their teaching through MGMP (teachers’ deliberation) or teacher training. Two teachers do not completely joint with teacher training about the new curriculum. Anyhow, they make use of MGMP and interact with their colleagues who have involved in teacher training. Through the interaction they get new knowledge about many concerns relating to new curriculum and teaching. The interaction becomes the crucial factor which influences their thinking about curriculum (especially the new approach) and their behavior in classroom practices. Joyce and Showers (1992) as quoted in Harwell (2003:4) support the finding. They say that ‘changes in teachers’ beliefs are more likely to occur in settings in which teachers consider learning a communal activity.’ Teachers’ knowledge grows due to their interaction with other teachers and it affects to their practices and their students’ behavior improves accordingly. This is due to verbal or social persuasion as suggested by Bandura (1995). People do something as persuaded by someone else that he/she is able to do. 5. Facility commit to user


digilib.uns.ac.id

84 Teachers point that available facility supports the implementation of SA which is convergence with their beliefs. The presence of learning facility supports the learning process. The facility assists teachers to expedite the material transmission. As example, to make students easy to catch the content of a text in listening, the available facility such as earphone, tape-recorder is necessary. The tools assist teacher to deliver the learning material and students to absorb the material. This is compatible with Schneider (2002:17) who states that decision about school facilities affects the daily performance of teachers and students who employ them. The choice of facility is based on tradition, available technology, working experience and changing needs of the times. The sort to decide the good facilities can be done through the mix to get the facilities which have positive effect on academic outcomes. Schneider tells us that teachers have to seriously decide he appropriate facilities. Many considerations can be used to create the best decision about the facility. Teachers in this research mention the facility on learning equipment such as projector, tape-recorder. Anyhow, language laboratory is also mentioned in the interview. Though teachers do not cover all kinds of facilities, the following previous research is appropriate to support their belief about the significance of facility in classroom practices. Brenes (2006) conducts research on the role of the audio-language laboratory in language teaching. Based on his research, he points that technology (language laboratory) has been affecting a large number of fields of study and commit to user


digilib.uns.ac.id

85 language teaching is one of those. Language laboratory as a teaching tool assists students to improve their language skills. Language laboratory provides additional practices to learners to particular areas to be emphasized. The presence of it makes the learning process goes well. During the observation, teachers who conduct learning process by applying the learning tools such as projector, tape-recorder, laptop can more successfully provide the joyful situation and the material clearer than others who do not do the same thing. The students are more involved in the learning situation which makes them far from anxiety to be active. The result of this study also informs that teachers’ beliefs in SA influence their classroom practices. The relation of them is showed in the following depiction. Practically, teachers implement some part of their beliefs as intended. As regards their beliefs in the definition of SA, teachers are consistent to stay in their belief that SA is defined as method which consists of five-scientific steps. In practice, they move the learning activities around such steps. They do not employ the other methods which are suggested by curriculum such as project based learning, discovery learning, etc. The influence of their beliefs is also shown from their strategy to combine the steps with keeping the sequence. In practice, teachers are consistent to implement the beliefs. They have different combination of the steps. Anyhow, they basically have same agreement that the mix is necessary in learning. Teachers believe that peer work is necessary to make the learning situation active. The group and classroom discussion is showed from observation and stated commit to user


digilib.uns.ac.id

86 in their lesson plan provides atmosphere to contact with others. Teacher does not give material or information directly and ask the correct answers to questions. To construct knowledge and skills, students are invited to work collaboratively with peers and under teacher mediation. Based on informal interview, all teachers believe that the mixing of English and L2 is better for their students since they have different school background and language learning experience. Curriculum lets teacher to apply L2 and English in learning process. The fact that most teachers apply the English and L2 during learning process shows that the mixed language helps students to be easier to absorb the material. Teachers’ believe that they have some ways to get the learning expectation. The ways consist of providing theoretical and practical support, guidance, media and motivation to students. In practice, all the ways are carried out by teachers during the learning process. Teachers give theoretical support provides views about material which is furthermore going to be practiced by students. Teachers also assist students when they meet with difficulties. Vygotsky (1978) calls the area in which teachers have role to guide students’ difficulty is zone of proximal development (as quoted in Schunk, 2012:243). Teachers employ variety of media to support learning. They use available media at their schools such as tape recorder, slide-projector. To trigger students’ motivation to be active in classroom activities, teachers provide some ways. In practice, teachers provoke students’ eagerness to be involved in learning by providing questions and also feedback. commit to user


digilib.uns.ac.id

87 Concerning with the role of teachers’ beliefs in classroom practices, Pajares and Ajzen (1992, 1985) as quoted in Lumpe, Haney, Czerniak (2000:276) state that teachers’ beliefs guide their decision-making. Furthermore, the decisionmaking determines their behavior. It means that teacher or people act based on their beliefs. Johnson (1994: 439) views that there are three basic assumptions on teachers’ beliefs: first, teachers’ beliefs have impact to both perception and judgment that affects what teachers say and do in classroom. Second, teachers’ beliefs have important critical role in how teachers learn to teach, and how they translate the beliefs into classroom practices. Third, triggering teaching practices and professional teacher preparation programs are able to gain by understanding teachers’ beliefs. However, a number of studies have drawn the inconsistency between teachers’ beliefs and their classroom practices. For example, Saad and BouJoude (2012) investigated relationship between teachers’ knowledge and beliefs about science and inquiry and their classroom practices. Finding showed that most teachers had restricted views of the nature of science, unfavorable beliefs and attitude of inquiry. The finding also revealed that there was no consistent relationships between teachers’ beliefs, views of nature of science and classroom practices. This research also shed light on the mismatch between teachers’ beliefs and practices. Teachers believe that the students must be active during learning process and teachers guide them and have a role as facilitator. In practice, all teachers tend to teacher-centered. As demonstrated by T1 and T3 for example, commit to user


digilib.uns.ac.id

88 their efforts to help students to solve the problem do not give sufficient time to them to think by their own selves. The inconsistency is also showed by two teachers when they implement their belief that five-scientific steps must be completely covered in learning.

In

practice, one-step –associating- is missing. That missing, surely, becomes problem that may need attention because curriculum has already informed that all steps have to conduct. For further checking, T2 and T4 have well-designed lesson plan. T4 completely involved all steps in her lesson plan. In the same time, T4 took the activities in questioning based on the available lesson plan. Another case is she does not conduct the associating activity during learning process. Meanwhile, T2 also completely takes all steps in the lesson plan. Anyhow, T2 has misperception about the kinds of activities that have to be done in associating. Curriculum informs that associating is the activity to develop the ability to categorize, compare many various ideas and event (Education and Culture Minister Regulation Number 59: 499).T2 takes activities which contrast to what is provided by curriculum. The fact gives a view that teachers interpreted and implemented the curriculum according to their beliefs that are not compatible with the curriculum recommendation. Teachers believe that learning technique modification is believed to motivate students to learn. Talking about technique means that talking about what teachers do to implement the method specifically. Anthony (1963) in Richard and Rodgers (1993: 16) says that technique emphasizes the factual moment practices according commit to user


digilib.uns.ac.id

89 to certain method. All teachers provided learning technique variety in classroom practices as discussion, role-play, jigsaw, etc. Anyhow, writer thinks that modification in the sense that there is new technique in learning did not appear in learning practices since those techniques are available in curriculum (Education and Culture Minister Regulation Number 59, 496-499). This indicates that teachers implement their beliefs which are not compatible with curriculum expectation. Teachers believe that SA is important in English teaching and this new approach influences the students’ progress. It enhances students’ motivation to learn, their self-confidence to communicate. It also makes them active to be involved during learning process and autonomous to solve their problem. Confronting to practices, some of their beliefs are not well implemented. Teachers strive to support students to be involved in learning by engaging the students in open discussion. Teachers are successful to engage students to speak and think. The findings show that students can answer the teachers’ questions. They also are able to convey their work. Anyhow, teachers do not fully succeed to make them communicate in English as expected by curriculum (Education and Culture Minister Regulation number 59, 2014:483). The interaction in English is still between teacher- students. In class or group discussion, students mostly use L2 and even L1. Teachers do not provoke them to exploit their ability to use English. The writer views that teacher’ beliefs and practices of SA are partly affected by the curriculum. The obligation to apply one single approach in language learning invites teachers to adapt the model provided by curriculum. Though the commit to user


digilib.uns.ac.id

90 consistency and inconsistency between their beliefs and practices emerge, all teachers take the learning procedure from curriculum. Anyhow, there is still lack of comprehension about curriculum demands. It means that though teachers implement some parts of SA as intended; teachers’ practices in some cases do not reflect the curriculum demands. The case of omission the step of associating; misplacement of some activities in particular step done by all teachers are sufficient examples which reflect the inconsistency of teachers. Those depictions show that teachers’ beliefs in SA influence teachers’ practices in many ways. Some evidences also give contribution to identify the consistencies and inconsistencies emerged in the relationship between beliefs and practices. The consistencies and inconsistencies do not stand alone. They are influenced by a number of factors. In addition to linier with the findings, result of the study is also able to consider.

O’Sullivan

(2004:640)

conducts

research

that

focuses

on

implementation of curriculum. The research investigated 145 English teachers who implement learner-centered approach in Namibian context. The result of the research shows that there is inconsistency between what teachers are stated and practiced. Most teachers claim that they implemented such approach in classroom, meanwhile the lesson observation tells the different story. This research does not mean to appraise the way the teachers implemented the curriculum message relating to SA. Since, there is no one who fully believes on how language be best taught. The teachers who participated in this research had shown efforts to apply the new learning approach. They translated the commit to user


digilib.uns.ac.id

91 curriculum message by their own beliefs and reflected those in classroom practices. No one is able to give guarantee that the way the teachers teach is the most effective one. In the context of applying SA, the effective teaching is possibly able to attain as far as they implement what is intended by curriculum. This research mainly aims to explore and describe the teachers’ beliefs and practices of SA. The writer believes that the main research questions have been answered since the writer tried to depict the relation of those beliefs and their classroom practices. The government endorses the implementation of this new curriculum starts from this year (2014). All schools from the different level of studies try to conduct this policy. The new government then delays the implementation in the same year with exception of the school that has conducted it for late two years. Nowadays, this new curriculum is still in ongoing reviewed by the new government. Regarding to this fact, the writer expects this research may become the one plain contribution to the area of language learning approach, especially in local context, in which research remains rarely. C. Research Limitations This research mainly explores English teachers’ beliefs in SA and how their beliefs are reflected in classroom practices. This research also investigates the factors which hinders the implementation of SA. However, there are limitations in conducting the research. The first is dealing with the schedule of the research. The time of the research mainly relates to the school schedule. The delay of the research is inevitable since the writer has to commit to user


digilib.uns.ac.id

92 make adjustment with the school programs such as examination, holidays and Ramadhan month. The second is dealing with the data collection which applies interview, observation and document analysis. The researcher recorded interview, observation, transcribed and analyzed the data all alone. Those activities, especially transcribing is time-consuming. Future researchers who intend to apply the case study should try to take an assistant to help them. The third is the deep explanation of teachers’ beliefs has not been completely done. Therefore, further researcher has to explore the teachers’ beliefs deeper in order to get result that is more comprehensive. The fourth is the competence of the writer to conduct qualitative research in the shape of case study. This study is the writer’s first experience of conducting qualitative research. Therefore, the writer spent too much time to understand the nature of the research design and the way to conduct the research by using this design. Furthermore, the researchers who want to apply this design should be trained more. Despite the limitation, the writer believes that the conclusions made in this research are credible and represent the teachers’ belief and practices of SA and the factors give impact to the implementation of that approach in language classroom, since sufficient data acquired from participants support this research.

commit to user


digilib.uns.ac.id

CHAPTER FIVE CONCLUSION, IMPLICATION AND SUGGESTION

This chapter presents the conclusion, implication and suggestion inferred from the results of the research. A. Conclusion 1. Teachers believe that SA is defined as the learning method designed systematically in order to get learners who are able to construct the concept or principal through scientific steps, which consist of observing, questioning, experimenting, associating and communicating. All teachers believe that those steps are conducted in sequence. They also believe that curriculum lets them combine some in each steps. They believe that there are two main principles of SA, namely students must be active and teachers have important role as facilitator and motivator. The mix of those steps as well as implementation of those principles creates positive implication for language learning to students’ progress, namely enhancing their self-confidence to communicate, motivation to learn, making them more active and autonomous. Teachers believe that the importance of SA is enhancing students’ communication skill. Communication skill is compatible with the expectation of teachers about the target of language learning by using SA, namely attaining the students’ communicative competence. 2. In practice, teachers implement the steps of SA integrally with keeping the sequence. They carried out the learning activities, which represent the process commit to user



of the way the students get knowledge to attain the communicative ability. In the process, the peer collaboration and the use of mix between English and L2 are the prevailing mode in all teachers’ classroom practices. To get the students’ communication ability, teachers provide some ways. They are the presence of theoretical support from teachers and opportunity to practice the theory; teachers’ guidance; providing variety of media and motivation to students. 3. There are some factors, which have impact on teachers’ practices of SA in English teaching. They consist of learning experience, teaching experience, teachers’ motivation, sharing with colleagues, and facility. Research about teachers’ beliefs and practices of SA in English teaching indicates that teachers’ ability to implement their beliefs in SA in classroom practices is affected by a number of factors (learning experience, teaching experience, teachers’ motivation, sharing with colleagues, and facility). Teachers’ beliefs in SA have impact to teachers’ practices. There are gaps between the beliefs in SA and how the beliefs are reflected in their classroom practices. The gaps are affected by those factors. B. Implication 1. Implication for Research The results of this research show a need for further research to investigate the connection between teachers’ beliefs, their practices of SA in English teaching and the factors which are involved in that relationship. There are still more spaces to explore the necessarily information dealing with those concerns. The commit to user



focus of the research can be wider, such as explore more deeply about the effect of their beliefs on students’ achievement, the change of teachers’ belief and practices of SA in Indonesian context. The further researcher can examine the hypothesis which is created from this research. 2. Implication for Teaching ELT in Indonesia is in the new era of curriculum reform. SA is introduced as the single approach must be applied in all subjects, include English. Together with the principal of language and learning, SA leads the ELT in Indonesia. Curriculum integrates and intertwines competence, genre and science- based to get the language-learning target (Education and Culture Minister Regulation Number 59: 495). The learning principles provided by curriculum propose new atmosphere for ELT in Indonesian context. The new English curriculum represents the change of principals in language teaching and learning. The change invites teachers to accommodate the new assumption of the new teaching and learning approach. The findings of the research show that teachers had already provided effort to translate the curriculum message according to their beliefs and implemented in classroom practices. The positive effect evokes is that teachers are getting more motivated to create the communicative learning activities through various media (video, recorder, card), various technique recommended by curriculum (game, role- play, discussion). Anyhow, teachers meet with their lack of understanding of SA as demanded by curriculum. The interview reveals that most teachers who participate in this research look doubtfully to explain the meaning of each step and the kinds of commit to user



activities involved in those steps. Only one teacher is more consistent to what is intended by curriculum. This lack of understanding gives contribution to how teachers implemented SA in language teaching. This concern needs to be paid more attention. Teachers need various opportunities to learn about SA in the context of ELT and also understand the meaning of each-scientific step (adapted from Saad &BouJoude, 2012:126). By doing those, teachers will more comfortable in conducting English learning by using SA. Therefore, English teachers have to be supported to make necessary adjustment intended by curriculum (Orafi, 2008: 231). C. Suggestion 1. For teachers English curriculum proposes new learning approach that has to be applied in ELT. Curriculum implies that teachers have to learn to become effective teachers to make them easier to implement SA in language teaching. Beliefs and practices can change. The factors of the change are able to come from inside or outside of the teachers. The result of the research tells that concern. Therefore, teachers need to learn more about how to be effective teachers and learn 2013 curriculum as well. Since the SA offers learning that needs media development and various learning resources, teachers also need to dig up the information about media; about the way to take learning resource effectively. 2. For policy makers Drawn from the results of this research, teachers still meet with their lack of understanding of SA, which reflected in classroom practices. It is necessary to commit to user



be concerned. Conducting training for the teachers must be more effective. This research does not focus on analyzing document of curriculum. Anyhow, the findings of the research tell that the inconsistencies between what intended by curriculum is contrary to teachers’ implementation of their beliefs in SA. 3. For school policy makers School is the place in which the SA in directly applied. School has authority to remove all barriers which prevent the implementation of SA in classroom practices. The barrier can be the policy. It means that the school policy has to scaffold the implementation of SA by deciding the appropriate budgeting for the teachers’ professional development, providing learning facilities such as local training about SA, learning media and other facilities, which support the implementation of SA. 4. For further researcher This research dealing with teachers’ beliefs and practices of SA remains the sufficient space to explore. Regarding to the limitation scope of this research, it is better for the further researchers who eager to conduct the similar area of the research interest to explore more the concerns, which are fully investigated in this research.

commit to user


digilib.uns.ac.id

REFERENCES

Agustien, Helena. I.R. (2014). The 2013 English Curriculum: The Paradigm, Interpretation and Implementation. In A Book of Recent Issues in English Language Education Challenges and Directions. Surakarta: Sebelas Maret University Press. Acikalin-Savasci, F. (2009). Teacher Beliefs and Practice in Science Education. Asia-Pacific Forum on Science Learning and Teaching, 10(1) Article 12. Aguirre, J., & Speer, N.M. (2000).Examining the Relationship between Beliefs and Goals in Teacher Practice. Journal of Mathematical Behavior, 18(3), 327-356. Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F.Pajares & T. Urdan (Eds). Self-efficacy Beliefs of Adolescent, (Vol. 5..pp.307-337). Greenwich, CT: Information Age Publishing. …………... (1995). Self-Efficacy in Changing Societies. New York: Cambridge University. Bernaus, M., Wilson. A. & Gardner. R.A. (2009) Teachers’ Motivation, Classroom Strategy Use,students’ motivation and Second Language Assesment. Porta Linguarum, 12,25-36 Brown, H. Douglas. (1994). Principles of Language Learning and Teaching (3rded). New Jersey: Prentice Hall Regents. ………………… (2006). Principles of Language Learning and Teaching (5thed). New Jersey: Prentice Hall Regents. Bingimlas, K., & Hanrahan, M. (2010). The Relationship Between Teachers’ Beliefs and Their Practice: How the Literature Can Inform Science Education Reformers and Writers. Retrieved from http://www.esera.org/media/conferences/Book3.pdf New Blackwell. J., & Martin, J. (2011). A SA to Scientific Writing. New York: Springer York Dordrecht Heidelberg London Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do. Language Teaching, 36,81-109. Doi: 10. 1017/S0261444803001903 commit to user


digilib.uns.ac.id

100 Brenes, C.A.N, (2006). The Language Laboratory And The Efl Course. Costa Rica: Universidad de Costa Rica. Canh,L., and Barnard,R. (2009). A survey of Viatnemese EAP Teachers’ Beliefs about Grammar Teaching, in Zhang, L.J., Rubdy, R.,& Alsagoff, L. (eds). (2009). Englihes and Literatures-in-English in a Globalised World: Proceedings of the 13th International Conference on English in Southeast Asia, 246-259, Singapore: National Institute of Education, Nanyang Technological University. Canale,M., & Swain, M. (1980).Theoretical Basesof Communicative Approach to Second Language Teaching and Testing. Applied Linguistics, 7/1-74. Candlin, C.N. (1984). Syllabus Design as a Critical Process. In Brumfit, C.J (ed), ELT Document 118. (pp.29-46). Oxford: Pergamon Press. Chan, K-way & Leaung, M.tuk. (1998). Conceptualizing the Structure of Belief and Belief System-An Alternative to Facilitate Learning and Curriculum Development. In Australian Curriculum Studies Association (Ed), The ACSA Collection: Conference papers: Framing the Future I. pp.205-218. Deakin West, Australian Capital Territory: Australian Curriculum Studies Association. Cohen, A.D., & Dornyei, Z. (2004). Focus on the Language Learner: Motivation, Styles, and Strategies. In Schmitt, Norbert. 2004. Introduction to Applied Linguistics. London: Arnold. Creswell, J.W. (2009). Research Design Qualitative, Quantitative and Mixed Methods Approaches. 3rd edition. New Delhi: Sage Publication Crookes, G., & Arakaki. (1999). Teaching Idea Sources and Work Conditions in an ESL program. TESOL Journal, 8(1), 15-19. Celce-Murcia, M., Dornyei, Z., & Thurrel, S. (1995). Communicative Competence:A Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics, 6(2), 5-35 Cherry, K. (2014). Piaget’s Stages of Cognitive Development. Background and Key Concepts of Piaget’s Theory. Retrieved from http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm ERIC. (1993). Deteriorating School Facilities and Student Learning. ERIC Digest 82. Foley, J. (1993). Scaffolding. Retrieved from http//eltj.oxfordjournals.org/ commit to user


digilib.uns.ac.id

101 Freeman, D., & Richards, J. (1996). Teacher Learning in Language Teaching. Cambridge: Cambridge University Press. Fromkin et al. (2003). An Introduction to Language. Canada: Nelson Education, Ltd. Iheanacho, G.C. (2013). Teachers’ Attitude Towards The Use of Literature In TheTeaching Of English As A Foreign Language. Surakarta: SebelasMaret University Surakarta. Hamied, F.A. (2014). Curriculum Change: What Does It Mean to Indonesia TEFL? In A Book of Recent Issues in English Language Education Challenges and Directions. Surakarta: Sebelas Maret University Press. Hart. E Juliet. & Lee Okhee. (2003). Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners. Retrieved from https://academics.utep.edu/Portals/1714/TCR%20article.pdf Hein, George E. 1999. Constructivist Learning Theory: The Museum of the Needs of People. Paper presented at CECA Conference at Lesley College Massachusetts USA Hoover, J.J, & Patton, J.R. (1998). Curriculum Adaptations for Students with Learning and Behaviour Problems. USA: Hamilton Publication. Holzer, Siegfried. (1994). From Constructivism to Active Learning. The Innovator (2). Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Kontekstual Pembelajaran Abad 21. Bogor: Penerbit Ghalia Indonesia Harwel, S.H. (2003).Teacher Professional Development: It’s Not an Event, It’s a Process. Texas: Cord Johnson, K. E. (1994). The Emerging Beliefs and Instructional Practices of Preservice English as a Second Language Teachers. Teaching and Teacher Education, 10(4), 439-452. Khader, F.R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction.American International Journal of Contemporary Research, 2(1). Kuzborska Irena. (2011). Links between Teachers’ Beliefs and Practices and Research on Reading. Reading in a Foreign commit to user Language, 23(1), 102-108.


digilib.uns.ac.id

102 Kelly, A.V. (1989). The Curriculum: Theory and Practice.London: Paul Chapman Publishing. Kementrian Pendidikan dan Kebudayaan. (2013). Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Kemendikbud. Kavanoz, S.H. (2006). An Exploratory Study of English Language Teachers’ Beliefs, Assumptions, and Knowledge about Learner-Centeredness. The Turkish Online Journal of Educational Technology. 5(1) article 1. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Lee, O. (2001). Equity for Linguistically and Culturally Diverse Students in Science. Education Research Agency : Teachers College Record. 105(3), April 2003, pp.465-189. Merriam, S.B. (1998). Qualitative Research and Case Study Applications in Education.Revisedand Expanded from Case Study Research in Education. USA: John Willey and Sons.Inc. Miles, M.B., & Huberman,A.M. (1984). Qualitative Data Analysis. Thousand Oaks, CA: Sage. Mulyasa. E. 2013. Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya. Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48. Muijs, D., & Reynolds.D. (2008). Effective Teaching Evidence and Practices (The Translation). Yogyakarta: Pustaka Pelajar. Melketo, T.A. (2012). Exploring Tensions between English Teachers’ Beliefs and Practices in Teaching Writing. The International HETL Review, 2. Retrieved from: https://www.hetl.org/wpcontent/uploads/2013/09/HETLReviewVolume2Article11.pdf Mickan, P., (2014). Text-Based Language Curriculum: Social Semiotic Design. In a book of Recent Issues in English language Education, Challenge and Directions. Surakarta: Sebelas Maret university Press Nunan, D. (1989). Designing Tasks for the Communicative Classroom.New York: Cambridge University Press. …………. (1998). Syllabus Design. New to York: commit userOxford University Press.


digilib.uns.ac.id

103 Numrich, C. (1996). On Becoming a language Teacher: Insights from Diary Studies. TESOL Quartely, 30(1), 131-153 Navarro, D. (2014). Framing the Picture:A Preliminary Investigation into Experts’ Beliefs about the Roles and Purposes of Self-Access Centres. Studies in Self-Access Learning Journal, 5(1), 8-28 Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19(4),317-28 Neuhaus, B.J.,& Vogt, H., (2012). Factors Influencing Domain-Specific Beliefs of Secondary Biology Teachers. International Journal of Biology Education, 2(1), 19-32 Orafi, S.M.S. (2010). Investigating Teachers’ Practices and Beliefs in Relation to Curriculum Innovation in English Language Teaching in Libya.Retrieved from:http://etheses.whiterose.ac.uk/view/iau/Leeds%3D2ERC-EDUC.html O’Sullivan, M. (2004). The Reconceptualisation of Learner-Centred Approach: A Namibian Case Study. International Journal of Educational Development, 24(6),585-602. Patton, M.Q. (1990). Qualitative Evaluation Methods. (2nd ed.) Thousand Oaks, Calif: Sage. Peraturan Menteri Pendidikan dan Kebudayaan. (2013).Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama Madrasah Tsanawiyah. Jakarta: Kemendikbud Peraturan Menteri Pendidikan dan Kebudayaan. (2014). Kurikulum 2013 Sekolah Menengah Atas/Madrasah Aliyah. Jakarta: Kemendikbud Pajares, F. (1992). Teachers’ Beliefs and Educational Research: Clearing up a Messy Construct. Review of educational research, 62(2), 307-332. Priyana, J. (2014). Language Learning Activities in the Scientific-Method-StepBased Classroom. The 61th TEFLIN International Conference: Surakarta. Richards, J.C & Renandya, W.A. (2000). Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press: New York Richards, J.C., Gallo, P.B., & Renandya, W.A. (2001). Exploring Teachers’ Beliefs and the Processes of Change. The PAC Journal, 1(1), 41-62. Richards, J.C., & Rodgers, T.S. commit (2001). to Approaches and Methods in Language user Teaching (2nded). Cambridge: Cambridge University Press.


digilib.uns.ac.id

104 Richards, J.C., Platt,J, & Platt,H. (1992). Dictionary of Applied Linguistics. 2nd ed. Harlow, United Kingdom: Longman. Richards, J.C. (2013). Curriculum Approachs in Language Teaching: Forward, Central, and Backward Design. RELC Journal. 44(I).p.(1-33). Richardson, V. (1996).The Role of Attitudes and Beliefs in Learning to Teach. In J.Sikula (Ed), Handbook of Research on Teacher Education. New York: MacMillan. ……………… (2009). Communicative Language Teaching Today. Retrieved from:http://dspace.bracu.ac.bd/bitstream/10361/92/1/Communicative%20la nguage%20teaching.PDF Schunk, D.H. (2012). Learning Theories an Educational Perspective. 6th ed. Boston: Pearson Education, Inc. ……………… (1981). Modeling and attributional feedback effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 74, 93–105. Schneider, M. (2002). Do School Facilities Affect Academic Outcomes? Retrieved from:http://www.ncef.org/pubs/outcomes.pdf Smith, D. (1996). Teacher decision making in the adult ESL classroom. In D. Freeman & J. Richards (Eds.), Teacher Learning in Language Teaching (pp. 197-216). Cambridge: Cambridge University Press. Saad.R., & Bou Joude.S. (2012). The Relationship between Teachers’ Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices. Euroasia Journal of Mathematics, Science & Technology Education,.8(2),113-128. Singleton, R.A., Straits,B.C., & Straits,M.M. (1993). Approaches to Social Research. New York: Oxford University Press. Stoddart, T., Pinal, A., Latzke, M., Canady.D. (2002). Integrating Inquiry Science and Language Development for English Language Learners. Journal of Research in Science Teaching. V.39, N.8, pp.664-687. Stake, R.E. (2010). Qualitative Research Studying How Things Work. New York: The Guilford Press A Division of Guilford Publications, Inc. commit to user


digilib.uns.ac.id

105 Tan May. (2011). Mathematics and Science Teachers’ Beliefs andPractices Regarding the Teaching of Language in Content Learning. Retrieved from http://ltr.sagepub.com/content/15/3/325.full.pdf Tatto, M.T., & Bryan, D. (2003). Teacher Education and Teachers’ Beliefs. Advances in Teacher Education. Michigan State University: Information Age Publishing. Ushida, E. ( 2005). The Role of Students’ Attitudes and Motivation in Second Language Learning in Online Language Courses. CALICO Journal, 23 (1), p-p 49-78. Vanderstoep, S.W., & Johnston,D.D. (2009). Research Methods for Everyday Life Blending Qualitative and Quantitative Approach. San Fransisco: John Willey & Sons, Inc. Vonk, J.H.C. (1991). Becoming a Teacher, Brace Yourself. In Ho Wah Kam and Ruth Y.L. Wong (eds), Improving the Quality of the Teaching Profession. Singapore: The Institute of Education. Wardaugh, R. (1992). An Introduction to Sociolinguistics. Oxford: Blackwell. Yero, J. L. (2002). Teaching in mind: How teacher thinking shapeseducation. Hamilton, MT: Mind Flight Publishing. Yook, C.M. (2010). Korean Teachers’ Beliefs about English Language Education and Their Impacts upon the Ministry of Education-Initiated Reforms. Retrieved from http://scholarworks.gsu.edu/cgi/viewcontent.cgi%3Farticle%3D1013%26co ntext%3Dalesl_diss Yin, R.K. (2013). StudiKasus: Desain dan Metode (Translated from Case Study Research: Design and Methods). Jakarta: PT Raja Grafindo Persada.

commit to user


digilib.uns.ac.id

Appendix 1 (Samples of Interview Transcripts) Interview 2 Number Informant Time Place

: 02/T1 : Teacher 1 (T1) : August 30, 2014 08.00-09.00 : Teachers office

Peneliti

: Selamat pagi Pak.

Guru 1

: Selamat pagi.

Peneliti

: Seperti permintaan saya kemaren, saya ingin menambahkan data yang belum bisa tangkap khhususnya pada waktu observasi kemaren. Menurut bapak, pendekatan scientific approach dalam kurikulum 2013 khususnya pada pembelajaran bahasa inggris itu seperti apa pak ?.

Guru 1

: Ok. Proses pembelajarannya dalam scientific ini adalah dirancang sedemikian rupa agar peserta didik secara aktif menkonstruk konsep, hukum atau prinsip melalui tahapan-tahapan mengamati, merumuskan masalah, mengajukan hipotesis, mengumpulkan data, menganalisis data, menarik kesimpulan dan mengkomunikasikan konsep, hukum atau prinsip yang ditemukan tersebut.

Peneliti

: Berarti pendekatan ini lebih ke metode, ya pak ?.

Guru 1

:Ya, seperti itu.

Peneliti

: Kemudian pak, bisa dijelaskan mengenai prinsip-prinsip pendekatan ilmiah tersebut pak ?.

Guru 1

: Prinsip-prinsip pendekatannya menurut saya atau yang ada di buku itu, bahwa pembelajarannya berpusat pada siswa, pembelajaran iru membentuk students self concept seperti itu, lalu berikutnya pembelajaran itu terhindar dari verbalisme atau use of too manywords kayak gitu. Lalu yang berikutnya, pembelajaran ini memberika kepada siswa untuk mengasimilasi dan mengakomodasi konsep, hukum dan prinsip. Yang kelima, pembelajaran ini mendorong peningkatan kemampuan berpikir siswa. Berikutnya, pembelajaran ini meningkatkan motivasi siswa, meningkatkan motivasi mengajar guru juga. Lalu memberikan kesempatan kepada siswa untuk melatih kemampuan dalam komunikasi karena ini pembelajaran bahasa, lalu adanya validasi terhadap adanya konsep, hukum dan prinsip yang dikonstruksi siswa dalam struktur kognitifnya.

Peneliti

: Yang dimaksud dengan verbalisme itu, apa pak ?.

Guru 1

: Verbalisme itu maksudnya guru terlalu banyak bicara, jadi yang menggunakan kata-kata yang terlalu banyak, yang intinya tadi ya… berpusat pada siswa tadi, siswa mengamati sendiri, lalu MMM yang lain itu… menanya, mengumpulkan informasi, mengasosiasi, dan mengkomunikasikan. Jadi hanya beberapa persen guru berbicara, jadi hanya sebagai motivator, fasilitator. Jadi selanjutnya siswa sendiri yang akan melakukan semua dengan bimbingan gurunya.

commit to user


digilib.uns.ac.id

107 Peneliti

: Kemudian, apa pentingnya pendekatan ilmiah tersebut dalam pembelajaran bahasa inggris ?.

Guru 1

: Pendekatan ilmiah dalam pembelajaran bahasa inggris juga sangat penting karena menurut penelitian dari PISA dari dan sebagainya yang banyak sekali itu ternyata anak-anak SD dan SMP kita itu setelah diteliti itu kemampuan mereka sangat rendah dalam hal masalah ilmiah. Jadi ini lalu pemerintah agaknya mau menyamakan itu agar kita tidak kalah dengan negara-negara lain, dari ASEAN pun menurut penelitian itu kita kalah, sehingga pendekatan ilmiah penting biar nanti mereka itu ketika dewasa ketika kuliah misalnya, itu akan bisa melakukan sesuatu yang ilmiah tidak menemui kesulitan.

Peneliti

: Apa target pembelajaran dengan pendekatan ilmiah tersebut pak ?. Target jangka pendek dan panjang.

Guru 1

: Secara keseluruhan target pembelajaran bahasa inggris itu terutama ada dua, mereka mampu berbicara dan menulis. Sehingga untuk menulis itu perlu sesuatu yang ilmiah, seperti misalnya dalam menulis sebuah teks yang di genre-genre itu disana sudah ada aturan-aturan tertentu e… dan anak-anak itu diajar secara ilmiah yaitu dengan cara mengamati, dengan cara menanya, terus mengumpulkan informasi dan sebagainya itu sehingga nanti pada akhirnya mereka bisa melakukan speaking dan writing dengan baik. Itu tujuan utamanya seperti itu.

Peneliti

: Kalau target jangka pendek misalnya jika setelah selesai melakukan satu siklus 5M itu juga adakah pak ?.

Guru 1

: Ya… tentu saja di dalam RPP itu selalu mengandung indikator-indikator tertentu, jadi di jangka pendeknya ya… kalau dalam bahasa ya… bisaanya mereka diminta untuk mengetahui ide utama, informasi rinci baik tersirat dan tersurat. Itu tujuan pendeknya, sehingga misalnya jika mGuru ada UN nanti itu mereka dapat mengerjaka dengan baik.

Peneliti

: Kemudian memnurut bapak, apa pengaruh pendekatan ilmiah itu terhadap proses pembelajaran bahaa inggris di kelas ?.

Guru 1

: Pendekatan ilmiah ini sangat mempegaruhi cara berpikir anak. Kalau yang dulu itu kita mengajarnya tidak dengan cara mengamati dan sebagainya, ya… mungkin pakai itu tetapi pelaksanaannya mGuruterputus-putus, terus ini sangat berpengaruh, mereka e… sangat bersemangat untuk itu, dan agaknya memang ini menurut saya metode yang paling cocok karena guru tidak usah banyak memberikan materi-materi tetapi anak itu yang mengkonstruk materinya sendiri sehingga mereka menemukan sendiri jawabannya itu, maka lalu disebut discovery-discovery seperti apa yang kita bisaa ajarkan itu, seperti discovery learning dan sebagainya. Jadi memang tepat setidaknya menurut saya.

Peneliti

: Jika bapak diberi kesempatan untuk melakukan modifikasi-modifikasi, apakah bapak akan melakukannya ?.

Guru 1

: Tentu, pembelajaran yang baik itu adalah yang PAKEM atau PAIKEM itu. Jadi e… anak itu harus merasa senang dulu dan tidak tertekan dengan pembelajaran itu, sehingga kadang-kadang kita modifikasi sendiri sedikit commit to user yang penting tidak keluar dari prisip-prinsip pendekatan ilmiah itu. Dan


digilib.uns.ac.id

108 yang paling sulit itu adalah kegiatan menanya, mereka itu sering tidak mau bertanya. Peneliti

: Jadi modifikasi lebih pada tekniknya ya pak ?.

Guru 1

: Ya… ya… ditekniknya. Setiap guru mempunyai metode atau teknik sendiri-sendiri untuk membuat siswa itu menjadi nyaman dikelas begitu… Jadi mereka itu kita buat jadi mereka tidak tertekan dan mau mempelajari itu dengan senang hati dan dengan keiklasan tinggi tentu saja.

Peneliti

: Itu lebih pada tahap questioning ya pak ?.

Guru 1

: Ya… Jadi pada e… questioning nya itu agak menyulitkan guru, dan saya belum tahu bagaimana cara membuat mereka agar bertanya. Bisaanya kita bertanya kepada mereka terus, kalau tidak ada pertanyaan ya… terus kadang-kadang kita lompati, jadi pelajaran itu sudah mereka kuasai dengan baik.

Peneliti

: Sebenarnya 5 tahapan itu isinya apa saja pak ?.

Guru 1

: Ada 5M disana memang, nomor satu mengamati begitu itu. Jadi agar sesuai wong ini mestinya kalau saya pikir-pikir bahasa itu agak sedikit perlu modifikasi untuk mengadakan kegiatan ilmiah ini, tetapi kita modifikasi agak bisa, di silabus juga sudah ada itu jika dilihat pada tahap mengamati itu kegiatan belajarnya ya… membaca, mendengar, menyimak atau melihat. Melihat ini bisa dengan alat atau tanpa alat. E… kalau melihat bisa dengan video atau tayangan video yang kita siapkan itu. Kemudian kompetensi yang dikembangkan ini bisaanya melatih kesungguhan, apakah mereka melihat atau mendengar dengan sungguhsungguh atau dengan ketelitian yang tinggi untuk mencari informasi itu. Sehingga dalam mengamati ini, guru sudah menyiapkan pertanyaapertanyaan yang menuju kepada pembelajaran yang kita inginkan seperti yang di indikator-indikator pertama masuk kita sampaikan itu. Terus… pada kegiatan menanya, ini yang menanya adalah siswa. Jadi guru member… menyudutkan siswa agar mereka bertanya, begitu. Cuma agak sulit bisaanya, tetapi kalau memang anaknya baik, dia bisa karena menanya ini bisaanya ditekankan pada fungsi sosialnya, struktur teksnya, kosa katakosa kata yang mereka tidak tahu, begitu. Jadi menanya ini, menanya pada itu atau kadang-kadang menanya pada ide-ide utamanya apa yang nanti akan kita kembangkan pada mengkomunikasikan. Kalau ini pembelajarannya writing, misalnya jadi kegiatan belajarnya adalah mengajukan pertanyaan tentang informasi yang tidak dipahami dari apa yang diamati dari bertanya factual sampai pertanyaan yang hipotetik. Kemudian kompetensi yang dikembangkan dalam menanya ini adalah meningkatkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat. Itu untuk yang kedua, menanya. Kemudian yang ketiga itu mengumpulakan informasi. Kegiatan belajarnya apa?. Ya… melakukan eksperimen, membaca sumber lain selain buku teks, mengamati objek atau kejadian atau aktivitas, wawancara dengan nara sumber. Di setiap M ini, perlu ada pertanyaan-pertanyaan dari guru kalau commit to user feedback-feedback nya, kalau itu perlu… dalam rangka memberikan memang dibutuhkan siswa. Jadi guru tidak berdiam saja, tetapi berkeliling


digilib.uns.ac.id

109 kelas, begitu. Selama mereka mengumpulkan informasi ya… kita berkeliling saja, kita kGuru buku atau apa cari di perpust sebentar atau bagaimana caranya lah. Terus kompetensi yang dikembangkan itu adalah mengembangkan sikap teliti, jujur, sopan, menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari, juga mengembangkan kebisaaan belajar dan belajar sepanjang hayat. Jadi mengumpulkan informasi ini adalah yang utamanya membaca buku dari sumber lain atau sumber lain, agar nanti lebih komplitlah karena bisaanya guru memberikan pertanyaan-pertanyaan pada ini… gitu. A… berikutnya yang mengasosiasi atau yang menalar. Kegiatan belajarnya bisa beberapa, e… diantaranya satu mengolah informasi yang sudah dikumpulkan tadi baik terbatas dari hasil kegiatan mengumpulkan atau eksperimen maupun hasil dari kegiatan mengamati dan kegiatan mengupulkan informasi itu. Berarti menalar ini, a… tadi kegiatan mengumpul-mengumpulkan begitu. Terus nomor dua, pengolahan informasi yang dikumpulkan dari yang bersifat menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai kepada yang bertentangan, tentu saja. Lha…terus kompetensi yang dikembangkan itu apa ?. Yaitu mengambangkan sikap jujur, teliti, disiplin, taat aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir induktif serta deduktif dalam menyimpulkan. Terus terakhir itu mengkomunikasikan. Ada beberapa kegiatan belajar yang perlu diketahui adalah dia itu menyampaikan hasil pengamatan, kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media lainnya. Jadi bisa ditulis, bisa secara lisan, anak-anak disuruh kedepan berkelompok atau individu ini bisa. Mengkomunikasikan ini lalu anak mengatakan lagi apa yang dihasilkan dari seluruh kegiatan ilmiah yang dia lakukan itu. Juga bisa di media, maksudnya di mading atau di apa gitu, lalu kita bisa menilai, jadi…mengkomunikasikan nanti di kelas-kelas itu penuh dengan tulisan-tulisan anak, gitu. Lalu kompeteni yang dikembangkan itu apa ?. Yaitu mengembangkan sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan singkat dan jelas, mengembangkan kemampuan berbahasa yang baik dan benar. Jadi di KI satu dan KI duanya langsung inklud didalamnya, begitu. Peneliti

: Kalau yang khusus yang asosiasi atau menalar, skill yang dikembangkan sebenarnya apa pak ?.

Guru 1

: Ini bisa dari kemampuan reading-nya. Mengasosiasi-menalar itukan membaca dari sumber lain dan sebagainya itu. Lha bagaimana dia nanti mengumpulkan informasi dari yang dia asosiasi atau dia nalarkan itu, kemudian menjadi pengembangan. Jadi kalau guru hanya memberikan sedikit, mungkin dia dapat menambah-nambah yang lain dari sini. Jadi kita asosiasikan atau kita nalar atau kita buat sebuah rumus tertentu, misalnya. Itu kira-kira.

Peneliti

: Berarti semua keterampilan itu integrated ya pak ?.

Guru 1

commititu, to bisa usersudah terjadi listening dan speaking. : Iya. Pada proses mengamati Terus pada mengumpukan informasi, mengasosiasi itu kemampuan


digilib.uns.ac.id

110 membacanya kita butuhkan, karena mereka pasti membaca sesuatu dari informasi atau sumber yang baru dan mereka mengasosiasikan sendiri, membuat rumus-rumus sendiri atau apa begitu. Lalu pada writing atau speaking-nya itu pada keterampilan mengkomunikasikan itu. Jadi sudah integrated, cuma dengan cara tindakan ilmiah. Peneliti

: Apa hal tersebut dinyatakan dalam krikulum, bahwa pembelajaran ini terintegrasi ?.

Guru 1

: E… saya membaca dalam kurikulum itu kok tidak ada integrated-integrated seperti itu. Tetapi guru mempunyai e… kemampuan atau e… mempunyai hak untuk mengembangkan kurikulum itu. Jadi tidak semua metode dan sebagainya yang dulu itu tidak semuanya dipakai, tetapi agar berjalan dengan baik lalu kita pake juga. Dalam M5 ini disana juga bisa terdapat yang Three paste technique kalau perlu dimasukkan ya… dimasukkan dulu. Lah dimasukkan dimana ?. dimasukkannya bisa di pas mengumpulkan informasi itu atau mengasosiasi. Semua diserahkan kepada guru, yang penting bahwa metode ilmiah ini tetep dilaksanakan dengan cara itu. Kalau memang harus kumpulkan informasi ya… dikumpulkan dengan cara Three paste technique atau dengan cara apapun yang kira-kira cocok untuk itu.

Peneliti

: Apa artinya pada setiap tahap guru diperbolehkan menggunakan teknik yang berbeda ?.

Guru 1

: Boleh, kan ada pengembangan. Jadi kurikulum harus dikembangkan oleh guru itu sendiri sepanjang tidak keluar dari e… koridor-koridor yang ditentukan pemerintah, tidak keluar dari silabus, tidak keluar dari kurikulum yang ada, begitu. Agar tidak monoton, lalu sangat dimungkinkan sekali bahwa dengan cara mengintegrasikan keempat skill tersebut, jangan dipisah-pisah.

Peneliti

: Jadi keempat skill tersebut tidak disebutkan secara jelas dalam kurikulum dilakukan secara terintegrasi, gitu ya pak ?.

Guru 1

: Tidak. Saya membaca beberapa permen-permen itu kok tidak melihat ke situ, tetapi belajar bahasa inggris itu adalah belajar ngomong dan menulis. Tentu saja belajar membaca dan mendengarkan masuk didalamnya. Jadi kita tidak bisa potong-potong, makanya dalam satu kali pertemuan itu disana minimal ada dua atau tiga skill itu. Misalnya yang pertama harus mendengarkan dulu, mendngar dari tape atau radio atau alat-alat yang lain yang bisa untuk memutar itu. Tadi pada mengkomunikasikan itu ya… mestinya ada speaking atau writing bahkan reading-nya, karena harus menulis sesuatuatau membaca sesuatu.

Peneliti

: Selama melaksanakan pendekatan ilmiah ini, apa yang bapak rasakan ?.

Guru 1

: Kalau saya sendiri ya… perasaan bersemangat saja karena kita merasa sangat puas ketika anak-anak itu bisa melaksanakan apa yang diperintahkan oleh kurikulum atau oleh RPP itu. Jadi kita hanya memberi motivasi, memberi fasilitasi kepada mereka, kemudian mereka sendiri yang mengerjakan semua itu dengan bimbingan kita dan kalau mereka sudah berhasil membuat itu dan kadang-kadang mereka itu bisabeyond our commit apa to user imagination artinya melebihi yang kita bayangkan. Anak-anak yang pinter lho… kita kan di SMA yang agak lumayan, jadi kadang-kadang


digilib.uns.ac.id

111 melebihi yang kita inginkan. Kita ingin 70 persen, mereka melebihi 90 persen dan itu menyebabkan perasaan bersemangat dan rasa senang hati yang agak tinggi. Peneliti

: Jadi penerapan metode ini sudah terbukti meningkatkan motivasi, kreativitas dan keaktifan siswa ya pak ?.

Guru 1

: Ya… iya. Yang jelas mereka lebih banyak berkomunikasi, kalau dulu bisaanya teacher centre artinya guru yang banyak ngomong, anak-anak itu ngomongnya sedikit, tetapi sekarang ini begitu anak masuk lagsung mereka itu mesti ada sesuatu yang harus mereka omongkan atau harus mereka tulis, itu yang paling baik. Dan untuk anak-anak yang baik dan bersemangat tinggi untuk belajar mereka senang, tapi saya tidak yakin semua guru akan menyenangi ini karena ada yang nyaman dengan yang lalu dan atau sekarang, gitu.

Peneliti

: Kemudian agar pendekatan ini berjalan dengan efektif, apakah bapak mempunyai tips khusus ?.

Guru 1

: E… tips khusus tidak ada. Masing-masing guru mempunyai cara sendiri, mempuyai style sendiri agar membuat ini jadi efektif. Tetapi yang paling efektif, kalau saya… saya selalu membagikan kertas-kertas kerja yang e… potong-potong gitu, tidak saya jadikan satu dulu tapi misalnya satu halaman itu terdiri tiga masalah, saya potong dan saya bagikan masalah yang pertama ini agar terjadi efektif. Kalau nanti penyelesaiannya di buku yang lain… di kertas yang lain misalnya, begitu.

Peneliti

: Artinya dalam prose situ, bimbingan guru selalu diperlukan ya pak ?.

Guru 1

: Ya… iya. Jadi tetep diperlukan, kita tidak bisa langsung menyerahkan siswa sampai selesai begitu… karena mereka perlu bimbingan, tapi tidak ceramah yang lama seperti itu.

Peneliti

: Dari lima tahap tersebut, apakah bapak memberi porsi yang sama atau memprioritaskan tahap tertentu ?.

Guru 1

: Tergantung… tergantung apa yang harus kita lakukan. Bisaanya pada mengamati itu ya… 10 menit… 15 menit… kalau memang informasi yang harus dikumpulkan itu memang banyak dan agak sulit, bisaanya proses situ agak banyak. Jadi ini tergantung, situasional, tidak harus ini sama… ndak. Megkomunikasikan ini kalau kita mau mengambil penilaian mereka dan individu, maka mengkomunikasikan ini kita beri waktu yang banyak. Satu anak perlu pidato dalam aktu 2 atau 3 menit, kita bagi saja… anaknya berapa kali 3 menit… maka perlu sekian menit. Jadi sekali lagi situasional, kalau mengkomunikasikan itu hanya sekedar menulis dan kemudian dikumpulkan saja dalam bentuk tulisan dan tulisannya pendek saja paragrafnya, misalnya pengumuman apa… itu ya… tidak butuh terlalu lama.

Peneliti

: Kalau tema atau subjek materi itu apa mempegaruhi porsi dalam setiap tahap itu pak ?.

Guru 1

: E… tidak juga. Tetapi bisaanya yang agak banyak itu pada mengkomunikasikan, kalau memang kita menginginkan mereka harus berbicara di depan secara commitkelompok to user dank an harus kita akomodasi semuanya, kalau saya ya… bisaanya harus selesai semua, kalau tidak


digilib.uns.ac.id

112 dilanjutkan hari lain ya… tidak masalah. Artinya begini, tidak hanya 3 anak atau 4 anak pidato atau performance di depan terus yang lain tidak, begitu kan tidak adil. Menurut saya, kalau menilai satu, menilai semua untuk pengetahuan dan keterampilan ini. Kalau untuk yang sikap ya… kita lihat saja, sikap kan inklud didalamnya kan setiap hari kita lihat disana, bagaimana sikap mereka, kalau sudah bagus semua ya… kita nilai sama, itu ngak pa-pa. Peneliti

: Kalau pelaksanaannya, apa memerlukan dukungan secara praktis dan teoritis pak ?.

Guru 1

: Teoritis terdapat dalam mengamati itu, jadi dalam mengamati itu bisa kita berteori sedikit disana, tidak apa-apa nanti begini-begini, setelah mengamati itu… begini-begini, tetapi nanati pada mengamati itu mereka diminta untuk member teori sendiri, maksudnya misalnya kita baru saat itu untuk menerangkan sebuah gramer, kita beri saja beberapa kalimat tanya, terus kita tanya kapan terjadi, sedang terjadi, kemarin atau besok. Jadi kalau begitu…. mereka menyimpulkan saja, kita suruh menyimpulkan satu atau dua anak, kalau kurang tepat bisa ditambah yang lain. Guru nanti tinggal member feedback, oh ya betul… atau kurang sedikit, kayak gitu itu bisaanya saya lakukan di mengamati, karena di mengamati butuh agar lancar jalannya disana harus lengkap dulu, ngak bisa sembarangan sedikit, gitu. Kalau kurang, trus… di mengumpulkan informasi itu atau di menanya juga bisa. Jadi kalau kurang jelas, mereka bisa menanyakan di menanya. Apakah di mengasosiasi atau di mengumpulkan informasi tidak boleh bertanya ?. Boleh saja, lha wong ini pelajaran… kalau tidak ada pertanyaan lha terus bagaimana nanti. Jadi guru boleh tanya jawab di situ, di mengumpulkan informasi boleh tanya jawab, di mengasosiasi atau menalar… boleh tanya jawab, kalau memang anak bertanya atau kita butuh mereka membuat sebuah kesimpulan yang penting kita tanya saja mereka, agar mereka menjawab dengan benar, begitu.

Peneliti

: Jadi antara teoritis dan praktis ini harus seimbang ya pak ?.

Guru 1

: Iya. Bisa dikatakan seperti itu.

Peneliti

: Masih ada kesempatan guru untuk memberi penjelasan ya pak, misalnya dengan metode ceramah itu dimungkinkan ?.

Guru 1

: Sangat. Model ceramah itu, kita datang trus menyuruh mereka itu… coba dengarkan dulu, nanti ada ini… ini… itu nanti kan tetep dengan ceramah, cuma sangat berkuranglah karena siswa yang mencari jawaban dari berbagai hal disitu. Jadi tetep harus ada metode ceramah itu, cuma berkurang porsinya tidak seperti dulu.

Peneliti

: Jadi itu bisa diterapkan disemua tahap ya pak ?.

Guru 1

: Ya, boleh.

Peneliti

: Menurut pengalaman dan pengamatan bapak, setelah melakukan pendekatan ilmiah ini, bagaimana perkembangan pada siswa ?.

Guru 1

: Kalau dulu mereka itu tidak ngomong, karena tidak disuruh ngomong, commit to user karena gurunya yang ngomong, tapi sekarang setiap anak, setiap saya


digilib.uns.ac.id

113 masuk walaupun beberapa kalimat mereka saya paksa untuk ngomong dalam bahasa inggris maksudnya, karena dalam bahasa inggris ya… ngomong dan menulis itu yang paling diutamakan, walaupun reading dan listening juga sangat penting, wong nanti kalau mGuru ada ujian nasional. Peneliti

: Termasuk percaya diri siswa juga ?.

Guru 1

: Ya. Kita latih, anak-anak itu kita beri tahu, kita usahakan bahwa tidak perlu malu, bahwa ini nanti untuk kepentingan kita sendiri. Mereka kadangkadang memang mGuru malu-malu dan tidak percaya diri, tapi dengan cara dibisaakan tiap hari, mereka akan baik hasilnya dan percaya dirinya akan tinggi.

Peneliti

: Kemudian pak, dalam menerapkan pendekatan ini, apakah bapak melakukan sesuai urutan prosedural dari pemerintah ?.

Guru 1

: Iya, harus. Jadi kalau dengan cara ilmiah ini, 5M itu memang harus urut, ngak boleh bolak-balik, begitu.

Peneliti

: Pada waktu observasi kemaren, ada beberapa aktivitas bapak sebelum eksplorasi bapak menyuruh siswa untuk observasi lagi, itu artinya ada kemungkinan untuk memadukan kelima tahap tersebut ya pak ?.

Guru 1

: Ya, ngak pa-pa, harus dipadukan.

Peneliti

: Mengapa bapak melakukan ?.

Guru 1

: Kalau memang kurang dan mereka butuh lebih lengkap lagi, kenapa tidak. Jadi mengumpulkan informasi kurang, trus ada tanya jawab lagi untuk mengumpulkan informasi ini, kan boleh-boleh saja, asal tidak pertama langsung mengkomunikasikan, gitu ya… yang pertama tetep mengamati, terus urut-urut sampai pada mengkomunikasikan.

Peneliti

: Artinya dalam pelaksanaannya boleh memadukan ya pak ?.

Guru 1

: Boleh. Kalau dalam rangka menuju hasil akhir yang baik, tetep kita lakukan, toh… kita ini bahasa, jadi menurut pikiran saya, kalau kita paksapaksa untuk 5M ini harus berjalan seperti itu… kalau seperti eksak itu… saya kok kurang setuju.

Peneliti

: Tapi itu diperbolehkan menurut kurikulum ?.

Guru 1

: Kurikulum mengatakan tidak boleh, jadi kalau kurikulum tidak menyatakan seperti ini… berarti kita boleh. Cuma jangan terus keluar dari koridor ilmiahnya itu.

Peneliti

: Dalam pelaksanaannya bisaanya terdapat kendala-kendala, kalau menurut bapak, jumlah siswa di kelas itu apakah termasuk kendala dalam pelaksanaannya ?.

Guru 1

: Jumlah siswa… tidak banyak masuk kendala, tetapi hanya sedikit, yang terpenting adalah kondisi sekolahan itu. Murid 32 atau 40-pun, kalau kondisinya baik dan mereka semangat belajar semua dan anak-anak ingin bisa belajar bahasa inggris, tetep baik. Pada umumnya, semakin sedikit siswa itu semakin baik, cuma sekali lagi tergantung pada semangat belajar mereka dan kemampuan mereka untuk mempelajari itu. Bagi saya, jumlah siswa tidak berpengaruh, cuma agak sedikit capek, karena commit to pengaruhnya user ngomongnya lebih keras, mungkin tidak bisa memenuhi semua keinginan,


digilib.uns.ac.id

114 artinya anak-anak yang dibelakang itu bisaanya tidak terakomodasi. Itu, jumlah siswa sedikit berpengaruh. Peneliti

: Bagaimana dengan motivasi siswa ?.

Guru 1

: Wah sangat berpengaruh. Dengan motivasi siswa yang tinggi, maka pembelajaran akan berhasil dengan baik, motivasi siswa itu kadang-kadang dipengaruhi oleh gurunya juga. Guru yang penuh semangat dan motivasi tinggi, siswa nanti juga akan bermotivasi tinggi, karena mengikuti gurunya itu, jadi guru disini sangat berpengaruh sekali terhadap meningkatkan motivasi siswa.

Peneliti

: Bagaimana dengan pengaruh latar belakang pendidikan guru, pak ?.

Guru 1

: Ya, ya. Tentu saja sangat berpengaruh, jadi guru-guru yang lulusan S1, misalnya tentu saja akan kurang hebat jika dibandingkan dengan lulusan S2 walaupun tidak semuanya, karena pengalaman yang mereka miliki sebelumnya itu dapat melengkapi pengetahuan yang mereka peroleh sehingga menjadi sempurna. Artinya begini, tergantung berapa lama, berapa lamanya mengajar, bisaanya guru itu semakin lama mengajarnya itu akan makin baik ilmunya, walaupun ini tidak semuanya benar, guru-guru yang baru lulus pun bisa sangat baik tergantung dari kemauan belajar dari guru itu, jadi kalau guru yang bersemangat belajar tinggi ya… bisaanya akan lebih baik, walaupun tingkat pendidikannya hanya sekedar S1, semuanya diserahkan kepada masing-masing gurunya itu.

Peneliti

: Berarti itu, termasuk pengalaman guru ?.

Guru 1

: Iya. Pengalaman ditambah dengan apakah mereka mau maju, maksudnya apakah mereka mau lari dari zona aman, karena bisaanya makin tua guru itu, ya... sudah bisanya ini, begitu, tetapi tidak semua guru yang tua seperti itu, memang ada yang mau belajar sebaik-baiknya.

Peneliti

: Mungkin ada faktor lain yang mempengaruhi pelaksanaan scientific approach dalam pembelajaran ini ?.

Guru 1

: Semua dikembalikan kepada sekolah, terutama bapak kepala sekolah. Bapak kepala sekolah itu, apakah getol sekali… mengembor-ngemborkan ini, apakah dia itu hanya mengikuti arus gurunya… itu sangat berpengaruh. Atau mungkin guru itu sendiri, apakah dia itu ingin berubah atau tidak. Selama sekolah dengan semua komponennya tidak mau berubah dan sudah pokoknya ya… begini dulu, itu akan sangat terkendala. Jadi beberapa orang harus sangat bersemangat untuk ini, sehingga teman lain bisa mengikutinya, kadang merasa malu jika tidak bisa seperti itu, misalnya. Itu saya kira.

Peneliti

: Itu termasuk fasilitas ?.

Guru 1

: Fasilitas penting. Fasilitas ini sangat berpengaruh sekali, di sekolahsekolah yang tape saja tidak ada, padahal maunya listening dan pada mengamati itu di listening, maka guru sendiri itu yang harus ngomong… terus, jadi begitu. Jadi agak terkendala sedikit, paling tidak guru akan merasa kecapekan, beda jika dibantu dengan adanya tape misalnya, atau alat-alat lain yang bisa.

Peneliti

: Terakhir pak, kalau MGMP itu berpengaruh juga ?.

commit to user


digilib.uns.ac.id

115 Guru 1

: MGMP itu sepanjang dipakai untuk menempa masing-masing guru… efektif, tetapi saya lihat MGMP yang sekarang ini kok fungsinya tidak seperti itu. Mereka berkumpul hanya untuk membuat soal dan sebagainya, jadi kurang efektif. Tetapi kalau pengurus MGMP nya sangat kreatif, itu bisa saja mengundang nara sumber atau apa untuk menyamakan persepsi, sehingga MGMP itu bisa bermanfaat untuk meningkatkan kemampuan mereka.

Peneliti

: Mohon ma’af pak, apa di MGMP juga ada sosialisasi mengenai ini ?.

Guru 1

: Ada. Selalu ada, tetapi agaknya selalu dari temen-temen MGMP sendiri, jadi kalau MGMP di Boyolali itu belum pernah mengundang narasumber dari nasional misalnya, dari luar yang itu. Jadi kita sendiri, mereka agak berfikir bisaa-bisaa saja, tidak menimbulkan semangat yang tinggi karena temannya sendiri yang ngomong.

Peneliti

: Saya kira cukup pak, terimaksih.

Guru 1

: Ya.

Researcher comment Based on the interview with T1, SA is defined as learning method, which applies the scientific steps, namely observing, questioning, exploring, associating, and communicating. Talking about the conceptualization of approach, and method, Edward Anthony (in Richard and Rodgers, 1987:16) has clearly identified those terms. According to him, approach is a set of correlative assumptions dealing with the nature of language and the nature of language learning. Meanwhile, method is defined as overall plan for the orderly presentation of language material. Method is generated from a theory of language and theories about how language is learnt. Drawn from the conceptualization of approach and method, the definition of SA provided by T1 seems not compatible. T1 recognizes SA as learning steps, meanwhile the approach meant by 2013 curriculum is linear with the definition of approach provided by Anthony. In this context, there is a gap between teacher’s knowledge and what curriculum intended of SA. Based on his believed, there are some principles of learning with SA. They are students’ centered, students’ self-concept, denying verbalisme, enhancing critical thinking, enhancing teachers’ motivation, teachers as motivator and facilitator. T1 lays the principles on curriculum. It is incompatible with Bruner learning theory who states that learning is an active process in which learners have to mean the new knowledge. The process needs the activity of students. Teacher as facilitator is needed when students get difficulties or need guidance to develop their competence.Vygotsky calls the area of students learning activities is zone of proximal development (ZPD). Furthermore, Bruner develops the concept of scaffolding based on ZPD.The principles are compatible with the curriculum demands. Dealing with his definition of SA, teacher elaborates the learning activities in each scientific step. Teacher invites students to watch, read, and listen to the text in observing. From the text, teacher asks students to explore the text by questioning to inform their work based on the resume of the text.In questioning, teacher prompts students to ask the social function, text structure, language features and the content of the text. In experimenting, teacher asks students to dototasks, commit user find out the answer of the tasks/ questions from various resources. Teacher gives feedback to respond the students’answer.


digilib.uns.ac.id

116 In associating, teacher asks students to analyze the text, sort out and compare the two or more text, which have same type. In communicating, teacher asks students to present their work. Relating to language skills, T1 does not emphasize only one skill but all skills. What teacher thinks about the learning activities and the integrated skills embedded in the five steps are compatible with the curriculum demand. T1 thinks that SA is important to enhance students’ communicative ability.This approach provides activities which require students to find something by their own selves. It urges them to be active, creative, and have higher self-confidence to speak. This belief is compatible with the perspective of constructivism that students are required to be active in classroom to build creative thinking, self- confidence and problem solving abilities. However, teacher faces difficulties in applying this approach in language learning process. The difficulties lay on preparing the material since there is not stable guidance. In addition, T1 said that the handbook is not easy to understand and some parts are not compatible with syllabus. As stated before that applying SA in language learning brings positive impact to students. The positive impact is not far from the theoretical and practical support from the teacher and students. Students are going to exercise the theory or new knowledge, which is discussed together with teacher and their friends. I think, the teacher wants to tell that learning is going to be carried out when the students practice what teacher explained. It is linear with one of the principle of social learning theory provided by Bandura (…….). The principle is modeling in which the students learn by imitating the other people’s attitude (teacher, peers, etc.) and vicarious experience. According to T1, by applying SA in language learning the students are able to communicate to teacher and peers in classroom and the workplace. It is not far from one of the impact of applying SA, namely enhancing students’ self-confidence to speak (see par 4). Hymes (1972, in Richards and Rodgers, 2001:159) has judgment that developing communicative competence is the goal of language teaching. It means that learning language does not only learn English as a system but also learn how to apply it in real communication. To get the target, T1 provides some ways, namely requiring teacher’s guidance, providing appropriate media, motivation.

commit to user


digilib.uns.ac.id

117 Interview 3 Number Informant Time Place

: 03/T3 : Teacher 1 (T1) : September 1, 2014 10.00 – 11.00 : Laboratory

Peneliti : Menurut bapak, pengertian pendekatan ilmiah dalam kurikulum 2013 khususnya dalam pembelajaran bahasa inggris ?. Guru

: Pendekatan imiah dalam pembelajaran bahasa inggris, itu adalah sebuah metode pendekatan yang digunakan dalam proses pembelajaran yang mempunyai tujuan untuk mempermudah proses kegiatan belajar mengajar sehingga tujuan yang ingin dicapai itu bisa tercapai, sehingga kegiatannya tertata lebih jelas.

Peneliti : Berarti dalam pendekatan itu terdapat tahapan-tahapan yang harus dilalui, apa saja ya pak tahapan-tahapan tersebut ?. Guru

: Prinsip pendekatan ada 5 tahapan, yaitu mengamati, menanya, mengekplorasi, mengasosiasi dan mengkomunikasikan.

Peneliti : Biasanya dalam pembelajaran terdapat prinsip-prinsip pembelajaran, prinsip pembelajaran dalam pendekatan ilmiah itu apa saja ? Guru

: Seperti di KTSP, guru banyak ceramahnya. Pemerintah melalui kurikulum sekarang mengkonsep siswa harus lebih aktif, sehingga peran guru sebagai moderator atau pengarah kegiatan siswa. Jadi antara guru dan siswa itu paling tidak seimbang, jangan seperti konsep dulu hanya guru menjadi sumber utama, sekarang siswa harus menjadi aktivisnya, bukan hanya pendengan, tetapi siswa harus aktif mencari dan dalam proses ini saya pribadi, saya tidak menganggap saya lebih pintar tetapi berusaha untuk menjadi patner kerja mereka untuk belajar. Jadi mereka tidak terbebani untuk kegiatan pembelajaran tersebut. Sama-sama saling menguntungkan, guru juga tersampaikan dengan tujuannya dan siswa juga tercapai dengan target kita.

Peneliti : Jadi menurut bapak penting sekali pengguanan pendekatan ilmiah dalam pembelajaran bahasa inggris. Menurut bapak apa pentingnya pendekatan imliah dalam pembelajaran bahasa inggris? Guru

: Kadang, karena terutama bahasa itukan tidak bisa terkonsep dalam satu titik. Karena bahasa itu saling terkait. Jadi kalau tidak kita konsep dengan sebaikbaik, takutnya kita nanti materinya terlalu melebar kemana-mana sehingga dengan adanya konsep yang ada 5 tahap ini, guru bisa membuat pembatasan materi yang akan kita disampaikan.

Peneliti : Baiklah pak. Kalau kaitannya dengan target, apakah setelah di kelas bapak melaksanakan satu siklus pembelajaran 5 M, apakah itu ada target, khususnya pembeajaran Bahasa Inggris ?. Guru

: Betul, karena tiap-tiap materi itu mempunyai target, misalnya materi tentang reading… introduction sehingga tujuanya kita nanti tercapai yaitu seusui commit to user dengan tujuan dari RRP-nya, karena kita mempuyai rencana dalam


digilib.uns.ac.id

118 pengajaran tersebut. Kita punya konsep bahwa target kita nanti harus ini, berarti paling tidak jika kita mempunyai 4 target, maka paling tidak 3 bahka 4 target sudah tercapai. Peneliti : Kalau target akhirnya pak ?. Guru

: Target akhir ya jelas siswa mampu melaksanakan apa yang kita dipelajari dari awal tadi. Bisa melalui dari observasi yang kita kGuru contoh dan sebagainya, akhirnya siswa itu bisa mempraktekkan jika tujuan akhir nantinya mempraktekan, kalau bentuknya tertulis, ya siswa mampu menulis sesuai dengan target tersebut.

Peneliti : Menurut bapak, pengaruh pendekatan tersebut dalam proses pembelajaran bahasa inggris itu apa pak ?. Guru

: Pengaruhnya jelas pertama ke guru. Guru ee.. proses kegiatanya bisa tertata lebih baik. Berbeda dengan KTSP dulu karena guru terlalu banyak omong terlalu sentris dengan ceramahnya, kadang materinya justru tidak tersampaikan dan siswa tidak bias ee…bekerja atau mencari tujuan utamanya tadi. Jadi siswa sekedar bengong mendengarkan, habis itu praktek hanya sekedar…ya sebentar, tapi kalau disini dengan proses belajar dengan menggunakan pendekatan ilmiah paling tidak 50 sampai 60 persen sekarang siswa itu yang kegiatan aktif. Jadi guru hanya sekedar memfasilitasi kegiatan siswa tersebut.

Peneliti : Pak, seandainya diberi kesempatan melakukan modifikasi entah itu pengurangan, penambahan atau pembaharuan pendekatan tersebut agar lebih digemari siswa, apakah bapak juga akan melakukannya mungkin dari segi tekniknya, atau yang lain pak. Guru

: Modifikasi itu sebenarnya justru point yang penting dari adanya konsep walaupun hanya konsep, jika kita tidak modifikasi nanti kegiatannya justru malah monoton atau malah kaku dan kalau itu kita terapkan setiap hari, setiap pertemuan hanya itu-itu terus takutnya siswa malah bosen dengan kegiatan, jadi siswa sudah bisa menebak o… bar habis ini seperti ini, habis ini seperti ini. Jadi modifikasi pendekatan perlu asal kita tidak terlalu melenceng jauh dari target awal atau tahapan-tahapan yang sudah diterapkan diawal, seperti itu.

Peneliti : Biasanya bapak melakukan modifikasi pada aspek apa pak, kalau teknik pada tahapan apa pak? Guru

: Terutama pada observasi. Kalau menurut saya, moment yang paling tepat untuk memunculkan motivasi anak dalam kita menyampaikan materi justru pada saat observasi, sehingga mungkin dari contoh-contoh yang kita sampaikan untuk pengamatan itu siswa lebih tertatik untuk mengikuti pembelajaran dibelakangnya nanti sebagai pemicunya, ibaratnya seperti itu.

Peneliti : Apa kurikulum juga membolehkan untuk memodifikasi ? Guru

: Ketika saya mengikuti pelatihan pas jaman PLGP itu, sebenarnya tidak harus menggunakan konsep itu, boleh kita mGuru menggunakan KTSP atau prosesnya atau konsepnya. Yang jelas yang harus digunakan yang utama adalah metode yang ini, tapi tidak menutup kemungkinkan guru itu boleh mengubah sesuai dengancommit kondisitosiswanya user masing-masing.


digilib.uns.ac.id

119 Peneliti : Mengenai aplikasi 5 M tersebut, sebenarnya apa saja kegiatan pembelajaran yang dilakukan pada tahapan pembelajaran tersebut. Guru

: Sesuai dengan pendekatan yang ada lima, kita menyesuaian dengan materi. Yang paling jelas kita harus menyesuaikan dengan materi. Ada mengamati, kita mengambil contoh kita mencari bahan atau alat pemicu agar siswa itu bisa tertarik. Misalnya pada pengamatan bisa memutarkan video dari Youtube, atau kalau tidak ada sarannya kita bias berkonsep sendiri atau kita bias mengucapkan sendiri atau melakukan sendiri. Terus yang kedua menanya, kita berusaha memancing siswa itu kritis terhadap apa yang kita munculkan pada waktu pengamatan atau fase mengamati. Sehingga dari apa yang kita munculkan pada pengamtan siswa bertanya-tanya oo.. kok seperti ini tho, kok seperti itu tho.. mungkin seperti itu. Mengekplorasi, dari menyanya adanya tanya jawab dan sebagainya, siswa bisa punya gambaran, saya nanti setelah dapat pertanyaan seperti itu saya harus bagaimana, saya harus bagaimana mereka punya gambaran. Untuk mengasosiasi, bersama dengan guru, siswa melakukan praktek. Kalau itu kegiatan perkenalan misalnya, siswa habis diberi contoh yang pengamatan tadi, guru meminta siswa untuk melakukan atau membuat sesuatu seperti di contoh. Misalnya diminta untuk membuat konsep ketika kita untuk memperkenalkan diri dari nama, terus ada keluarga dan sebagainya mungkin cita-citanya besok, seperti itu. Mungkin mengasosiasi ini bisa dilakukan dengan teman sebangku atau teman satu kelompk sesuai dengan materinya. Kemudian di tahap mengkomunikasi, setelah tadi di mengasosiasi mereka melakukan corat coret ibaratnya ketika mereka di konsep terlebih daulu, pada tahap mengkomunikasi ini kita memancing siswa agar berani untuk menyampaikan apa yang sudah dikonsep tadi. Contohnya jika di asosiasi tadi mereka diminta mencari menulis untuk memperkenalkan diri, nah..di mengkomunikasi kita bisa meminta siswa atau salah satu siswa untuk mencoba mempraktekkan memperkenalkan diri di depan kelas misalnya seperti itu atau beum berani didepan kelas ya… mencoba memperkenalkan diri dulu dengan 4 siswa bergantia secara berkeliling, mungkin seperti itu. Tahap-tahapnya seperti itu.

Peneliti : bahwa pembelajarannya itu integrated apa dinyatakan dalam kurikulum…. Guru

: O…inggih memang kurikulum yang baru itu semua konsep tidak dimunculkan sendiri-sendiri, tapi memang harus terintegrasi jadi semua berjalan sesuai dengan materinya, mungkin seperti itu.

Peneliti : Trus.. kalau perasaan bapak sendiri gimana pak, setelah melakukan pendekatan ilmiah ini pak, menerapkan ini pak Guru

: Kalau menurut saya pribadi, sebenarnya adalah konsep pendekatan yang bagus menggunakan pendekatan konsep ilmiah ini, kan karena memang pada dasarnya guru itu juga mGuru belajar dan kita juga harus mencari metode yang paling baik khususnya e… untuk cara menyampaikan ke siswanya, karena kita tahu bahwa kemampuan siswa itu tiap-tiap angkatan pasti beda, makanya ini mungkin konsep yang terbaru ini mungkin bisa digunakan di semua kemampuan siswa hanya kita perlu memodifikasi seperti yang diutarakan didepan tadi.

commit topenerapan user Peneliti : E… ini pak, kalau menurut bapak pendekatan apa betul-betul bias meningkatkan motivasi, keaktifan, kreatifitas terhadap siswa.


digilib.uns.ac.id

120 Guru

: Secara umum memang pendekatan itu tujuannya pasti meningkatkan motivasi siswa njeh... baik itu yang e… kurikulum dulu-dulu pasti meningkatkan, tapi menurut saya yang paling penting itu justru adalah bagaimana peran guru dalam menyampaikan materi tersebut. Meskipun itu gurunya tidak berpendidikan tinggi misalnya, tapi kita… asal guru itu mampu memenej dengan baik, saya yakin motivasi siswa justru akan lebih baik lagi.

Peneliti : Tapi itu artinya e.. apa pak selain dari kemampuan guru tadi tetap pendekatan tersebut memiliki implikasi yang positif ya pak ya.. Guru

: Njeh tetep… ya betul… Yang paling utama adalah meningkatkan motivasi siswa, ya... tujuannya agar motivasi belajar siswa itu biar meningkat.

Peneliti : Tentunya kita ingin supaya pembelajaran bahasa nggir menggunakan pendekatan baru ini berjalan efektif ya pak sesuai target, lalu e… sesuai pengalaman bapak ini cara agar integrasi antar atau implementasi pendekatan ilmiah dalam pembelajaran bahasa inggris itu efektif, abagiama pak ? ada tips khusus atau bagaimana pak? Guru

: Kalau menurut saya pribadi karena materi kan sudah ada acuannya ya bu…materi dan sebagainya, tinggal kita mengkonsep sesuaia dengan RRP yang kita buat sehingga apaun yang kita konsep itu kita usahakan agar berjalan dengan sebaik-baiknya misalnya cara penyampian kita, mungkin kalau anaknya mungkin habis capek kita bisa menyelenggarakan dengan sedikit penyegaran lebih dulu diajak apalah seperti itu... sehingga untuk integrasi pendekatan ilmiah ini memang kita haru efektifkan dimulai dari pembuatan RPP, penyampaian materi, penggunaan media dan bahan pengajaran yang sekiranya paling efektif sehingga proses pembelajaran bisa terintegrasi dengan baik.

Peneliti : Pak, apa selama proses mengawal implementasi ini, itu apa bimbingan guru diperlukan ya pak Guru

: Ngeh… memang dikonsep ini kan fungsinya guru hanya sebagai fasilitator, jadi memang kita harapkan siswa itu memang benar-benar aktif. Karena memang kita menggunakan kurikulum yang baru ini memang banyak guru belum paham seratus persen atau siswa kurang… kurang mendapatkan apa itu namanya informasi tentang kurikulum yang terbaru. Sehingga dari awal kita memang harus menyampaikan tujuan kita apa, target kita apa, memang harus seperti itu.

Peneliti : Ini pak, dari kelima tahap tersebut pak, apa bapak memberikan porsi yang sama atau mungkin ada porsi tertentu yang lebh banyak atau porsi tertentu begitu pak. Guru

: Kalau porsinya jelas berbeda-beda bu… seusia dengan e… materinya. Kadang kita membutuhkan contoh yang lebih banyak, atau kita masuk ke observasi lebih yang banyak, atau sehingga ini, jadi memang ini… porsi itu memang kita sesuaikan dengan materinya. Kalau memang materinya itu nanti kita cenderung banyak yang menulis, kita nanti contohnya mungkin hanya sedikit, mungkin nantinya tahap ketiga keempat atau kelima yang lebih banyak, mungkin seperti itu.

commit to user


digilib.uns.ac.id

121 Peneliti : Kembali ke tema tadi pak, ada yang saya tanyakan, berarti untuk materi semua sudah ada dari Pemerintah ya pak ? Guru

: Sudah ada di silabus. Sudah dibatasi dan disediakan oleh Pemerintah.

Peneliti : Artinya, pak ? Guru

: Ya… tinggal mengikuti materi. Mungkin ya itu tadi, modifikasi kalau mungkin ada sedikit materi yang menyinggung ya… kita nanti membelok sedikit untuk masuk ke materi, karena mungkin bahasa inggris menjadi momok dan mungkin di SMP… mungkin belum sempat dijelaskan atau apa, kita sedikit menggok untuk penjelasan untuk materi sedikitlah yang penting tidak terlalu jauh masuk ke situ.

Peneliti : Pak, kalau dalam implementasinya apa scara praktis dan teoritis dukungan pak?. Guru

perlu

: Praktek dan teori itu memang sesuatu yang saling terkait, karena kita tahu bahwa kalau kita terlalu banyak teori kalau tidak ada prakteknya juga nol besar. Kita terlalu banyak praktek, tapi tidak ada teori ya… nanti hasilnya juga tidak akan baik, sehingga yang pertama memang kita harus teori harus paham dulu, sudah paham, berkembang, kita konsep dengan baik, baru nanti kita praktekkan sesuai dengan apa yang di teori. Sehingga antara teori… teori dan praktis itu memang saling mendukung, ibaratnya seperti itu. Sehingga pembelajaran dapat tercapai dengan baik.

Peneliti : Selama bapak melaksanakan pendekatan ini, perkembangan yang diperoleh siswa setelah menggunakan pendekatan ini apa pak ?. Guru

: Yang paling jelas ada motivasi yang bertambah kepada siswa. Karena memang kita, kita menggunakan konsep motivasi kita yang utamakan, seperti itu, motivasi siswa yang utama.

Peneliti : Kalau mengenai cara melakukan pendekatan di kelas, apakah dilaksanakan sesuai urut-urutan sesuai prosedur dari pemerintah ?. Guru

: Kalau menurut saya, karena pendekatan ilmiah sudah terkonsep dari awal memang prosesnya seperti itu, dan saya menggunakan sesuai denga itu, tetapi seperti yang saya kemukanan dari awal… dari 5 tahap itu memang harus kita beriakan porsi yang sesuai dengan tahapan-tahapannya atau sesuai dengan materinya. Jangan terlalu berlebihan, misalnya pas ada observasi kita membutuhkna waktu yang terlalu banyak, nanti mungkin justru siswa tidak… bosen atau malah apapun. Jadi 5 konsep tadi berusaha untuk diarahkan memang dengan urutannya, seperti itu.

Peneliti : Berdasarkan observasi kemaren, bapak melakukan 5 M itu ada beberapa tahap yang dipadukan, ada tahap yang diulang agar siswa lebih paham. Berarti apa ada kemungkinan untuk memadukan ke 5 tahap itu agar siswa paham. Guru

: Ya bu… betul. Memang kita kan sudah punya konsep menggunakan 5 tahap tersbut. Trus kita kembali juga, ada satu kesulitan ketika kita masuk menggunakan ini… kita mempunyai SDM yang mungkin kurang… kurang bagus atau paling tidak… kita memang harus menggunakan apa yang kita sampaikan di awal, tujuannya biar anak mGuru mengingat, karena mungkin commit to user apa yang saya samaikan di depan bahwa guru mempunyai kesulitan ketika


digilib.uns.ac.id

122 menggunakan tahapan-tahapan tersebut, sehingga memang kadang kita me… mengulang atau me…apa namanya… memadukan konsep-konsep tersebut. Tetapi secara umum konsep-konsepnya itu tetep disesuaikan dengan tahapannya. Peneliti : Dan kemngkinan untuk memadukan kelima tahap tersebut, apa juga dimungkinkan atau dibolehkan dalam kurikulum, pak ? Guru

: Kalau menurut saya itu sebenarnya tidak masalah njeh ya bu… karena memang… ini kan memang konsepnya sudah ada, tapi kan e… input atau yang kita dihadapi siswa itu memang bermacam-macam, jadi memang kita mengkonsep sesuai dengan lingkungan disekitar kita sendiri. Jadi tidak monoton harus seperti ini, tetapi diperbolehkan untuk menggunakan teori atau cara-cara tersebut.

Peneliti : Untuk pengaruh latar belakang pendidikan guru, apakah juga berpengaruh teradap implementasi ini ? Guru

: Njeh… tetep latar belakang guru itu berpengaruh sekali, apalagi dengan siswa yang sudah agak atas kelas 2 atau kelas 3, melihat punya guru yang mempunyai latar pendidikan yang tinggi, juga mungkin… mungkin rasa segannya muncul. Tetapi, tetep yang paling utama adalah e… proses pembelajaran itu sendiri, bagaiman guru bisa mengelola kelas itu dengan baik, seperti itu.

Peneliti : Kalau daripengalaman guru, pengalaman mengajar lebih dari lima tahun atau delapan tahun. Apakah itu juga berpengaruh terhadap implementasi ini ?. Guru

: Jelas pengaruh sekali njeh bu... Kalau memang begini, kita punya teori dan konsep dan sebagainya, dan teori dan konsep itu tidak berubah, tetapi… yang kita hadapi itu semakin hari semakin kesana itu semakin berubah khususnya siswa, siswa itu kadang mempunyai tipikal yang berbeda-beda tiap angkatan. Makanya pengalaman guru disini, jelas pengalaman mengajar itu yang paling utama, pendidikan yang paling utama, tapi yang paling penting lagi adalah pengalaman untuk mengelola kelas, agar pengelolaan kelas itu berjalan dengan baik. Sehingga pengalaman guru itu memang mutlak diperlukan dalam setiap konsep. Apapun kirikulumya, pengalaman guru itu paling penting, menurut saya bu… karena kalau guru tidak punya pegalaman itu prakteknya akan disepelekan oleh siswa, seperti itu.

Peneliti : Kalau training seperti pelatihan-pelatihan, atau MGMP itu juga berpengaruh, pak ?. Guru

: Njeh.. pengaruh sekali, karena memang terutama untuk sharing ya bu… terutama untuk MGMP dengan guru itu yang jelas kita saling tukar informasi model pembelajaran yang paling efektif jika anak seperti ini bagaimana dan sebagainya. Seperti juga training, karena seperti sekarang ini banyak konsepkonsep baru yang ditawarkan oleh praktisi pendidikan khususnya untuk e… mengendalikan atau menyampaikan materi terhadap siswa tersebut.

Peneliti : Sebelum saya akhiri, mngkin ada faktor lain selain itu tadi pak yang memengaruhi ? Guru

: Kalau… kalau faktor lain diluar itu yang jelas yang faktor pendukung adalah kalau kita mau memacu kita to memerlukan fasilitas yang mendukung… commit user fasilitas-fasilitas yang mendukung untuk proses pembelajaran, apalagi


digilib.uns.ac.id

123 sekarang konsepnya katanya scientific, harus memberi konsep yang bagus ataupun contoh-contoh. Fasilitas-fasilitas yang harus ada di kelas harus kita tingkatkan, contohnya kalau kita mau menggunakan e… film, paling tidak kelas itu sudah harus ada proyektor, misalnya… harus ada speaker untuk suara. Kalau kita mau masuk listening kita harus masuk lab bahasa, misalnya seperti itu. Jadi faktor-faktor pedukung utuk proses pembelajaran itu memang harus, disamping kedisiplinan siswa yang memang harus ditanamkan sejak dari awal.

Researcher comment Based on the interview with T3, scientific approach is defined as learning method, which applies the scientific steps, namely observing, questioning, exploring, associating, and communicating (see the comment for T1). Based on his comprehension of curriculum, there are some principles of learning with SA. They are students must be active, teacher as facilitator, teacher is not a single learning resource, students are teacher’s learningpartner. According to the researcher, the teacher wants to inform that learning by applying SA in actually students- centered (see the comment for T1). Relating with his definition of SA, teacher elaborates the learning activities in each scientific step. Students are invited to watch, read, and listen to the text in observing. of the text. In questioning, teacher urges students to ask about the text they observe. In experimenting teacher asks students to construct the students’ knowledge by exercising. In associating studentsconstruct a concept of a material. In communicating, teacher asks students to present their works. Relating to language skills, T3 does not emphasize only one skill but all skills are taught integrally. What teacher thinks about the learning activities and the integrated skills embedded in the five steps are compatible with the curriculum demand. T3 thinks that SA is important since it can cover all materialappropriately.The teacher still beliefs that the new approach gives positive impact. It urges them to be active, creative, and have higher self-confidence to speak. This belief is fit with the perspective of constructivism that students are required to be active in classroom to build creative thinking, self- confidence and problem solving abilities. However, teacher faces difficulties in applying this approach in language learning process. The difficulties lay on the students’ input and the unpredicted case during learning process. As stated before that applying SA in language learning brings positive impact to students. The positive impact is surely not released from the theoretical and practical support from the teacher and students. Students are going to exercise the theory or new knowledge, which is discussed together with teacher and their friends (see the comment to T1). According to T3, by applying SA in language learning the students are able to communicate. It is not far from one of the impact of applying SA, namely enhancing students’ self-confidence to speak (see par 4). Hymes (1972, in Richards and Rodgers, 2001:159) has judgment that developing communicative competence is the goal of language teaching. It means that learning language does not only learn English as a system but also learn how to apply it in real communication. To get the target, T4 provides some ways, requiring teacher’s guidance, providing media, motivation.

commit to user


digilib.uns.ac.id

124 Interview 4 Number Informant Time Place Peneliti

Guru

Peneliti Guru Peneliti Guru Peneliti Guru

Peneliti Guru

Peneliti Guru Peneliti Guru Peneliti Guru

: 04/T4 : Teacher 4 (T4) : September 20, 2014 11.00 – 12.00 : Teachers office : Selamat siang bu… Saya hari ini ingin diskusi, sharing dengan ibu…karena ada data yang belum bisa saya tangkap dari observasi. Yang ingin saya tanyakan bu… benar ya bu… sekarang mulai diterapkan Kurikulum 2013 menggunakan Pendekatan Ilmiah? Menurut ibu, pengertin Pendekatan Ilmiah dalam Kurikulum 2013 itu apa? : Ya, benar. Menurut saya, pengertiannya adalah konsep dasar yang menginspirasi atau melatarbelakangi perumusan metode mengajar dengan menerapkan karakteristik ilmiah. Jadi ada… apa … ada penelitiannya, begitu. : Berarti lebih ke suatu metode begitu ya bu… : Iya… : Kalau menurut ibu… kalau itu sebuah metode, berarti didalamnya ada tahapan-tahapan yang harus dilakukan seperti itu bu… : Iya… : Kemudian apa saja prinsip pendekatan ilmiah tersebut? : Menurut saya ada 3, yaitu cara belajar siswa aktif, yang kedua assessment mengukur kemajuan belajar siswa yang disbanding dengan tujuan belajar, yang ketiga keberagaman bahwa dalam pendekatan ilmiah mengembangkan apa… pendekatan keberagaman siswa itu kan unik, ada macam-macam dari berbagai golongan gitu. Trus ada kelompok siswa yang unik, juga ada apa…dari kopetensi masing-masing siswa itu satu dengan yang lain berbeda. Jadi itu yang beragam seperti itu. Menurut saya lho.. : Termasuk itu ya bu… siswa dan : Ini kalau menurut saya itu kan siswanya yang harus lebih aktif. Tapi kalau misalnya siswanya sudah apa…sudah belajar mencari sendiri, tapi tidak menemukan jawabannya nah… kita sebagai guru membantu siswa-siswa tersebut apa…memberi jawaban. : Jadi guru sebagai fasilitator begitu ya bu… : Iya…ya…seagai fasilitator : Tadi dikatakan bahwa pendekatan ilmiah ini sebagai metode. Kemudian metode itu apa saja ya bu… : Yang pertama itu mengamati - observing, yang kedua menanyakan – questioning, yang ketiga experimenting, yang keempat mengasosiasi, dan yang kelima mengkomunikasikan. : Dalam setaip tahap tersebut, khususnya dalam pembelajaran Bahasa Inggris kegiatan apa yang dilakukan ? : Dalam tahap mengamati, siswa dapat melihat, mengamati, membaca atau mendengar atau menyimak dengan menggunakan alat atau tanpa alat, misalnya diberi gambar, diberi teks. Yang kedua, menanyakan, dari bahan yang pertama kita kGurukan tadi diharapkan supaya murid-murid dapat mengajukan pertanyaan. Yang ketiga yaitu experimenting, menentukan commitdari to user data apa yang diperlukan pertanyaan tersebut, sumbernya atau


digilib.uns.ac.id

125

Peneliti

:

Guru Peneliti Guru

: : :

Peneliti

:

Guru

:

Peneliti

:

Guru Peneliti Guru

: : :

Peneliti

:

Guru

:

Peneliti

:

Guru

:

Peneliti

:

Guru

:

Peneliti

:

Guru

:

Peneliti

:

Guru

:

mengumpulkan data dari teks yang kita berikan tadi. Yang keempat mengasosiasi, itu menganalisis data dalam bentuk membuat kategori atau menentukan apa yang ada didalam teks tersebut. Yang kelima communicating, menyampaikan hasil dari rangkuman apa yang mereka dapat dari teks yang kita berikan atau dari gambar yang kita berikan. Dalam setiap tahap tersebut, apakah kita dapat membuat teknik pembelajaran tersendiri ? Misalnya jigsaw untuk observasi… Bisa dan dibolehkan. Dan itu di kurikulum disarankan atau tidak ? Dikurikulum kita kadang ya gimana ya…ada yang disarankan. Metode yang digunakan seperti ceramah, diskusi yang bias digunakan dalam model pembelajarannya. Role play, simulasi. Dalam proses pembelajarannya, ada keterampilan tertentu yang di tekankan atau integrated ? Integrated, karena kita juga menyuruh anak menghasilkan suatu karya sudah kan sudah masuk writing, ada juga yang kita ajak untuk speaking, jadi sudah menunjukkan adanya itegrasi jadi satu. Menurut ibu, apa pentingnya pendekatan ilmiah dalam pembelajaran bahasa inggris ?. Yang pertama, kita targetnya pencapaian hasil belajar siswa. Apa yang ibu rasakan dengan pelaksanaan pedekatan ilmiah ini ?. Sekarang ini hanya sedikit…agak signifikan, anak lebih kreatif, dulu kita hanya sekedar memberi, sekarang mereka ada upaya untuk mencari sesuat, jadi agak mandiri dari yang dahulu, lebih percaya diri, lebih kreatif, lebih berani bicara. Dengan terbatasnya sarana dan prasarana tersebut, dalam menerapkan pendekatan ilmiah ini apakah ibu merasa bahwa siswa meningkat motivasi, kemandirian,dan kreativitasnya ?. Iya..paling tidak meningkat sedikit. Walaupun terbatas, ada sedikit perubahan pada siswa. Apa target pembelajaran dengan menggunakan pendekatan ilmiah ini dalam jangka pendek dan panjang ?. Jangka pendeknya, anak dapat berkomunikasi. Jangka panjangnya nanti jika siswa sudah melanjutkan kuliah atau bekerja setidaknya dapat berkomunikasi walaupun secara pasif. Bagaimana cara agar pembelajaran bahasa inggris dan pencapaian targetnya dapat terintegrasi ?. Secara umum, kelompok atau jumlah siswa. Banyak sedikitnya siswa, jika siswanya sedikit kita lebih focus. Sekarang sudah lumayan dibandingkan dulu dimana siswanya bias mencapai 40 siswa, sekarang 32 siswa. Selain jumlah siswa, apakah bimbingan guru diperlukan untuk mencapai target pembelajaran ?. Bimbingan diperlukan, walaupun tidak sesering seperti pendekatan kurikulum terdahulu. Siswa terkadang mencari dibuku sudah menemukan jawabannya, tetapi maksudnya dari bahan yang dipelajari tersebut banyak yang belum dimengerti. Jadi kita membantu memberi pengertiannya. Bimbingan atau fasilitas bimbingan di dalam kelas itu, apakah ibu mendominasi atau tidak terkesan mendominasi ? Kita mengajukan pertanyaan ke siswa, atau kita menyuruh siswa commitmereka to usersesuai materi yang kita berikan. Jadi menyampaikan hasil diskusi


digilib.uns.ac.id

126

Peneliti

:

Guru

:

Peneliti Guru

: :

Peneliti

:

Guru

:

Peneliti

:

Guru

:

Peneliti

:

Guru

:

Peneliti Guru Peneliti

: : :

Guru

:

Peneliti

:

Guru

:

Peneliti

:

Guru

:

Peneliti Guru Peneliti Guru

: : : :

sekarang guru harus mengurangi membatu siswa, biar siswa mencari sendiri atau mengeksplor. Dari kelima tahap tersebut, apakah ada tahap yang diberi porsi khusus atau sama porsinya ?. Menurut saya, yang diberi porsi lebih banyak itu pada tahap experimenting, latihan mencari, mengumpulkan data supaya siswa lebih kreatif dan tahu apa yang mereka cari dari materi yang kita berikan. Bukan berarti tahap lain tidak penting ya bu… Tidak, kan sekarang diharapkan siswanya yang lebih aktif, jadi upaya siswa lebih aktif. Apakah penekanan dalam experimenting itu berlaku untuk tema tertentu atau semua tema ?. Tidak semua tema, tetapi menyesuaikan dengan tema tertentu. Jika temanya lebih pada communicating, maka lebih ditekankan pada communicating. Jika temanya complimenting dan souring care, maka itu lebih ditekankan pada communicating. Jadi sesuai dengan tema yang diberikan. Kemudian, menurut ibu, apa pengaruh pendekatan ilmiah ini terhadap pembelajaran bahasa inggris ?. Siswa lebih kreatif dan lebih berani bicara dalam bahasa inggris. Kreatif dalam mencari sumber dari materi yang kita berikan dan lebih percaya diri berbicara bahasa inggris, walaupun mGuru salah. Untuk menciptakan siswa yang lebih termotivasi dan percaya diri, dalam proses pembelajaran itu apa diperlukan dukungan secara praktis dan teoritis ?. Iya. Itu harus seimbang antara praktek dan teori. Siswa setelah diberi teori, siswa akan mencoba apa yang kita berikan. Kalau dukungan praktis dan teoritis dari gurunya bu… Diperlukan, tapi kita tidak mendominasi… Dalam kelas, apakah ibu dalam proses pembelajaran menerapkan urutan atau tidak dari proses 5 tahap tersebut ?. Saya menerapkan hal yang sama sesuai urutan, cuma terkadang dalam perkembangan proses pembelajaran ya… bergeser sedikit, tetapi tetap mengurutkan. Apakah artinya dalam perkembangannya kita dapat memadukan kelima tahapan tersebut ?. Iya…dipadu-padukan. Karena bahasa tidak harus teoritis urut, kecuali kalau eksak kan harus urut. Terkadang, siswa langsung bertanya, langsung communicating, kan tidak bisa observsi dulu. Tetapi secara prinsip, kita harus mengurutkan. Jika diberi kesempatan diberikan kesempatan untuk melakukan modifikasi dari lima tahapan tersebut, apakah ibu akan melakukan modofikasi ?. Iya. Saya akan melakukakn modifikasi ini. Modifikasi diperlukan untuk menarik minat siswa dalam belajar bahasa inggris, biar tidak membosankan. Modifikasi tersebut, biasanya ibu lakukan pada tahap apa ?. Pada tahapan tertentu, misalnya communicating, seperti melakukan game. Apakah dalam tahapan lain tidak dapat dilakukan modifikasi ? Bisa. Misalnya dalam tahap observing, kita bisa mengeksplor siswa, commit to user misalnya dengan gambar kita dapat menyanyakan siswa apakah ada yang


digilib.uns.ac.id

127

Peneliti

:

Guru Peneliti Guru Peneliti Guru Peneliti Guru

: : : : : : :

Peneliti Guru

: :

Peneliti

:

Guru Peneliti Guru

: : :

Peneliti Guru

: :

Peneliti

:

Guru Peneliti Guru

: : :

Peneliti

:

Guru Peneliti

: :

Guru

:

mempunyai gambar seperti ini atau yang berhubungan dengan yang diberikan, terkadang siswa mempunyai pemikiran tersendiri. Di dalam buku panduan, pemerintah sudah memberikan beberapa kegiatan yang sudah pasti, seperti game, jigsaw di tahapan tertentu. Apakah ibu akan mengikuti kegiatan itu ataukah akan melakukan kreasi sendiri ?. Selain mengikuti itu, kita juga bisa berkreasi sendiri. Apakah didalam kurikulum diberikan keleluasaan tersendiri ? Ada. Diberi keleluasaan. Apa anak yang aktif tetap diberi penilain lebih atau reward ?. Iya. Apakah siswa sudah mengetahuinya ?. Sudah, siswa sudah saya beri tahu sebelumnya. Sebelum memberi pelajaran, saya beritahu bahwa siswa yang aktif akan saya beri reward lebih. Makanya terkadang siswa berlomba untuk maju. Sudah ada perjanjian, pokoknya siswa yang aktif akan saya beri reward - ekstra point. Mengenai motivasi siswa, apakah itu juga berpengaruh ?. Iya, berpengaruh. Siswa jika tertarik pada materi akan menimbulkan motivasi belajar, jika siswa termotivasi belajar maka kita memberikan pelajaran juga akan lebih mudah, siswa akan lebih mudah mencerna pelajaran, keinginan belajar meningkat. Oleh karenanya, metode pembelajaran yang kita berikan harus menarik, termasuk reward. Kemudian mengenai pengaruh latar belakang pendidikan guru. Apakah penerapan metode ilmiah juga dipengaruhinya ?. Berpengaruh juga. Mengapa ?. Kalau kita tidak dari basic-nya, jurusan yang tidak sama itu penyampaiannya terkadang tidak sampai atau salah pada siswa. Jadi kalau maple bahasa inggris, ya…harus dari pendidikan bahasa inggris, sehingga mengetahui teorinya dalam pembelajaran. Jika pengalaman guru ?. Mendukung pelaksanaannya. Kita bisa membandingkan antara metode yang lalu dan sekarang ini, kekurangan dan kelebihannya dimana. Terkadang kita mGuru menerapkan metode lama yang mGuru bagus atau lebih bagus untuk metode yang sekarang kita gunakan. Apa ada masukan dari ibu, mengenai faktor lain dalam selain latar belakang dan pengalaman guru, dalam pelaksanaan metode ini ?. Sarana prasarana, fasilitas. Kalau MGMP ?. MGMP dapat memberikan sharing informasi mengenai hal baru atau perkembangan kurikulum baru yang dapat kita gunakan untuk meningkatkan kinerja kita, cara kita mengajar untuk KBM. Mengenai kurikulum baru ini bu, apa pernah disampaikan dalam forum MGMP ?. Pernah disampaikan, tetapi belum mendetil. Kalau kebijakan dari sekolah, apakah medukung pelaksanaan kurikulum baru ini bu ?. Mendukung sekali, karena sekolah harus menerapkan kuriklum yang baru. Walaupun terkadang menghadapi kesulitan, terutama pendanaan yang belum mampu untuk memenuhi kebutuhan secara total untuk

commit to user


digilib.uns.ac.id

128

Peneliti Guru

pelaksanaannya. Dalam pembinaan juga disampaikan, bahkan pernah dilakukan training di sekolah. : Demikian bu, terimakasih banyak. : Ya, sama-sama. Researcher comment

Based on the interview with T4, scientific approach is defined as learning method which applies the scientific steps, namely observing, questioning, exploring, associating, and communicating. Talking about the conceptualization of approach, and method, Edward Anthony (in Richard and Rodgers, 1987: ) has clearly identified those terms. According to him, approach is a set of correlative assumptions dealing with the nature of language and the nature of language learning. Meanwhile, method is defined as overall plan for the orderly presentation of language material. Method is generated from a theory of language and theories about how language is learnt. Drawn from the conceptualization of approach and method, the definition of SA provided by T4 seems not compatible. T4 recognizes SA as learning steps, meanwhile the approach meant by 2013 curriculum is linear with the definition of approach provided by Anthony. In this context, there is a gap between teacher’s knowledge of SA and what curriculum intended of SA. Based on her experience, there are some principles of learning with SA. They are students must be active and teacher as facilitator. According to the researcher, the teacher wants to inform that learning by applying SA in actually students- centered. It is incompatible with Bruner learning theory who states that learning is an active process in which learners have to mean the new knowledge. The process needs the activity of students. Teacher as facilitator is needed when students get difficulties or need guidance to develop their competence. Vygotsky calls the area of students learning activities is zone of proximal development (ZPD). Furthermore, Bruner develops the concept of scaffolding based on ZPD. Dealing with her definition of SA, teacher elaborates the learning activities in each scientific step. Students are invited to watch, read, and listen to the text in observing. From the text, students are urged to explore the text by questioning. From questioning, students are led to find out the possibly answers of the questions from some resources. The text itself can be the source. In associating step, teacher asks students to analyze the data into category or decide the content, text structure, language features of the text. Communicating step invites students to inform their work based on the resume of the text. Relating to language skills, T4 does not emphasize only one skill but all skills are taught integrally. What teacher thinks about the learning activities and the integrated skills embedded in the five steps are compatible with the curriculum demand. T4 thinks that SA is important to achieve the language learning goal. The teacher still beliefs that the new approach gives positive impact though the approach gives little progress to her students’ motivation, activity, creativity and critical thinking. This approach provides activities that require students to find something by their own selves. It urges them to be active, creative, and have higher self-confidence to speak. This belief fits with the perspective of constructivism that students are required to be active in classroom to build creative thinking, self- confidence and problem solving abilities. However, teacher faces difficulties in applying this approach in language learning process. The difficulties lay on the students’ input and the learning facilities such as media. commit to user learning brings positive impact to As stated before that applying SA in language students. Assuredly, the positive impact is not far from the theoretical and practical


digilib.uns.ac.id

129 support from the teacher and students. Students are going to exercise the theory or new knowledge, which is discussed together with teacher and their friends. I think, the teacher wants to tell that learning is going to be carried out when the students practice what teacher explained. The principle is modeling in which the students learn by imitating the other people’s attitude (teacher, peers, etc.) and vicarious experience. According to T4, by applying SA in language learning the students are able to communicate to teacher and peers in classroom and the workplace. It is not far from one of the impact of applying SA, namely enhancing students’ self-confidence to speak (see par 4). Hymes (1972, in Richards and Rodgers, 2001:159) has judgment that developing communicative competence is the goal of language teaching. It means that learning language does not only learn English as a system but also learn how to apply it in real communication. To get the target, T4 provides some ways, namely limiting the total amount of students in classroom, requiring teacher’s guidance, media, and motivation.

commit to user


digilib.uns.ac.id

130 Appendix 2 (Samples from Observation Notes) Observation 1 No Subject Place Subject Matter Time of Observation

: 01/T1 : Teacher 1 (T1) : Classroom of Grade X (Acceleration Class) : Complimenting and Showing Care : Wednesday, August 15, 2014, 13.45- 14.30

Setting of classroom The acceleration class is at the second floor. It is at the back of the school. The room is at the tip of the grade X classroom line. The room has fourteen glass windows. The seven windows are at the west side and the left are at the east one. The windows have green curtain. The length of the classroom is about 9 meter. The width of it is 8 meter and the height is about 3.5 meter. There is one whiteboard with a big slide hung on it. One projector is hung up on the roof. Not far from the projector, there are four big lamps and four little lamps as the lighting. There is one air conditioner at the west side of the classroom. Some pictures adhere at the wall. They are one picture of President, Garuda, and Vice President. Those pictures are adhered above the whiteboard. There are also the other pictures, namely some students’ works, the students’ attendance, the learning table, school rules. At the east back of the classroom there are some cleanliness tools. They are two brooms, one duster, and one garbage basket. Since it is acceleration class, the room is only for 20 students. It has 20 chairs and tables. Each student has one chair and one table. The distance among tables is about one meter. The two lines of tables are at the east and west side, two lines are in between of them. The total numbers of students are twenty. They consist of four male students and sixteen female students. At the time of observation, all students were present. They wore batik, white skirts and trousers. The female students mostly wore white veil, only one did not wear veil. The teacher wore light brownish batik and black trousers. The learning process 13.45 – 13.55 Teacher 1 (T1) started the lesson very quickly. He tried to spend the time effectively. He started with a very kind greeting and praying. One of the students leaded them to pray in English. Then, he asked students to prepare the students’ book. Students were suggested to take care of the book by keeping it clean and covered it. He informed that what they had to do was observing a video and told the name of the person speaking there. He, then, informed that before observing the video he asked students to pay attention to the slide. Students were asked to read the goal of the learning that day. He explained the goals clearly and gave example for each of them. He started from the first destination, namely menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi tentang pujian dan perhatian dengan guru dan teman. Then he asked, “When you meet someone, what do you have to say to memuji? He then asked to students,” Do you know memuji? He gave clue by saying,” Com..compli….” Students completed the word by saying,” Compliment”. Then, he gave some of the examples as the following: commit to user


digilib.uns.ac.id

131 Now, you look good (compliment) You look beautiful today (compliment) T1 then, explained the second utterance. He said,” Youlook beautiful meaning that you are not really beautiful.” Directly, he gave another sentence, “You are beautiful. “Then he explained that the sentence meant,” You are really beautiful.” He repeated this sentence, “You lookbeautiful: just lookbeautiful (He gave stress to the second clause). The students laughed since he explained it by funny expression. Then, without pressing the students, he asked students, “Do you know perhatian in English?” One of the students answered:” Attention. “He responded, “Attentionis ok, but it is notattention.” He guided students to name it by giving one example. The example was the following: When you see your friend in trouble, what would you say? One of the students answered: be patient. Then, he said,” Be patient is ok.” He still asked to students,” So, what is the name of theutterance? “Another student answered, “Sympathy.” He responded,” Sympathy..,ok.” Then, he continued to guide the students that the expression is showing care by giving the initial of the utterance. And, students together could guess that the name of the utterance is care. The students were leaded to what had to be learnt that day, namely complimenting and showing care. Then, he informed that they were going to enhance their self -confidence, show good attitude as expressed at the second goal. He said that they had good attitude. Anyhow it had to keep and be done better. Furthermore, he uttered that at the next step, the students were going to be asked to discuss about the social function, the structure of the text, and language features of the extended compliment. Then, he explained,” Kalimat bersayap itu gini,lho ya,misalnya anda bilang good, bersayap itu ditambah, misalnya ditambah kata job, hingga menjadi good job.” He directly gave another example,” Wow you are amazing, amazing boy..gitu ya.” Then, he went to other the last goals, namely constructing written and spoken text for complimenting and showing care. He informed that those had to be done by the students later in a group or individually. He underlined that those were the learning goals and reminded that the learning subject matter that day were complimenting and showing care. After that, he directly started with the focus of the session. The language used was mixed between English and Bahasa. He sometimes applied his mother tongue to break the situation. RC: Students prayed in English is a good idea. Students were accustomed to practice. Teacher was clever to guide students to know the learning topic by giving questions. He also explained the learning goals clearly. It was very important to get same perception of the students of the material being learnt. For explaining conception, T1 applied bahasa Indonesia. I think it can be done. 13.55 – 14.05 T1 ordered the students to see the short video of two persons talking about compliment and showing care. He asked them, to observe the name of the speakers, identified which utterance belonged to compliment and care. He was allowed students to write down their findings. The video provided three persons whose names were Fred, Susan and David. They did not only compliment but also showed care each other.

commit to user


digilib.uns.ac.id

132 After completing the show, T1 guided the students to describe their understanding of the dialogue by giving some questions. “What is the meaning of chikky?” he asked. No one answered. Then, he gave illustration in bahasa and he used gesture. Then, he asked the next question,” What are their names?” Together, students answered,” They are Frank, Susan, and David.” T1 agreed those answer by saying “Yeah, ok.” After that, he went to next question,” Where are they?” Students answered, “The party.” He agreed the answer by repeating the word “the party” and described the situation of the event. He said, “You listened crowded people, there are many people talking in crowded situation.” Next, he asked them,” What is the meaning of crowded?” Then, the students answered,”Ramai.” Then, he asked,” Who knows who?” The students looked confused. The T1 gave the meaning of the question in bahasa. Then, students answered,” Friend of David and friend of Frank, Susan.” Does Davidknow Susan?” Then, they answered, “No.” Having conducted those activities, T1 informed that the material they learnt that day was about complimenting and showing care. T1 showed the video to remind students about the content of it. He stopped the show for some particular utterances which focused on compliment and showing care. And then, he asked the students to identify what the utterances stand for. Hi, how are you? He asked, “What does it stand for, compliment or showing care?” Students answered, “Showing care. Then, he played the video and stopped at the utterance of nice party with interesting people. Heasked,” Nice party, what does it stand for?” “Compliment,” answered students. He agreed with the answer by repeating the word “compliment”. Then,he explained that nice party was compliment; with interesting people was extended. He clearly explained that by applying bahasa. Then, he gave another example,” Good job, you done well.” He explained that good was compliment and job was extended. He also explained that the word good was better added by other extended such as “You look good, nice wearing”. Then, he suggested that in daily conversation which involved the interpersonal (feeling), they had to sustain it. He gave example when they were in the bus, there were only some questions asked, namely name, address, destination. He informed that western people usually sustain the conversation in the bus. He explained those by using bahasa. Then, he played the video and stopped at the utterance you’re very kindand asked,” What does it stand for?” The students answered, “Compliment.” He agreed with the answer by saying, “Hem.” Having completed the discussion, T1 concluded, “When you meet someone and youwanted to praise her/him, what you are supposed to do is compliment. When you findsomeone in troubles, you should take care, at least you give sympathy.” He gave one example of showing care in daily situation and sometimes he made a joke. RC: Teacher showed a video of complimenting and showing care for the first step in English learning. Video was a good choice to make students concentrate to the material.The mode of teaching was interesting since the students were very curious of the content of the conversation. T1 was very kind to guide the students to find the answers of some questions. This was in accordance with the learning principle in the new curriculum that teacher has to guide the students to understand the material by giving questions (see also scaffolding theory by Bruner and the learning theory by Vygotsky). He was clever to guide students to find the answer of his questions. His questions guided students to know more about the text (see the theory of constructivism). Questioning and communicating had already happened in observation. That he motivated students to apply that utterance and gave the different situation between the western people and non-native speaker is very good. commit to user Teacher informed the material inductively by providing text and the context.


digilib.uns.ac.id

133 Anyhow, he did not ask students to conclude the social function of the text, but he concluded it by himself. In my opinion, it is better for teacher to guide students to do that. 14.05–14. 20 T1 gave instruction to students to open students’ book on page 18. Students were asked to observe task A. He asked students to know what they had to do by understanding the instruction and directly he explained it. Listening to his explanation, the students tried to get the answer. Having completed the explanation, T1 asked students to classify some of the phrases in task A together with him. Then, he asked students to identify what the first phrases stood for. He asked, “When you have stomachache, meaning that compliment or care?” Together, students answered,” Care.” Then, “When you see your friend has stomachache,what would you say?” They answered,” Get well soon.” T1 agreed with that answer by saying, ”Ok, get well soon is ok.” Then, he still gave question, “Is there any otherresponses?” Students gave an answer but it was said unclearly. T1 gave one alternative response; “You can say should I give you a glass of water?” He only discussed some phrases and asked students to complete by themselves at home. Then, he leaded them to go to page 19. In this page, students were asked to read the dialogue about complimenting and care in task 1. T1 asked students to take more attention on particular utterances relating to complimenting and care. Directly, he guided students to identify which utterances belonged to complimenting and showing care, also the respond of them. In task 2, T1 leaded students to answer some questions orally. The task invited students to complete true and false task. In this stage, students were very enthusiastic to answer the questions. RC: 1) Teacher was interactive to guide students to find the answers, and he gave questions to make the students learnt. So far, the teacher succeeded to make them learnt and spoke. 2) Teacher did not give opportunity to students to understand the instruction by themselves. He also did not give time to think of the answers. Probably, it was caused by time-constraint. 3) He did not give opportunity to students to ask. Probably, it was caused by the assumption that the students were easy to understand the material. Anyhow, what teacher done could lead the teachercentered. Here, the steps were experimenting, observing, questioning and communicating. 14.20- 14. 30 T1 asked students to learn the information about the present material in page 21. Based on the information in page 21, he asked students to identify the difference between complimenting and showing care. Together with students, he identified the difference. Directly, T1 asked students to pay attention to page 22. At the page, the students were asked to make dialogue by using the context at page 22. He also asked students to apply guiding utterances at page 18. He said,” Now, make a group of two and what you should do is making dialogue with your friend about complimenting and responding based on the guiding situation at page 22. Each person, at least makes three sentences.” Then, he asked, “Do you understand what you should do?” The students answered together, “Yes.” He gave three minutes to complete. In a group of two, the students did the task seriously. Then, the teacher invited students to present their works before closing. One group performed very well. He gave appreciation by saying “Good job.” The electric bell rang

commit to user


digilib.uns.ac.id

134 and soon, T1 asked students to do the task at home and it would be presented more in the next meeting. Then, he closed the lesson shortly. RC: The steps done were associating, experimenting, and communicating. Along 45 minutes, the steps done were observing, questioning, exploring, associating and communicating (in the sense that students and teacher communicated during the lesson). The language skills emerged were listening, speaking, reading and writing. This observation shows that the scientific steps were carried out integrally. The shift of each step did not really appear. All steps were done at the beginning of the lesson. When students observed a text, the other steps worked at sequent during the learning process.

The questions which I want to ask are: 1. Are the 5 steps of SA able to be integrally implemented? 2. Is it not necessary to provide opportunity to students to give question? 3. Is it not necessary to provide guiding question and observation sheet to make students easier to do the activity in the steps?

commit to user


digilib.uns.ac.id

135 Observation 2 No Subject Place Subject Matter Time of Observation

: 02/T1 : Teacher 1 (T1) : Classroom of Grade X (Acceleration Class) : Descriptive Text : Friday, August, 29, 2014

Learning Process 07.09- 07.12 T1 started the lesson by greeting and praying. As usual, one of the students led the pray in English. Then, he checked the students’ attendance. One student was not present that day. Then, he told to students about the researcher and why I joined with the class. T1 stood up and moved to and fro in front of the class. After that, T1 distributed students’worksheet and asked them to learn the sheet. Then, he asked, “Pay attention to the questions, please.” Students learnt the questions for a while. He asked,” Do you have problem with the question?” Students answered,” No, Sir.” Waiting for the teacher prepared the text, the students learnt the sheet. He said, “Ok, I don’t think that it is a big problem for you to learn, not at all. Ok, enjoy listening and find the answer of the 5 questions you have.” Then, he asked students to discuss the questions one by one. “Ok, what is the main point of the text? Do you know the main point? No one answered. Then, he answered by his own self, “Discuss the text in a whole.” He went to the next question,” What is he? What does the question ask you?” Students looked confused. Recognizing the situation, T1 gave some examples, ”Theanswer of the question can be I am a teacher, you are a student. So, what does the question stand for?” Students answered, “Profession.” T1 agreed with the answer and then he said,” Yeah, profession.” After that, he went to next question,” How old is she? It is clear, ok.” And the last question is what does he look like? What is the possible answer of this question?” A student answered in a little voice, so I could not catch her answer. T1 said,”Yeah, seperti apa dia. Example, he is tall, fat, etc.” T1 sat down during handling the discussion of the questions. T1 stood up and moved to and fro. He mixed English and bahasa. RC: That T1 asked students to discuss the questions was good effort to lead students to the material. By discussing them, students had similar perception about the material. Indirectly, the learning goal had been informed though T1 did not inform it clearly. In my opinion, T1 should ask students to discuss the learning goal as before. Providing worksheet was a good effort since in this step students need to be guided to know the material.

7. 12 –7.29 Then, he asked students to listen to the text. He said,”Ok, first of all you will listen a text and you have to answer the question, and in turn we will talk about the identification and description, and we will listen once more and we will give you some other materials later. I will give you 20 minutes to listen.” he played the text and asked students to commitThen, to user listen. Students paid attention to the text.T1 said, ”Once more, you will listen to the text.”


digilib.uns.ac.id

136 He played the text more. Having played the recording, he asked students, “Do you have any difficult words?” Students answered, ”Yes.” Then, T1 said, ”If I write down the text at whiteboard, I am sure you will answer all questions soon. But, if you listen sometimes you will find many difficult words. Ok, how many answers that you have got?” Some students answered, ”Three.” Some others answered, ”Two.” Then, he responded, ”Ok.” After that, he played the recorder and stop at each sentence to know the content of it. It was used to check the students’ finding and for giving feedback to the students’ work. He always discussed with students about the content of each sentence by translating the sentence together and explained the unfamiliar words or phrases. Teacher mostly applied English. T1 asked students to discuss all the answers of 5 questions together. He said,”Ok, nowonce again, question number one, what is the subject of the text? Subjeknya apa?”Together with students, he answered,”Mr.Budi or Sam’s father.” Then he went to number two, “Good,we go to question number two, what is discuss? About Mr. Budi’s ……” said teacher. A student answered, ”Kehidupan.” He agreed with the answer,” Ok, kehidupan...or aboutMr.Budi’s…..Some students answered,” Mr. Budi’s life.” He said, “Life is ok. Ok, numberthree, what is he?” The students answered,”He is businessman. “ He agreed with the answer,”Ok, he is a businessman.” After that, he continued,”Then, how old is he? “Students answered,” He is 45 years old.” He agreed and continued to the next question,” Ok, what does he look like?” Students answered, “He is tall and handsome.” After that, he said, “Ok,good. That is we are going to talk today.” T1 asked students to look at the second task, “Now, look at second task over there. When you want to describe someone what you should know is about that one. The first paragraph is about identification. Identification tells about the person’s name, his/her profession, his/her characteristics, what sort of clothes she/he wears.” Discussing the task, T1 stood up in front of classroom and moved to and fro. Then, he informed the next paragraph,” The second paragraph is about description of someone you want to describe. In this paragraph, you can describe his/her daily routine, his/her interest, his/her current activities, his/her future plans and ambitions.”Then, he explained,” Descriptive itu minimal ada 2 paragraph, yang pertamaidentification dan yang kedua description. Anda bisa melihat bagian bawah, jikaingin mendeskripsikan seseorang,anda bisa menggunakan kata-kata di dalam tabel.” With very nice expression, he continued the explanation of words in the table. He explained the meaning of unfamiliar words for students and how to apply them. He applied English and bahasa. (observing) RC: The steps appeared were observing, questioning, communicating. In this observation, T1 gave guiding observation to students. It made students easier to do observation. There was questioning between teacher and students in the learning process. That was why, the classroom was so lively. The activity of questioning and answering indicated that there was also communicating in the classroom. Anyhow, the communication was mostly dominated by T1. Here, the explanation of the material was done by T1. T1 provided the examples of some questions, but he did not urge students to practice them. It is not fit with the learning principle of constructivism that motivation is the key component of learning. Students had never asked T1 about the part of the text. T1 also did not give motivation to do that. Probably he thought that without asking, students had already understood the material. The language skills appeared were listening, speaking and writing. The teacher played the recorder more than twice. I think that is good effort to train commit tofeatures user students’ listening skill. The language provided were vocabularies,


digilib.uns.ac.id

137 pronunciation. T1 gave the example of how to pronounce well. But he did not ask them to repeat after him. Probably he thought that drill was not necessary to acceleration class. T1 applied different media with the previous meeting. I think, it is a creative effort to apply different media. 7.29-7.45 “Ok, we have finished discuss the words and I want you to do is to read the text on page 58. And what are you supposed to do is, first of all pay attention to the reading text and individually I’d like you to look at your paper and find what is stated from the paragraph and I’d like you to fill in the blanks. Read for less than five minutes. Ok, just read first. Then, find the main point of the text.” Gagasa utama dalam teks itu apa,ya?” Kita lihat dulu isi teks inisecara garis besar. T1 stood up to inform the general content of the text. He said, “Of course it is talking about my best friend as the tittle. And talking about whose characteristics is it?” Some students answered,” Dinda.” He agreed with the answer and informed that students had to answer the questions at page 59 and they had to prepare themselves to present their work. “Along with this reading, you have to answer the questions at page 59. And later, you have to prepare to describe about someone, not always Dinda. It can be your friends, your father as the example of previous listening text and present it.” Then, T1 asked students to answers all questions. T1 did not give particular time to do those. In the middle of completing the task, he asked, “Do you have any problem on the text?” “No, “said students. Then, he asked,” Have you finished?” “Not yet,” they said. He moved around to check the students’ work. Students looked so serious to do the task. Then, he informed that they still had 3 minutes left. He asked,” Do you have any question about the question? ”No, Sir,” they answered. (experimenting) RC: T1 asked students to do experimenting individually. T1 started the activity by asking students to observe the text from the students’ book. He applied different learning sources with the previous step. As the previous meeting, T1 let students to do exercise individually. T1 never asked students to do the task in group. In my opinion, doing exercise can be both individually and in group. Anyhow it is better to balance both of them since experimenting needs discussion of their work with peers or teacher. 7.45- 8.05 “Ok, we discuss the answer together. What I see there you answered in the long answer.You can do that in the short one.” Then, he gave example of the answer of question number 1. He said,” For example, number 1, what is your answer?” Then, students answered,”Dinda.” He gave feedback,”Dinda, ok, you can only write Dinda or you can writethe long answer.” After that, he asked students to go to question number two,” The answer issince junior high school.” “Okay, number three, one of you or all of you?” he asked. The students answered,” She is good-looking, not too tall, fair skin.” Together with students, he discussed the answers of question number one until number ten. Students could answer all questions. After completing the discussion, T1 said, “Yeah that is very good. How many paragraphs are there?” The students answered,” Three.” He agreed with the answer,” Ok, threeparagraph. Do you still remember what the first paragraph stands for?” Students said,” Identification.” With nice smile, he said,” All right. What paragraph does tell the descriptive part?”” The second paragraph,” said students. He said, “Second paragraph tells about Dinda. Ok, when you tell about someone, you can use the structure of the text as we discussed before, they are identification and description. You can tell to the userwords in the table as written in your many things in description and you commit can apply


digilib.uns.ac.id

138 worksheet. Now, please read the text more and based on the text, complete the table in your worksheet.” Then, he gave some examples of how to fill the table. He also gave motivation to them to complete the table. After few minutes, he asked students to discuss the content of the table. He started from the first name,” What is the name of the subject?” “Dinda,”said students. He agreed with the answer. Without pressing, he went to next question,” What she does?” Together with T1, the students answered,” A student.” Then, he went to next question,” What he looks like?” Some students answered,” She is good-looking, not too tall, with fair skin and wavy black hair.” “Ok, good.”Together with students, he discussed the answers of all questions and he directly gave feedback to their answers. “Ok, that is very good. How many paragraphs are there?” T1 asked. The students answered,” Three.” He said,” Ok, three paragraph. Do you still remember what the firstparagraph stands for?” Students said,” Identification.” T1 agreed with the answer and corrected the students’ pronunciation. Then, he asked more,” What is the content of thesecond paragraph?” Then, they answered,” Description.” He responded,” Good, that is description. Usually, the descriptive text can be written down by applying a descriptivestructure. That can be discussed at page 60.” He continued the explanation. “When you tell about someone, you have to follow the examples of descriptive text and the structure of the text. You can tell many things in description. Look at the box again, and the table of adjectives. Now, read the text more and complete the table in your worksheet with the information from the text.” Then, he asked students,” Do you understand what you have to do?” Without waiting for the students’ response, he gave some examples. Not more than one minutes, he asked students to discuss number three. “Ok, do you have finished answering number three? Apa tadi?” Then, some students answered,” She is good-looking, not too tall, etc.” Then, he continued to answer the next numbers and directly gave feedback. I saw only some students answered the questions. Some still tried to get the answers. “If you don’t have question, I want to ask you. In what tense is the text written? What kindof tense? Tenses apa kira-kira?” Some students answered,” Present.” He said,” Good, in theform of present tense. So if you describe someone, you should do it in the present simple tense.” Do you still remember the pattern of thetense? Some students said,” Yes.” And some said,” No.” Then he stood up and reminded the tense shortly and clearly.

He

Must be added by s/es

She

It

commit to user


digilib.uns.ac.id

139

I

We

They

Not added by s/es

You

Then, he gave some examples of that tense. He asked students to discuss about the way to apply that tense. He said,” Yang paling penting dalam menulis teks descriptive adalahmenggunakan bentuk present tense. Based on this one, what I want you to do is to look at the last page of the sheet. Jika ngomong tentang colour atau hair you can say brown hair bukan hair brown, red chair bukan chair red. Meaning that if we want to make noun phrase, noun is at the end of the phrase, you can plus adjective there. Adjective yang paling ringan adalah bocfm yaknihow big, how old, what color, where from, made of. You can plus determiner. Determiner itu penentu noun. If only one,you can say a or an. A is for uncountable noun and an is for countable noun. He gave some examples of that. So the pattern is: Determiner + adjective + noun “Now I want you do is to make akind of a text telling about your friend in the class as the example. Identification maximum 4 sentences and you can describe someone you are thinking about. Later, your friend will guess who she or he is”, he asked students. Without giving opportunity to students to ask, he invited them to do the task on their book. “Write down your work on your book. Look at the previous example and the way to describe someone. I gave 5 minutes to complete the duty.” A student asked him about the subject of the description in bahasa. RC: T1 gave feedback to the students’ work at the end of the exploration. It was good activity to make students knew whether they answered in good way or not. T1 also provided explanation about the text structure and tense of the text. In my opinion it can be accepted since students are regarded to need more knowledge about that. 8.05-8.30

commit to user


digilib.uns.ac.id

140 The time for completing the duty was over, T1 asked students to sit with their friends to analyze the content, the arrangement of the text to find out the differences and similarities of those texts. T1 gave five minutes to do that. Students discussed with their friends seriously. After that, he asked students to discuss the differences and similarities together. (associating). Five minutes passed, T1 asked students to present their work. “Ok, students, your turnnow to present your work. Who wants to present first?” He waited for few minutes until a student, Budi offered to be the first volunteer. “Ok, Budi, please present your work. Othersplease guess who the subject of Budi’s description is.” Budi presented his work by reading. After that, T1 asked students,” Good, Budi. So, who is the subject of the text?” Students guessed the name of the subject. The communication went fluently. Then, T1 asked others to communicate their works. Another student presented in front of the classroom. The activity was repeated as before. T1 did not do assessment of the activity. (communicating) The bell was closed to ring. T1 asked students to make a description about someone at home. RC: During 2*45 minutes, the steps appeared were observing, questioning, exploring, associating, communicating. In observing, language skill occurred were listening, reading, speaking and writing. In this step, T1 also gave explanation about the social function, structure of the text. Language features appeared was vocabulary and pronunciation. Questioning emerged in observing, experimenting. Communicating emerged in all steps. Communication was built up in learning process, but T1 still seemed very dominant in classroom. He rarely gave opportunity to students to ask, even he often justified that they had already had fast understanding at all. Exploration was carried out individually. Here was questioning and communicating occurred. T1 also gave explanation of the material in this step. Associating was done by asking students to find out the differences and the similarities among their works. In this step, reading and speaking appeared. The last step was done by presenting students’ work. The language skills appeared was speaking.

commit to user


digilib.uns.ac.id

141 No Subject Place Subject Matter Time of Observation

Observation 4 : 04/T2 : Teacher 2 (T2) : Classroom of Grade X (MIA) : Introduction, Greeting and Parting : Friday, August, 15, 2014

Setting of the classroom MIA I is the class which becomes the place for observation. Some classes of grade X stretch in one line. And MIA 1 is at the west tip of the line. The class MIA 1 has same measurement with others. Its length is 9 meter with 8 meter for its width. The height of the classroom is about 3.5 meter. There are eight windows at the side of the wall. Four windows at the north side and the left are at the south one. The classroom has twelve glass windows. Six of them are at the north side of the wall and the left are at the south one. The room is very bright because the sunlight is able to shine through the windows. There are four lamps that hang on the roof. A whiteboard can be found there. There is a slide above the whiteboard since the slide projector hanged on the roof is provided. The class has some pictures. They are picture of President, Garuda and Vice President. As addition, there some students’ work, one the lesson schedule, and also the schedule of cleanliness work. Some tools for cleaning are also there. They are two brooms, one duster. All of the tools are laid at the south back of the classroom. There are 29 chairs and 15 tables. They design in traditional way. All of them face to the east. The first row consists of three tables and also the next ones. There are five lines for each row, so the total number of the tables and chairs are 44. The distance between the first row and the whiteboard is about 2.5 meter. The distance among the tables is about one meter so teacher has wide space to move around. The total number of students of this classroom is 29. It consists of 19 female students and 10 male students. Mostly, the female students wear veil. Only two of them do not wear it. At the time of observation, the students wore scout uniform. The teacher wore “red batik” and black trousers. She also wore beautiful veil. The learning process 9.45 – 10.35 T2 opened the lesson with greeting. Then, she introduced me to the students. She said,” Before starting the lesson, I would like to introduce Miss Ari. She is a student of Sebelas Maret University and wants to observe here.” She continued with check the students’ attendance. Some of them were absent because of sick. She applied mixed language, English and Bahasa. Then, T2 showed some papers and she asked students to guess the name of the paper. “Do you know what is it?” Students answered,” No.” “ You, do you know this paper?” She asked a student but he did not know it. The situation was rather busy since they tried to guess the name of the paper. Anyhow they looked happy with the situation created firstly. Without guiding, she mentioned the name of the paper,” Origami paper.” She described the function of it and when they got the material of it. After that, she divided the paper.Some.students said thank after T2 gave the paper. She asked students to observe the things in the classroom for five minutes. She said,” Do you know what you must do?” The students answered,” No.” Then, she said,” Ok, please commit to user write down things in the classroom. Silahkan anda tulis apa yang ada di ruang kelas ini. I


digilib.uns.ac.id

142 give you five minutes to do this.” Some students asked,” In English?” She answered,” Ya, of course in English.” The students tried to write down the things at their classroom individually. She moved around the classroom and checked the students’ work. Then, she said,” Ok, I think that’s all, time is up. Silahkan dikumpulkan, karena waktunya habis.” She directly checked the task by reading some of them so fast. She did not ask students to discuss the result of their work. (warming activity but it was not compatible with the material) RC: Teacher asked students to observe the things in classroom. Probably teacher wanted to lead them to the material. Anyhow the content of observing did not fit with the material that day. In my opinion, teacher should provide the text which equal to the topic. So, students get the depiction of the material which they are going to learn. T2 continued the activity by reviewing the previous lesson. “Ok, the last meeting we have discussion about…what material , kemarin sudah membahas apa? How to introducing selfand how to introdung others. Ok, now saya ingin memberikan materi lanjutan mengenai introducing self and others.” She, then, informed the material learnt at that day. She also told students that the technique she applied was jigsaw. She still applied mixed language.She stood up when informed the learning material which learnt that day. T1 asked students to make a group of six. After that, T1 divided some envelops for each group. “ Ok, please open your envelope, please write down your group. Read the text whichyou took from envelope. Sekarang saya beri kesempatan untuk membaca teks yang andamiliki selama 10 menit.”.. The students read the text seriously although there were some of them looked not serious to observe the text. While the students were observing the text, T1 wrote some difficult words on the whiteboard. T1 moved around to check the students’ activities and reminded them that all of the students had to read the text and were allowed to open dictionary if they found difficult words. Then, she asked students,” Have you finished to read the text? Apakah sudah selesai membaca teks?” Students answered,” Sudah.” “Ok, now please attention to the words at whiteboard. There are many difficult words. Itu ada beberapa kata yang sulit ya. Saya ingin anda bisa membacanya dengan baik. Now, please follow me the difficult words.” Then, she guided students to pronounce the words. The students read the words together by following her. After completing pronouncing the words, T1 asked students to find out the meaning of them by matching the words with Indonesian equivalents. She said,” Sekarang anda cari pasangan dari kata-kata sulit tersebut. Please you find the meaning of the words, number one until number nine.” T2 informed that all the words were found in the text. The students did the task collaboratively. T1 did not give particular time to complete it. She directly asked any group to deliver their findings.” Ok, please you raise hand. Please you raise hand.” Then, one of the students raised her hand and answered,” Penpal, sahabat pena.” T2 agreed with the answer and say,” Ok, good. Ya, betul. Group 1, 2, 3?” One of the group answered, unfortunately I could not catch the answer. There were three groups delivered the meanings they found. The teacher directly gave her agreement. For the next vocabularies, the students needed time to find the meanings. They looked confused and had difficulties to complete the task. Recognizing the situation, T1 guided students to find out the answers by reminding that they were able to open dictionary. “Ok, jika anda mengalami kesulitan, anda bisa mencarinya dalam kamus.” After few minutes, there were no groups user gave the answers. Then, she helped commit them to to find out some meaning left. Together with


digilib.uns.ac.id

143 students, she matched the words with the equivalents. Some students answered, some were busy to get the answer. Anyhow, the task had not been completed. RC: Text in envelope was good effort to break the students’ attention and curiosity. This modification was accepted. In observing, teacher did not provide observation list/worksheet to make students easy to get the purpose. The language feature emerge was pronunciation and vocabulary. Communicating in the sense of spoken communication happened. Questioning was also done since teacher gave vocabulary building for students. 10.35 – 10.55 Completing the task, students were reminded that they had already got text and tried to understand the content of it. “ Di sini sudah ada contoh mengenai main idea dan detailed information untuk paragraph pertama,” she said. She continued,” Nanti anda cari main idea dan detailed information pada paragraph berikutnya.” Then, she chose one of the students to read the first paragraph. She directly checked the incorrect pronunciation. After that, she read the example from the book for the first paragraph, anyhow she did not explain the way to find the main idea and detailed information of the text. She stood up in front of the class. “ Sekarang, now please find the main idea and detailed for the next paragraph. Anda cari main idea dan detailednya seperti contoh. Anda tulis di lembar observasi itu.”. She did not give exact time to do the duty. Students looked so serious to complete the duty. They shared with their friends in group. They applied bahasa, sometimes mother tongue to communicate. Teacher moved around to check the students’ work. Waiting for the students worked, she repeated the meaning of some previous words. Recognizing that they had not already completed their work, she extended the time. She said,” Ok, saya akan menambah waktunya lima menit ya. Saya langsung tunjuk saja, karena anda masih memiliki waktu lima menit, jadimasih ada waktu untuk persiapan presentasi hasil.” She, then continued to give each group a duty. “ Kelompok satu mengerjakan paragraph 4, kelompok 2 mengerjakan paragraph ketiga, kelompok 4 paragraf 2…etc.” She then said,” Pada saat kelompok satu presentasi, kelompok lain tolong mencata apa isi presentasi kelompok satu. Ini harus ditulis karena nanti di akhir akan ada review.” RC: The shift of observing, experimenting and associating were not so clear. The process of experimenting emerged together with observing. Here, teacher only gave one text which was applied. She did not give another learning source to reference and she also did not guidance about how to do the task. Probably, she thought that students had to be done the task by their own selves. I think the depiction is still necessary as the guidance. Associating was missing. She did not ask students to compare or sort out the information about introduction. The language skills emerge were reading, listening, speaking, writing. Then, T2 chose one of the group to present,” Ok, silahkan maju kelompok 4, yang lainmencatat isi presentasi.” One student from group 4 presented the work. The students listened seriously and noted the content of presentation. Group 4 had completed the presentation and the students gave applause. Then the next group presented the work, etc. T2 always asked students to give applause after presentation. Then, without giving commit toSilahkan user sekarang anda simpulkan mulai feedback to their works, T2 asked students,“ dari paragraph satu sampai terakhir. Saya beri waktu 5 menit. Apa saja main idea


digilib.uns.ac.id

144 paragraph satu sampai lima dan apa detailed information mulai paragraph satu sampai lima.” 10.55- 11.15 Having completed the conclusion, the students collected in front of the classroom. T2 asked,” Ok, now submit the work of your group in front of the classroom. Bawa kesini, ya, pekerjaanya. “ After that T2 asked students to review the lesson that day. She said,” Ok, now, kita sekarang simpulkan mengenai pelajaran hari ini.” Then, she together with students concluded the material about introduction. She asked students to write down their reflection. It consisted of the conclusion of the learning that day and problem they had during the learning process. The bell rang and T2 closed the lesson shortly. RC: In communicating step, teacher asked them to present the work. Applause was a good reward to motivate students to learn. Teacher mixed the communicating and closing since she asked students to conclude and reviewed the material. I think teacher should take the presentation, writing learning journal in one stage and conclusion in another one. During 2*45 minutes, the steps emerged were observing, questioning, experimenting, and communicating. Questioning happened in observing and experimenting. Questioning mostly provided by teacher and motivation was not given to design the question.

commit to user


digilib.uns.ac.id


: 06/T3 : Teacher 3 (T3) : Classroom of Grade X (MIA 2) : Introduction : Thursday, August, 18, 2014

Learning process 10.35- 10.50 T3 started the class by nice greeting. Having made little dialogue about the previous students’ competition, he asked,”Kita akan masuk ke materi introduction.” Then, he asked students,” Menurut anda,perkenalan itu penting?” Students answered,”Penting,Pak.” Then, he gave next question,”Apa pentingnya?” One students answered,”Agar dikenal,Pak.” Directly another student answered,”Biar lebih tahu,Pak.” “Biar lebih mudah membedakan satu daerah dengan yang lain,”another students answered. Then, he informed the importance of introduction. The importance was by introducing each other students know more about others and they could communicate in many various languages. Then, he explained that communicating was important to make social relationship. He described that in society we need relationship with others to communicate and know other cultures. Students paid attention to his explanation and some of them prepared their English book. T3 stood up and moved to and fro. Then, he said,”Hari ini kita akan mempelajari tentang introduction, meskipun di SMP pernah dipelajari.” He prepared the video for a while. He mostly applied bahasa Indonesia. Sometimes he broke the situation by making joke in mother tongue. RC: In introduction, T3 mostly applied bahasa Indonesia. Probably it was caused by his perception that applying bahasa made the students were easier to learn. In my opinion, English should be introduced to students by at least making them accustomed to listen. The way the teacher to prepare students to come to the material was nice effort. Teacher directly informed the material learnt that day. In my opinion, teacher should guide students to identify the kind of material that day. It is necessary to make students think and learn. 10.50-11.13 T3 asked students to watch and observe a video telling about introduction. Students were serious to observe. The first video showed a way to introduce provided by a student from Taiwan. She taught the way to introduce herself. Having showed the video, he stood up and asked,”Video ini tentang apa?” Students answered,”Perkenalan.” Then, he continued his question,”Kapan anda mendapat materi pertama kali?” Some students said,”SMP.” Others said, “SD.” Then, he explained that introduction was usually done at the first meeting of school. He explained in bahasa.(Observing) To know another way to introduce, he asked students to observe the second video. He asked them to observe. T3 asked students to record the things had to be noted to introduction. (Instruction)The second speaker was Shane. He showed the way to introduce himself. The students paid attention to the video. Shane said that some points to ponder in introduction were: commit to user 1. Name


digilib.uns.ac.id

146 My name is ….. 2. Family My family is/are ….. 3. Education 4. Experience 5. Hobby, etc. T3 stopped the show and asked, “Dari video tadi, apa yang harus anda perhatikan dalam introduction?” Students answered, “Name, family, education, experience, and hobby.” He agreed with those answers. T3 stood in front of the students and moved to and fro. Then, he asked,”Apa fungsi introduction tersebut?” One of the students answered,“Agar salingmengenal,Pak.” He underlined that the goal of language was for communication. So by introducing each other, the speaker and listener were accustomed to absorb what other people were talking about. Then, he explained the points to introduction in bahasa. “Number one,name and family, and then education, work experience and hobby.” Then, he repeated the video to check the answer and know the other points to introduction. Then, he asked,”Apa lagi selain jawaban diatas?” “Hope and future,” students answered. T3 asked, “Maksudnya apa itu?” Students were busy to get the answer. He played the video again. Then, one of the students answered,”Citacita.” T3 did not respond that answer, but he directly said that some points which had been observed were those applied in introduction. Then, he played the video to check his information and gave the complete introduction of the speaker. He said that students were able to add address, and develop the information of their family. Then, he reviewed that introduction had to be delivered completely in order to make other person easy to know. He compared the introduction between the native speaker and non-native speaker, especially in Indonesia. Indonesian people introduced themselves in a short way and the native was longer. He said,”Biasanya kita mengenalkan diri hanya nama, alamat ya. My name is Poli, I am from Boyolali. Tujuannya apa?” One of students answered,”Agar lebih mudah dikenal.” Then, he said,” Agar kita mudah dikenal dan lebih menunjukkan rasa percaya diri kita.”Then, he played the video to know the next introduction.,.”After that, he informed that usually students were shame to tell about their family but it was not done by the natives. He said,“Na, setelah nama, alamat family juga seharusnya diceritakan. Biasanya anda kan, malu-malu menceritakannya.” He reviewed the previous introduction done by students. They did not completely introduce themselves. T3 gave some factual examples done by students and sometimes applied students’ mother tongue. He suggested that students were able to develop the information of their family, their school, etc. The students looked really happy with the way the teacher communicated. (Observing) RC: Teacher mostly applied bahasa as the means of communication. Probably he thought that his students were more comfortable and easier to understand the material. In my opinion, teacher should give many experiences and examples for students by applying English in classroom. For clearer explanation, it is acceptable for bahasa. His way to motivate students by joke is accepted. Two examples provided were good effort since observing really needs more than one example for material deepening. I think, it is better to provide different situation in the same topic. That is going to enrich students’ learning experience. 11.13-11.16

commit to user


digilib.uns.ac.id

147 Then, he played the video to show the next part of introduction. After that, he repeated the key point in the video. He said, “What do you do in free time? Do you have any hobby? Naa kita akan check info yang sudah kita perolehtadi ya, ada enam point, yang satu dua tadi apa ya?” Students said,”Name and work experience.” He said,” Name and family, yang kedua dan ketiga, apa tadi? Students answered, “Education and work experience.” He said, “Education and work experience. Kalowork experience ,kan anda belum bekerja. Education bisaditambahi, SMP saya di sana…SD saya disana..Naa yang terakhir, what do you do in your free time? hobbynya anda apa?. Apa hobi anda? Without waiting for students’ answer, he played the video again. Then, he said, “Meskipun endingnya I like sleeping, tapi dia membumbui depannya dulu ya. Jadi tidak hanya satu kata jawabannya.” Then, he played video again. After that, he asked,” Setelah mengamati video tadi, menurut anda gimana?Apa ada sesuatu yang anda tanyakan?Misalnya, koq perkenalan seperti itu ya,Pak, apa bedanya dengan kita?Apa perbedaan antara cara orang Indonesia memperkenalkan diri dengan orang asing menurut anda?” Students answered,” Karena bahasanya berbeda.” “Ya, memang dari bahasa berbeda,kalo dari segi materi, apa yang membedakan?” Noone answered. Then, he continued,”Yang membedakan rasa apanya? Rasa percaya diri, itu yang mumcul ya. Seperti contoh, dia memperkenalkan diri dengan bersemangat. Kalo kita kadang malumalu, dan tidak lengkap isi perkenalan kita.” One of the students asked,” Pak, kalo kita bersemangat tanya, nanti dikira membentak,Pak.” T3 responded,” Ya, antara semangat dan membentak kan beda, tergantung intonasinya dan harus berirama ya.”(Observing) RC: Questioning emerged in observing since teacher asked more about the sequence of introduction. Communicating also occurred when the spoken interaction done. The learning scientific pattern occurred simultaneously and there was not clear process of shift. Teacher guided students and gave theory, anyhow the teacher still dominated. It was showed from how teacher guide and he rarely invited students to make questions or conclusion. 11.16-11.27 T3 asked students to make a group of two to introduce themselves to their friend in a group. Students were very active and tried to train as well as they could. Then, one of the students asked,” Apa memakai bahasa Inggris, Pak.” T3 answered,” Ya.” Teacher moved to and fro. (experimenting) T3 guided and helped students to construct the dialogue of introduction by showing the same video. He said,”Anda bisa memulai dari nama,my name is …please, call me ….Setelah nama apa tadi?” Students answered,”Family.” He responded,”Misalnya, I have two brothers, and two sisters…Silahkan dicorat-coret, ya..”. T3 went back and moved around. He reminded them that their work would be presented later. Waiting for the students’ work, he played the video to remind students about the steps of introduction. He informed,” Ini disampaikan ya, dalam perkenalan anda menggunakan 6 poin tadi, yang pertama nama,ke2 alamat. “He stop the video at the point of address and family. He said,”Waktu anda 5 menit,ya.” He gave opportunity to students to write down their names, addresses and families.T3 moved around to help students. (Guidance)Sometimes, there were students who asked the difficult term or way to introduce. (questioning, communicating)Then, T3 played video to the next part of introduction. He asked students to follow the step to introduce as provided. Having seen that students got difficulty to apply English, he reminded them to apply dictionary in accordance with their appointment last week.

commit to user


digilib.uns.ac.id

148 RC: Teacher’s guidance also emerged in experimenting. Teacher guided students by coming to students and discussed with them. He also guided by repeating the video many times. Probably he thought that by repeating the show, students would be easier to catch the point. I think that is good effort. Questioning, communicating occurred in experimenting. Language skills appeared were listening, speaking, writing, reading. 11.27-11.39 T3 asked students who wanted to present. “Siapa yang sudah siap presentasi?” No one was ready. Students were still busy to complete the task. Then he chose one of the students to present. He asked others to pay attention. Indra stood up and presented his work orally. T3 helped Indra when he got stuck. He said,” Setelah alamat, apa tadi?Family ya?” T3 guided students to start introduction from name, address, family, education and hobby. Then, Indra continued his introduction. T3 sometimes asked Indra about particular items to develop his introduction. Directly, one of the students asked Indra about his hobby. He answered well. T3 also asked Indra,” Whar are your hobby? Mention them.” Having got the answer, T3 asked,” Setelah hobi, apa tadi yang terakhir? Indra said,”Cita-cita.” He confused to say it in English. T3 guided him,”I want to be ….(It was continued by Indra).” T3 said thank you to Indra and asked students to review that performance.T3 reminded students that introduction was learnt to enhance their selfconfidences and explore themselves in front of another people.(Communicating) T3 invited female students to present. He chose one of them. He chose Verita. She presented orally with very gentle. T3 suggested her to introduce herself clearly and full of spirit. She started from name. She had got difficulty in introduction. T3 always guided her by showing some guiding material. “Setelah nama, apa Ayu?” She said,” Alamat,pak.” Then he uttered her addres. “Then, what is next poin?” Family.” Some students answered. Then, Ayu describe her family shortly. “What’s next?” Students answered,” Education.” Then Ayu was asked to utter her education. “Setelah education, apa tadi?” “ Hobby.” Some students answered. T3 asked Ayu,”Hobi apa yang kamu miliki?” Ayu tried to answer in english. “Lalu apa yang terakhir?” Some students answered,”Cita-cita.” T3 asked Ayu,”Apa cita-citamu?” Ayu said,”Bidan.” T3 asked,” Apa bidan dalam bahasa Inggris?” No one knew the answer. T3 asked students to find out the answer as home work. T3 rerepeated the function of introduction. “Jadi fungsi komunikasi itu untuk apa?” He together with students said,”Untuk meningkatkan percaya diri dan lebih bisa berkomunikasi.” Then T3 reviewed the students’ activity that they had not been active and wrote their work. T3 then, gave motivation to students to be active and learnt well. RC: Communicating happened when they presented both written and spoken.Unfortunately, teacher mostly applied bahasa. The object had to be observed was authentic. Teacher helped students to develop their introduction. It was accepted I think. 11.39-11.52 T3 informed to students,”Saya punya video yang lain mengenai introduction. Silahkan anda mengamati dan mendengarkannya dengan baik.” T3 stop the introduction provided and explained it. He said,” Berkenalan itu tidak hanya my name is… tapi bisa dihanti dengan I’m….atau my name’s…

commit to user


digilib.uns.ac.id

149 T3 explained that introduction had to be in accordance with the listener. He said,” Kalo berkenalan, jikadengan orang lebih tua kita harus sopan dan formal. Lain dengan yang lebih muda. Ini harus diperhatikan, ya.” Students said,”Ya,pak.” He gave example with the term what’s up.He said,”What’s up lebih pantas disampaikan pada siapa?””Teman sebaya atau orang lebih muda,pak.”He agreed with that answered by repeat that. Then, T3 asked students,”Lalu, apa yang sekilas anda peroleh dari materi ini?” He chose one of the students but he was difficult to answer. He guided students to tell the content of the material. The teacher asked students to practice the introduction at home. The bell rang and he closed the lesson by greeting. RC: Here, teacher asked students to observe the last video to provide another way to introduce before closing. The process happened here was observing, associating and questioning. Probably teacher wanted to give view that introduction can be done in many ways. During 2*45 minutes, the steps had been done were observing, questioning, experimenting, associating and communicatingAs T1 and T2, questioning did not stand alone, but questioning was integrally covered in observing, experimenting and communicating. In one general learning process, all skills were represented. The language feature emerged was vocabulary. Unfortunately language was applied in classroom learning was L2.

commit to user


digilib.uns.ac.id


: 07/T3 : Teacher 3 (T3) : Classroom of Grade X (IIS 2) : Introduction : Thursday, August, 28, 2014

10.20 – 10.29 T3 started the introduction by short greeting. Directly, he checked the students’ presence. After that, he asked students to go to the material, namely “Introduction”. T3 started the lesson by asking students about the kind of material could be applied for introduction. The students answered together that the materials were introducing self and each other. In this class, he mostly applied bahasa. He did not apply the projector since it did not work. So, he asked students to sit closer to his table to watch video. 10.29 – 10.41 T3, then, asked students to observe the video which told about introduction for few minutes. He said,”Sekarang anda perhatikan video berikut ini. Silahkan menuliskan halhal penting yang anda temukan dalam video tersebut.” The one who introduced herself was a non-native speaker. She was from Taiwan. The students paid attention to the show. After completing that activity, he asked students about what materials which were important to introduce. The students answered that the materials were name, born, birthday, age, blood type, constellation, family. While taking answers from students, he wrote down those materials on whiteboard. After writing down on the whiteboard, T3 asked students to compare the material of introduction at the junior high school and senior high school. None answered. Recognizing this situation, he asked students which one was simpler. The students responded that the material of introduction at previous grade was simpler than the present material. Then, T3 explained the materials one by one. He asked students to introduce themselves in sequence. The introduction started from their name, and followed by their birthday, age, blood type. Then, he said that after mentioning the blood type, they had to mention their constellation, study and family. After that, T3 showed the video once more. The students were serious to watch it. He asked students whether they had bravery to introduce themselves as done by the speaker. They answered that they had not been brave to do so. With kindly speaking, he motivated students to have self-confidence to introduce by practicing. 10.41 – 10.50 He showed the second example of introduction. Students were asked to observe and find out some important information as before. He stopped for each part and asked them about their findings. With teacher’s guidance, students mentioned some points which had to apply in introducing. They were: Name Family Work experience Hobbies commit to user Further plan


digilib.uns.ac.id

151 While some students mentioned the findings, he was writing down the answers. He also asked them to write down the answers in their book. Then, he asked students which mode of introduction was easier. The students answered that the easier mode of introduction was the previous one. He further asked students about the reason of their choice. With his guiding, the students answered that the first introduction was delivered by non-native speaker so it was easier to understand. He urged and motivated students to do as what the speaker did. He said that they had to have highly self- confidence to do so. After that, he gave opportunity to them to ask everything about the text. None asked. 10.50 – 11.25 He asked students to design introduction in a group of two for 10 minutes. He gave freedom for students to choose the easier way to introduce, based on the video observed. He showed the video to make the task easier to do. One of the students asked him whether they had to write the name or not. Then, T3 answered that they had to write the name first. He, then, asked students to open the students’ book on page 5 as reference. He motivated them to learn the book well. He moved around the class to check the students’ work. He helped them if they had problem. With kind suggestion, he guided students about how to start introduction. He suggested them to design it in sequence. The tense he asked to apply was simple present tense. Sometimes, he made a joke by applying his mother tongue to break the situation. The students enjoyed his way to joke. Then, he suggested them to write down their academic experience in sequence. They should start from kindergarten (if any), elementary school, junior high school, etc. He reminded students to insert the name of their schools. He also allowed them to choose one of the ways to introduction which had been showed before. Blended both of them were let. He moved around the class to check the students’ work, and helped each groups to solve their difficulties. After that, he chose one of the students to present her work in front of the class. Her name was Nana. She presented her work by reading her note. T3 directly corrected her error pronunciation. Paying attention to her presentation, he wrote down the data taken from her. He corrected the errors made by students. The error mostly appeared in constructing some sentences as following: I am study… He is born…. He explained the error one by one. He started from “I am study”. He reminded them that I am study should change by I am studying since she was still studying. It also could be I study at …..Then, he explained “He is born …” He said that born was past event, so the verb is should be changed by “was”. After correcting the error, he gave opportunity male students presented their works. No one wanted to present the work. Then, he directly chose one of the male students to communicate his work to his friend. With highly self-confidence, he presented his work without reading his note. Sometimes he saw it. T3 asked students to give applause to him. He then gave appreciation and motivated other students to do so. He informed that there were many sources for English learning. Then he asked them what kind of sources could be applied. One of the students answered “dari buku pegangan,Pak.” He agreed with him. Directly, he informed that the source could be from song as what he had already done.

commit to user


digilib.uns.ac.id

152

11.26 – 11.41 He suggested students to listen English song to English learning. The slow memory song was better than rock and roll. Then, he asked students to listen the English song from his laptop. The students looked so excited to hear the song entitled Beautiful Girl. After that, he informed that by listening and watching the video of any song, the English learning process became easier. Then, he asked students to listen the second song. That was short rock song from Metallica. After that, he stopped the show and said that students could choose the appropriate song to enhance their skills. He gave another example of song which helped students to learn. He played the song and asked them to listen it well. The slow rock song entitled She’s Gone. The students were seriously to pay attention to the song and sometimes they joined in singing by reading the text at the video. The video was stopped. Then, he suggested students to learn various kinds of songs. The most important was they chose the appropriate song. Then, he explained that the students were allowed to get many sources to learn English by browsing the internet. The time closed to be over. T3 reminded students borrow the students’ book from library and learnt it well. Then he closed the lesson shortly.

commit to user


digilib.uns.ac.id

153 No Subject Place Subject Matter Time of Observation

Observation 8 : 08/T4 : Teacher 4 (T4) : Classroom of Grade X (IIS I) : Complimenting and Showing Care : Wednesday, 3, September, 2014

Classroom setting Classroom of Grade X (IIS 1) is at the second floor. It is at the east tip of some classes line. It’s length is 9 metres, it’s width is 8 metres and it’s height is 3.5 metres. The class has fourteen glass windows. Six glass windows are at the north side and the left are at the south one. The are no curtain to cover the windows. The class has one door. There are no pictures at the classroom. There are four little lamps hung on the roof. There are some tools of cleanliness, namely two brooms, one rubbish basket. The tools are placed at the north back corner of the classroom. There is no projector provided in this room. One picture of students’ cleanliness schedule is hung next to a big whiteboard. There is one clock above the whiteboard. There are 32 chairs and 17 tables for students. Each tables have two chairs. Three rows consists of 4 lines, and one row consists of five lines. They arranged in traditional way. All of them faces to east. The distance among the lines is about 1 metre. It makes teacher easily to move. The class has 32 students. They consist of 10 male students and 22 female students. At the time of observation, all students were present. They wore batik and white skirts and trousers. All students wore white veil. The teacher wore dark red batik and black trousers. The learning process 7.00 – 7.10 The bell rang but the lesson hadn’t started since there was briefing from the headmaster. 7.10 – 7.45 T4 started lesson with nice greeting by saying Assalaamu’alaikum. Then, one student leaded the pray in arabic praying. Then, she checked the students’ attendance by calling them one by one. All students were present. After that, she asked,”What did you learn last night?” Some students answered,”Compliment.” She motivated students to learn at home. Then, she shortly informed the material that day. After that, she wrote some utterances in the whiteboard as following: A Excellent I reallt like it What’s a nice bag

B Are you ok? What’s wrong with you? You look pale

Having written the utterances, she then said,” Ok, take a look some utterances here. I want you to observe them”. ”Saya ingin kalian mengamati kalimat di papan tulis.” ” Whatdo you think about them? Students did not answered. Recognizing that situation, she commit to user said,”Ok, please, answer together. She guided students to think of the utterances by


digilib.uns.ac.id

154 saying that the utterances consisted of two parts, A and B. Each parts has different function. She asked students to guess their functions. She applied bahasa Indonesia to explain it. Noone responded. They looked confused and had not been ready to respond. Then, T4 asked,”Excellent, what does it stand for?” Noone answered. Then, she went to other utterances,”Are you okay, what’s wrong with you, what do they stand for?” One students answered with so little voice. I only heard that T4 did not agree with the answer. Then, another student answered,”Attention.” She agreed with the answer by repeating the word,”Ok,Attention.” She gave opportunity to other responses. She chose one student, but he could not answer. Then, she went back to the utterances in side A. She asked,”Excellent, I really like it, what do they stand for?” She chose some students but they could not answer. Then, she gave some examples,”Good job, you are beautiful, tentang apa itu? Some students answered,”Pujian.” She agreed with that answer and then she asked,”Apa bahasa Inggrisnya pujian?”Noone answered. Then she informed to students that the answer was compliment. Then, she asked,” Please open your book page seventeen. You will find the purpose of thelesson today.” Then, she chose one of students to read the purposes of the learning. All students read the purposes. She concluded the goals in general and shortly. RC: T4 started the lesson well. She applied bahasa when it was necessary. But, she did not provide enough warming activity to lead students to recognize the material. Anyhow, his effort to give example was a great. She gave the easier examples when she recognized their difficulty to guess the function of the utterances. Observing and questioning happened. Questioning was done when teacher asked students to identify the social function of the utterances. After that, she asked students to make a group of four. ”Please, make a group of four.” Students were busy to do that and she guided them to complete it. She asked students to do task in page 18 point A. She read the instruction, and then asked, “Do you understand?” Students answered, “No.” Then she urged students to translate, and directly offered them to translate the instruction. She asked, “Maybe one of you can explain the instruction in bahasa Indonesia.” Then she asked in bahasa,”Mungkin kalian bisa menjelaskan perintah nya dalam bahasa Indonesia.” She waited for few second and one of the students tried to translate. She offered the other students to complete the translation. “Who wants to complete? Siapa yang mau menambah?”No one gave response. Students still tried to translate. I saw some of them applied dictionary and some did not. Waiting for students’ responses, she guided them to know what they had to do by translating the instruction. She said, “Classify, what is classify? Klasifikasikan phrases, phrase itu phrase yang ada di table, pada situati A dan B, mana yang compliment,mana yang showing care. “Then, second task in page nineteen. I want you to underline the expression showing compliment. Apa yang digarisbawahi? Ekspresi tentang compliment.Ada yang mau ditanyakan? Do you have question? Are you sure? If you have question, please ask me.” Then, T4 moved around the classroom. She reminded them to apply dictionary. “You can do the task on your worksheet book.” Students had already prepared the book. For more information of compliment and showing care, you can open and read page 21 and 23. She motivated students to learn the book at home. She moved around the classroom to check the student’s activity and help them to solve the problem. Some students asked her about the material they did not understand. The bell rang, and she asked students to complete the tasks at home. She informed that the results would be presented at the next meeting.

commit to user


digilib.uns.ac.id

155 RC: That teacher tried to apply English for the means of communication and translate, was good effort. It gave learning experience for students related to the habit of applying English. Anyhow, she rarely gave clue to guide students understand the learning object. Teacher did not give compliment to student who responded her asking. In my opinion, compliment for those who could respond the provided problem is really good deed. It will motivate students to learn. Teacher asked students to do the task on worksheet book prepared before. It was good. Teacher did not give particular time to complete the task. I think it is really necessary to give it, to make the learning process more effective. In this experimenting step, communicating in the sense of creating spoken interaction happened. Teacher provided learning resources from the book. The sources helped students to collect information. Conclusion: In less than 45 minutes, the stages of SA appeared was observation, question and exploration. In observation, the material observed was language features in the shape of utterances, social function and structure of text. All materials were uncompleted given, especially the structure of the text. Probably it was caused by the time-constraint. Here, teacher did not provide observation sheet. It was necessary to make students easier to observe. Teacher did not inform about how students had to perform with good attitude in real communication. It was important to give view to students about the ethic. Teacher guided students with questions to know the social function of some utterances. It was good. Questioning was undertaken together with observing and experimenting. Here, only some few students participated to answer and give question in class discussion. The activity of questioning appeared in experimenting in which students discuss with their friends in a group in group discussion. Here, some students also asked teacher about vocabulary when the teacher moved around to help them. They mostly applied bahasa to communicate.

commit to user


digilib.uns.ac.id


: 09/T4 : Teacher 4 (T4) : Classroom of Grade X (IIS I) : Complimenting and Showing Care : Wednesday, 10, September, 2014

8.28-8.30 T4 started the class by greeting and praying. She asked a student to take their book worksheet at the office. Waiting for the books, she asked students to continue the last material. She, then, asked them to join with their own group. She said, “Please, joint with your own group. Do you still remember your group?” Some students answered, “Yes.” Some looked hesitate to answer. Students were so busy to find out their group. T4 informed that they have only little time to learn that day, so she asked them to do that soon. 8.30-8.48 T4 informed, “I want to call some of you to present your works.” Directly, she translated, “Saya akan memanggil salah satu dari kalian menyampaikan hasil pekerjaan anda.” “Ok,first, yang pertama, I want to call you, Dandy. Then, she said, “While Dandy presenting his result you can check your own result. You have to classify which phrases belong to compliment and which ones belong to showing care.” Dandy was not ready. Students still prepared their works for few minutes. Then, she offered other students or groups to present, “Group mana yang mau mengerjakan A?” No one answered. Then, she repeated the instruction and said,”Kemarin sudah jelas apa yang harus dikerjakan.” Again, she said,”Ok, one of you please comes to the front to present your work. Students still argued with others in their group about the work and who had to present it. RC: The work was homework. Anyhow, it had not been completed by students. T4 did not remind them that homework was important to exercise and had to be done at home. I think, that teacher reminds and gives views about homework, is really necessary to be done. It is to make students aware of their responsibility. T4 tried to ask students to communicate their work in front of the classroom. Her effort to remind students by repeating the instruction was very good. But she forgot to motivate them to be brave to present. 8.48- 8.50 Finally, Sugeng from group 4 presented the work by reading the result. Students gave him applause. Listening Sugeng’s presentation, other students checked their own works. Paying attention to the presentation, T4 directly corrected the incorrect pronunciation, such as the word stomach, contest. Having presented, the student went back to his seat. Then, T4 asked, “Do you have other opinions about the answer? Other groups, maybe? Mungkin ada jawaban yang lain?” Having waited for a minute, she asked Ima to present. Ima presented by reading her work. T4 asked students to check their own works. Then she asked, “Can you hear her voice?” Then, students answered, “No.” Then, she asked Ima to read the work louder. commit user T4 agreed with Ima’s answers and as a signtothat Ima pronounced the phrases or words well, she said hem hem and ok for each phrase. Having completed the presentation, Ima


digilib.uns.ac.id

157 went to her seat. Without complimenting, T4 reminded students to read or speak loud. Then, she asked students,”Untuk A, yang masuk compliment apa saja? Some students answered, but I could not catch the point. I only heard T4 asked,”Apa compliment, kemarin?””Pujian.” Some students answered. “Ok, apa saja yang termasuk compliment?” Some students answered,”Get a trophy, have a nice new haircut, winning a speech contest, wear self-made shirt, etc. “Kalo getstomachache?” Students said, “Showing care.”T4 continued to point B. She said, Ok, now we go to point B, what kinds of phrases stand for showing care?” Students answered, “Lose money, burn the delicious chicken soup, hit by becak, fail a test, etc.” T4 agreed the answers by saying, ”Ok.” RC: Teacher had never given reward to students who presented their works or answer a question, or even gave question. In my opinion, reward is really necessary to enhance students’ self-confidence so that they are motivated to speak up in English. Teacher gave good feedback to the students. That was why the students know whether their works were right or wrong. Teacher also guided students to answer the question or to remind the duty by asking them. In my perception, that was suitable to do. 8.50- 8.53 T4 asked students to go to the next homework, exercise B. “Sekarang kita ke latihan B,”she said. She chose Deni to present his work. “Apa yang harus anda kerjakan kemarin?” she asked students. “You must underline the compliment expression from the dialogue,” she reminded students about the homework. Then, Deni presented his work by reading it. T4 agreed with Deni’s answers and said,”Ok, Deni.” Deni went back to his seat after presenting his work. Then, T4 asked students whether others had same answers or not. Students said that they had same answers with his. RC: Teacher did not ask all students or groups to present their works. She just took some students to do that. Probably it was only for exercise. After doing exercise, teacher did not ask students to do associating activity. She directly asked them to present their work. 8.53-8.59 T4 asked students to conclude the social function of compliment and showing care. Then, she said,” Kapan kita menggunakan compliment dan kapan kita menggunakan showing care?” A student answered,”Waktu senang.” T4 said,”Yeah, lalu kapan lagi kita menggunakan compliment?” Another student answered,”Waktu sukses.” T4 said,”Yeah, waktu sukses.” “Apa lagi?”asked teacher. Students said,”New hairstyle.” Then, teacher gave another example,”Good job, misalnya. After that, together with students, she concluded the lesson that day. Here was the conclusion: compliment was expressed when we looked someone’s success, someone with new style or someone got happiness. Showing care was expressed when we get someone else was sick, sad, etc. After that, T4 motivated students to apply the expression both in classroom and in real life. Then, she gave opportunity to students to ask the material. She asked, “Is there any question for the material?” “Ada yang mau ditanyakan?” One of the students asked a meaning of a word. Unfortunately, I could not catch what he asked. Having responded the question, T4 informed that the material of compliment and showing care had finished. She said,”I think the material of compliment and showing care are all.” 8.59-9.10

commit to user


digilib.uns.ac.id

158 Then, she gave homework. She asked students to make dialogue about compliment and showing care. Students wrote down the duty. Then, she gave reference to students,”Untuk referensi membuat dialog, kalian bisa membaca contoh di halaman 24.” Then, she gave opportunity to students to ask the homework. No one asked. Before closing the lesson that day, she reminded them that they had to do the homework individually. Then, she asked students to write down their difficulties and their feeling during the learning process. They were allowed to write in English or bahasa. T4 asked them to collect their journal that day. The bell rang and T4 closed the lesson by greeting. RC: During 45 minutes, the stage which appeared was communicating. Here, there was communication in learning process and teacher tried to apply English and translate it to make students easier to know what they had to do. There was also presentation of students’ work in front of the classroom. The correction of students’ error in pronouncing some words was done here. But, teacher did not ask students to do the stage of associating before communicating. In post-activity, teacher asked students to conclude the material together. I think it is good. That she asked them to note their feeling in learning journal, was really good. In my opinion, that duty is undertaken in communicating and English is better to apply. The language skill implemented was speaking, listening and writing. The language feature appeared was pronunciation. Teacher did not apply a media. She just take a students’ book from the government as the learning source. So, the stage which had done during 2*45 minutes were observing, questioning (embedded in observing and communicating), experimenting and communicating. Associating was missing. Teacher did not make modification in the learning technique.

commit to user


digilib.uns.ac.id


: 10/T4 : Teacher 4 (T4) : Classroom of Grade X (IIS II) : Complimenting and Showing Care : Wednesday, 3, September, 2014

Classroom setting Classroom of Grade X (IIS 1) is at the second floor. It is beside IIS 1. It’s length is 9 metres, it’s width is 8 metres and it’s height is 3.5 metres. The class has fourteen glass windows. Six glass windows are at the north side and the left are at the south one. The are no curtain to cover the windows. The class has one door. There are no pictures at the classroom. There are four little lamps hung on the roof. There are some tools of cleanliness, namely two brooms, one rubbish basket. The tools are placed at the south back corner of the classroom. There is no projector provided in this room. One picture of students’ cleanliness schedule is hung next to a big whiteboard. There is one clock above the whiteboard. There are 32 chairs and 17 tables for students. Each tables have two chairs. Three rows consists of 4 lines, and one row consists of five lines. They arranged in traditional way. All of them faces to east. The distance among the lines is about 1 metre. It makes teacher easily to move. The class has 32 students. They consist of 10 male students and 22 female students. At the time of observation, all students were present. They wore batik and white skirts and trousers. All students wore white veil. The teacher wore dark red batik and black trousers. Learning process 7.50-7.55 T4 opened the lesson by greeting. She did not ask students to pray as the previous class. She asked,”What did you learn last night?” Some students answered,”Compliment.” Then, she wrote down some sentences on the whiteboard. Students were busy to prepare themselves. She said,”Ok,take a look some statements on the whiteboard.” ”Silahkan anda mengobservasi kalimat pada tabel A dan B.” The, she continued,”What do you think about those statements.” A Excellent I reallt like it What’s a nice bag

B Are you ok? What’s wrong with you? You look pale

“You can give the answer in your note book.” Without waiting for the students’ respond, she asked them to discuss the utterances. “Excellent, I really like your nice veil, kira-kira ungkapan untuk apa ini?” she asked. Then, some students answered,”Memuji.” She agreed with that answer by repeating that answer. She asked,”Apa memuji dalam bahasa commit tried to user Inggris?” No one answered. Some students to get the English word of memuji by


digilib.uns.ac.id

160 opening the dictionary. She asked,”Apa memuji kalau dalam bahasa Inggris?” Some students answered in unclear words. But I heard that T4 said,”Yeah, com..compliment.” After that, she went to table B. She said ,”Ok, now we go to table B.” “Are you ok..ni sebenarnya menandakan bahwa kita..”. Some students answered,”Perhatian.” She responded,”Yeah,perhatian. Apa bahasa Inggrisnya perhatian?” Students answered,”Showing care.” 7.55- 8.24 After that, she informed that to know the goal of the learning that day, she asked students to read page 17. She chose Dicky to read the goals,”Dicky, I want you to read the goal in page 17.” Then, Dicky read all the goals. She informed that those had been read by Dicky were the goals learning that day. Then, she asked,”Do you want more information of the material? Apakah kalian ingin tahu lebih banyak mengenai materi ini?” The students answered,”Yes.” Then, she said,”Ok, please, make a group of four.” Students were busy to make a group and T4 guided them to do that soon. Having completed to make group, T4 asked them to read page 18. She applied English and bahasa as she used at previous class. After that, she asked students,”Ok, for this task, I want you to do that in a group.” Then, she described the instruction then asked students, “Do you understand the instruction?” They said, “No.” Then, she invited them to translate, “Maybe anyone of you can explain theinstruction in Indonesia?. Mungkin diantara kalian ada yang mau menjelaskan dalam bahasa Indonesia?” Students tried to translate it, some of them discuss with their friends in groups, and some opened the dictionary. They mostly applied bahasa. She stood up in front of the class. Having waited for few minutes and no one answered, T4 guided them to translate it together. Some students translated the instruction together with her and others still tried to find the meaning. After that, T4 asked students, “Your second task is you have to do the task at page 19. You have to underline the expression of compliment. Menggarisbawahi apa?” “Compliment”, students answered. She responded, ”Yeah, compliment. Ok, do you have question for the task?” The students answered, “No.” She asked again, “Are you sure?” “Yes”, they answered. Then, she said,” Ok, you can do the task now.” One of students asked her about the task. I could not hear the question, but I only heard T4 asked them to do the task first. She gave opportunity to students to give her question. Then, she said,” Do your task first, later I want each group present the work in front of classroom. Saya ingin tiap kelompok mempresentasikan hasil pekerjaan di depan kelas.” She moved around the classroom to guide students to do the tasks. She did not give particular time for completing the task. Students worked with their friends in group and they discussed to do the task by using bahasa. Checking the students’ work, T4 informed,” Ok, for more information about compliment and showing care you can see on page 21 and 23. Untuk informasi lebih lanjut tentang compliment and showing care anda bisa melihat di halaman 21 dan 23. Later I want each group explain what is compliment and care. Jadi, anda nanti menjelaskan apa yang dimaksud dengan compliment dan showing care.” She stood up in front of the class, and then moved around. 8.24 – 8.30

commit to user


digilib.uns.ac.id

161 Students still did the task in group. The situation was rather noisy. Some students seemed not too serious to work. Recognizing the situation, T4 stood up and reminded them to be more serious. T4 was waiting for the result of their discussion. Then, T4 asked students,” Okclass, have you finished? Apa sudah selesai?” They answered,”Belum,Bu.” Then, she gave opportunity to complete the task. Few minutes before the bell rang, she asked students to complete the task at home. They had to write the task in the task book. She reminded that they had to present the work at next meeting. The bell rang and she closed the lesson by greeting. RC: T4 provided similar way of teaching with the previous class. The stages appeared were observing, questioning and exploring. Observing was done by reading some utterances of compliment and showing care. Students were led to identify the social function of the utterances. That she gave some examples to help students in identifying the function was good activity. Unfortunately, she did not provide the observation guidance. At the previous class she also did not provide it. The language feature appeared were vocabulary/ utterances. Questioning was done in observation and exploration. T4 gave opportunity to students to ask, somehow few students did that. Probably they were shame to ask or they did not know what they asked. T4 gave some examples of some questions which can be adapted by students. In my opinion that is good effort. But, she did not give motivation to them to be brave to utter their curiosity. Even, gave them reward to them. The language skills appeared were reading, listening and writing. Speaking and listening was done in the shape of oral communication. Writing emerged when they did the task. During 45 minutes, I don’t see T4 carried out evaluation.

commit to user

162

Appendix 3. Result of Coding Process Questions 1. Apa pengertian pendekatan ilmiah (scientific approach) dalam pembelajaran bahasa Inggris menurut kurikulum 2013?

2. Apa saja prinsip pendekatan ilmiah tersebut?

Teachers’ Responds T1: SA adalah metode pembelajaran yang terdiri dari 5 tahap ilmiah, agar siswa secara aktif mengkonstruk konsep/prinsip dan mengkomunikasikannya. T2: Metode pembelajaran dimana siswa aktif mencari, menemukan jawaban pertanyaan mereka dan mengkomunikasikannya agar siswa memiliki kompetensi dan ketrampilan berkomunikasi. T3: Metode yang digunakan dalam pembelajaran yang terdiri dari 5 tahap yang sistematis untuk mencapai tujuan pembelajaran. T4: Konsep dasar yang melatarbelakangi perumusan metode mengajar dengan menerapkan karakteristik ilmiah yang terdiri dari 5 tahap. T1: Pembelajaran berpusat pada siswa, pembelajarn membentuk students self-concept, pembelajaran terhindar dari verbalisme, pembelajaran memberikan pada siswa mengasimilasi dan mengakomodasi prinsip, mendorong kemampuan berfikir kritis, pembelajaran bisa meningkatkan motivasi siswa, juga meningkatkan motivasi guru, lalu pembelajaran ini memberi kesempatan siswa untuk melatih kemampuan berkomunikasi karena pembelajaran bahasa dan adanya validasi terhadap konsep, hukum, prinsip yang dikonstruksi siswa dalam struktur kognitifnya. T2: Prinsipnya menempatkan siswa aktif, menekankan siswa untuk tidak hanya tahu tetapi terampil menggunakannya, guru harus

Coding Metode, 5 tahap ilmiah, siswa mengkonstruk konsep/prinsip, mengkomunikasikan konsep. Metode, siswa aktif, mengkomunikasikan, siswa memiliki kemampuan berkomunikasi Metode, 5 tahap ilmiah, sistematis, mencapai tujuan pembelajaran. Konsep dasar, merumuskan metode pembelajaran, 5 tahap ilmiah.

Themes Conception of SA

Student-centered, menghindari verbalisme, meningkatkan daya kritis, motivasi belajar siswa, meningkatkan motivasi guru, melatih berkomunikasi, validasi konsep siswa.

Conception of SA

Siswa aktif, guru sebagai fasilitator

3. Pendekatan ilmiah memiliki 5 tahap pembelajaran.Ap a saja kegiatan pembelajaran yang dilakukan pada tahap-tahap tersebut,

bisa memfasilitasi dengan baik. T3: Pemerintah melalui kurikulum sekarang mengkonsep siswa harus lebih aktif sehingga peran guru sebagai moderator atau pengarah kegiatan siswa. Guru dan siswa itu paling tidak seimbang, tidak seperti konsep dulu hanya guru menjadi sumber utama, sekarang siswa harus menjadi aktivisnya, bukan hanya pendengan, tetapi siswa harus aktif mencari dan dalam proses ini saya pribadi, saya tidak menganggap saya lebih pintar tetapi berusaha untuk menjadi patner kerja mereka untuk belajar. T4: Cara belajar siswa aktif, yang kedua assessment mengukur kemajuan belajar siswa yang dibanding dengan tujuan belajar, yang ketiga keberagaman bahwa dalam pendekatan ilmiah mengembangkan apa… pendekatan keberagaman siswa itu kan unik, ada macam-macam dari berbagai golongan gitu. Trus ada kelompok siswa yang unik, juga ada apa…dari kopetensi masingmasing siswa itu satu dengan yang lain berbeda. Jadi itu yang beragam seperti itu. Misalnya siswa tidak bisa, guru membantu. T1: Mengamati itu kegiatan belajarnya membaca, mendengar, menyimak atau melihat. Melihat ini bisa dengan alat atau tanpa alat.kalau melihat bisa dengan video atau tayangan video yang kita siapkan itu. Kemudian kompetensi yang dikembangkan melatih kesungguhan, apakah mereka melihat atau mendengar dengan sungguh-sungguh atau dengan ketelitian yang tinggi untuk mencari informasi itu. Sehingga dalam mengamati ini, guru sudah menyiapkan pertanyaa-pertanyaan yang menuju kepada pembelajaran yang kita inginkan.

163 Siswa aktif, guru sebagai fasilitator, moderator, guru bukan sumber tunggal, siswa sebagai partner belajar.

Siswa aktif, guru sebagai fasilitator, mengembangkan kompetensi siswa.

Mengamati: melihat dengan atau tanpa alat, mendengar, membaca teks. Guru menyiapkan pertanyaan. Kompetensi: kesungguhan

Conception of SA

khususnya dalam pembelajaran bahasa Inggris?

Pada kegiatan menanya, ini yang menanya adalah siswa. Jadi guru menyudutkan siswa agar mereka bertanya, begitu. Cuma agak sulit bisaanya, tetapi kalau memang anaknya baik, dia bisa karena menanya ini bisaanya ditekankan pada fungsi sosialnya, struktur teksnya, kosa kata-kosa kata yang mereka tidak tahu, begitu.Jadi menanya ini, menanya pada itu atau kadang-kadang menanya pada ide-ide utamanya apa yang nanti akan kita kembangkan pada mengkomunikasikan. Kalau ini pembelajarannya writing, misalnya jadi kegiatan belajarnya adalah mengajukan pertanyaan tentang informasi yang tidak dipahami dari apa yang diamati dari bertanya faktual sampai pertanyaan yang hipotetik. Kemudian kompetensi yang dikembangkan dalam menanya ini adalah meningkatkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat. Itu untuk yang kedua, menanya. Kemudian yang ketiga itu mengumpulakan informasi. Kegiatan melakukan eksperimen, membaca sumber lain selain buku teks, mengamati objek atau kejadian atau aktivitas, wawancara dengan nara sumber. Di setiap M ini, perlu ada pertanyaan-pertanyaan dari guru kalau perlu… dalam rangka memberikan feedback-feedback nya, kalau itu memang dibutuhkan siswa. Jadi guru tidak berdiam saja, tetapi berkeliling kelas, begitu. Selama mereka mengumpulkan informasi kita berkeliling saja, kita kasih buku atau apa cari di perpust sebentar atau bagaimana caranya lah. Terus kompetensi yang

Menanya: Siswa menanyakan isi teks, fungsi social, struktur teks, unsur kebahasaannya. Guru mendorong siswa bertanya. Kompetensi: kreativitas, rasa ingin tahu, merumuskan pertanyaan.

Mengumpulkan informasi: latihan soal, membaca sumber lain. Guru memberikan feedback. Kompetensi: sikap teliti, jujur, sopan, menghargai pendapat, kemampuan berkomunikasi, mengumpulkan informasi.

164

dikembangkan itu adalah mengembangkan sikap teliti, jujur, sopan, menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari, juga mengembangkan kebisaaan belajar dan belajar sepanjang hayat. Jadi mengumpulkan informasi ini adalah yang utamanya membaca buku dari sumber lain atau sumber lain, agar nanti lebih komplitlah karena bisaanya guru memberikan pertanyaanpertanyaan. Berikutnya yang mengasosiasi atau yang menalar. Kegiatan belajarnya bisa beberapa, diantaranya satu mengolah informasi yang sudah dikumpulkan tadi baik terbatas dari hasil kegiatan mengumpulkan atau eksperimen maupun hasil dari kegiatan mengamati dan kegiatan mengumpulkan informasi itu. Berarti menalar ini, kegiatan mengumpul-mengumpulkan begitu. Terus nomor dua, pengolahan informasi yang dikumpulkan dari yang bersifat menambah keluasan dan kedalaman sampai kepada pengolahan informasi yang bersifat mencari solusi dari berbagai sumber yang memiliki pendapat yang berbeda sampai kepada yang bertentangan.Yaitu mengambangkan sikap jujur, teliti, disiplin, taat aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuan berpikir induktif serta deduktif dalam menyimpulkan. Terakhir mengkomunikasikan. Siswa menyampaikan hasil pengamatan, kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media lainnya. Jadi bisa ditulis, bisa secara lisan,

165

Menalar: mengumpulkan informasi, mengolah informasi, membandingkan pendapat yang berbeda. Kompetensi: sikap jujur, teliti, disiplin, tata aturan, kerja keras, menerapkan prosedur, berfikir induktif, menyimpulkan.

Mengkomunikasikan: menyajikan hasil pengamatan, lisan/tertulis. Bisa individu / kelompok.

anak-anak disuruh kedepan berkelompok atau individu ini bisa. Mengkomunikasikan ini lalu anak mengatakan lagi apa yang dihasilkan dari seluruh kegiatan ilmiah yang dia lakukan itu. Juga bisa di media, maksudnya di mading atau lainnya dan dinilai. Lalu kompeteni yang dikembangkan itu apa ?. Yaitu mengembangkan sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan singkat dan jelas, mengembangkan kemampuan berbahasa yang baik dan benar. Jadi di KI satu dan KI duanya langsung inklud didalamnya. T2: Tahapnya, mengamati dengan kegiatan membaca teks, melihat, mendengarkan. Menanya adalah kegiatan bertanya-jawab antara guru, siswa dan sebaliknya atau menanyakan kesulitan. Mencoba adalah kegiatan yang berisi siswa mengerjakan latihan soal. Mengasosiasi, siswa mengolah informasi yang terkumpul. Mengkomunikasikan, siswa mempresentasikan hasil pekerjaan mereka secara individu atau kelompok. T3: Sesuai dengan pendekatan yang ada lima, kita menyesuaian dengan materi. Yang paling jelas kita harus menyesuaikan dengan materi. Ada mengamati, kita mengambil contoh kita mencari bahan atau alat pemicu agar siswa itu bisa tertarik. Misalnya pada pengamatan bisa memutarkan video dari Youtube, atau kalau tidak ada sarannya kita bias berkonsep sendiri atau kita bias mengucapkan sendiri atau melakukan sendiri. Terus yang kedua menanya, kita berusaha memancing siswa itu kritis terhadap apa yang kita munculkan pada waktu pengamatan atau fase mengamati. Sehingga dari apa yang kita munculkan pada

Kompetensi: sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan singkat dan jelas, mengembangkan kemampuan berbahasa yang baik dan benar.

Mengamati: membaca, melihat, mendengarkan Menanya: siswa bertanya jawab, menanyakan kesulitan Mencoba: latihan soal Mengasosiasi: mengolah informasi Mengkomunikasikan: mempresentasikan hasil pekerjaan Mengamati: mengamati teks dari video/ materi lain.

Menanya: memancing siswa tanya,siswa bertanya yang diamati

166

pengamtan siswa bertanya-tanya oo.. kok seperti ini tho, kok seperti itu tho.. mungkin seperti itu. Mengekplorasi, dari menyanya adanya tanya jawab dan sebagainya, siswa bisa punya gambaran, saya nanti setelah dapat pertanyaan seperti itu saya harus bagaimana, saya harus bagaimana mereka punya gambaran. Untuk mengasosiasi, bersama dengan guru, siswa melakukan praktek. Kalau itu kegiatan perkenalan misalnya, siswa habis diberi contoh yang pengamatan tadi, guru meminta siswa untuk melakukan atau membuat sesuatu seperti di contoh. Misalnya diminta untuk membuat konsep ketika kita untuk memperkenalkan diri dari nama, terus ada keluarga dan sebagainya mungkin cita-citanya besok, seperti itu. Mungkin mengasosiasi ini bisa dilakukan dengan teman sebangku atau teman satu kelompok sesuai dengan materinya. Kemudian di tahap mengkomunikasi, setelah tadi di mengasosiasi mereka melakukan corat coret ibaratnya ketika mereka di konsep terlebih daulu, pada tahap mengkomunikasi ini kita memancing siswa agar berani untuk menyampaikan apa yang sudah dikonsep tadi. Contohnya jika di asosiasi tadi mereka diminta mencari menulis untuk memperkenalkan diri, nah.. di mengkomunikasi kita bisa meminta siswa atau salah satu siswa untuk mencoba mempraktekkan memperkenalkan diri di depan kelas misalnya seperti itu atau beum berani didepan kelas ya… mencoba memperkenalkan diri dulu dengan 4 siswa bergantia secara berkeliling, mungkin seperti itu. Tahap-tahapnya seperti itu. T4: Dalam tahap mengamati, siswa dapat melihat, mengamati,

167 Mengeksplorasi: mengkonstruksi pengetahuan siswa

Mengasosiasi: latihan, guru membantu siswa menyusun konsep

Mengkomunikasikan: siswa menyampaikan hasil pekerjaan

Mengamati: melihat, mengamati,

4. Apa pentingnya SA dalam ELT?

membaca atau mendengar atau menyimak dengan menggunakan alat atau tanpa alat, misalnya diberi gambar, diberi teks. Yang kedua, menanyakan, dari bahan yang pertama kita kasihkan tadi diharapkan supaya murid-murid dapat mengajukan pertanyaan. Yang ketiga yaitu experimenting, menentukan data apa yang diperlukan dari pertanyaan tersebut, sumbernya atau mengumpulkan data dari teks yang kita berikan tadi. Yang keempat mengasosiasi, itu menganalisis data dalam bentuk membuat kategori atau menentukan apa yang ada didalam teks tersebut. Yang kelima communicating, menyampaikan hasil dari rangkuman apa yang mereka dapat dari teks yang kita berikan atau dari gambar yang kita berikan. T1: Pendekatan ilmiah dalam pembelajaran bahasa inggris juga sangat penting karena menurut penelitian dari PISA dari dan sebagainya yang banyak sekali itu ternyata anak-anak SD dan SMP kita itu setelah diteliti itu kemampuan mereka sangat rendah dalam hal masalah ilmiah. Jadi ini lalu pemerintah agaknya mau menyamakan itu agar kita tidak kalah dengan negara-negara lain, dari ASEAN pun menurut penelitian itu kita kalah, sehingga pendekatan ilmiah penting biar nanti mereka itu ketika dewasa ketika kuliah misalnya, itu akan bisa melakukan sesuatu yang ilmiah tidak menemui kesulitan, bisa mengkomunikasikannya dengan baik. T2: Menurut saya penting ya, karena dengan pendekatan ini siswa menjadi mampu untuk berfikir kritis, komunikatif, kreatif dan produktif.

membaca, mendengar, menyimak teks Mendengarkan: siswa mengajukan pertanyaan

168

Experimenting: siswa menentukan jawaban, mencarisumber lain Mengasosiasi: analisis data, menentukan kategori Mengkomunikasikan: menyampaikan hasil kerja Berkomunikasi

Berkomunikasi, berfikir kritis, kreatif, produktif

Imprtance of SA

5. Apa yang anda rasakan ketika melaksanakan SA?

T3: Kadang, karena terutama bahasa itukan tidak bisa terkonsep dalam satu titik. Karena bahasa itu saling terkait. Jadi kalau tidak kita konsep dengan sebaik-baik, takutnya kita nanti materinya terlalu melebar kemana-mana sehingga dengan adanya konsep yang ada 5 tahap ini, guru bisa membuat pembatasan materi yang akan kita disampaikan. T4: Yang pertama, kita targetnya pencapaian hasil belajar siswa. T1: Kalau saya sendiri ya… perasaan bersemangat saja karena kita merasa sangat puas ketika anak-anak itu bisa melaksanakan apa yang diperintahkan oleh kurikulum atau oleh RPP itu. Jadi kita hanya memberi motivasi, memberi fasilitasi kepada mereka, kemudian mereka sendiri yang mengerjakan semua itu dengan bimbingan kita dan kalau mereka sudah berhasil membuat itu dan kadang-kadang mereka itu bisabeyond our imagination artinya melebihi apa yang kita bayangkan. Anak-anak yang pinter lho… kita kan di SMA yang agak lumayan, jadi kadang-kadang melebihi yang kita inginkan.Kita ingin 70 persen, mereka melebihi 90 persen dan itu menyebabkan perasaan bersemangat dan rasa senang hati yang agak tinggi. T2: Senang, tertantang dan termotivasi untuk membuat anak menjadi enjoy dalam pembelajaran. Mencari cara agar tidak bosen. T3: Kalau menurut saya pribadi, sebenarnya adalah konsep pendekatan yang bagus menggunakan pendekatan konsep ilmiah ini, kan karena memang pada dasarnya guru itu juga masih belajar dan kita juga harus mencari metode yang paling baik khususnya e… untuk cara menyampaikan ke siswanya, karena

Guru mengcover materi

Target , berkomunikasi Bersemangat, puas, senang

Senang, tertantang, termotivasi Senang, tertantang, termotivasi

169

Imprtance of SA

6. Apa target penerapan SA dalam ELT?

kita tahu bahwa kemampuan siswa itu tiap-tiap angkatan pasti beda, makanya ini mungkinkonsep yang terbaru ini mungkin bisa digunakan di semua kemampuan siswa hanya kita perlu memodifikasi seperti yang diutarakan didepan tadi. T4: Sekarang ini hanya sedikit…agak signifikan, anak lebih kreatif, dulu kita hanya sekedar memberi, sekarang mereka ada upaya untuk mencari sesuat, jadi agak mandiri dari yang dahulu, lebih percaya diri, lebih kreatif, lebih berani bicara. T1: Secara keseluruhan target pembelajaran bahasa inggris itu Berkomunikasi terutama ada dua, mereka mampu berbicara dan menulis. Sehingga untuk menulis itu perlu sesuatu yang ilmiah, seperti misalnya dalam menulis sebuah teks yang di genre-genre itu disana sudah ada aturan-aturan tertentu e… dan anak-anak itu diajar secara ilmiah yaitu dengan cara mengamati, dengan cara menanya, terus mengumpulkan informasi dan sebagainya itu sehingga nanti pada akhirnya mereka bisa melakukan speaking dan writing dengan baik. Itu tujuan utamanya seperti itu. Ya… tentu saja di dalam RPP itu selalu mengandung indikatorindikator tertentu, jadi di jangka pendeknya ya… kalau dalam bahasa ya… bisaanya mereka diminta untuk mengetahui ide utama, informasi rinci baik tersirat dan tersurat. Itu tujuan pendeknya, sehingga misalnya jika masih ada UN nanti itu mereka dapat mengerjaka dengan baik. T2: Ya, targetnya siswa bisa berkomunikasi di kelas maupun Berkomunikasi kehidupan nyata.Target jangka pendek tentunya bisa tercapai tujuan setiap materi seperti tertulis dalam RPP.

170

Expectation

7. Bagaimana cara anda agar integrasi SA dan ELT berjalan efektif?

T3: Betul, karena tiap-tiap materi itu mempunyai target, misalnya Berkomunikasi materi tentang reading… introduction sehingga tujuanya kita nanti tercapai yaitu seusui dengan tujuan dari RRP-nya, karena kita mempuyai rencana dalam pengajaran tersebut.Kita punya konsep bahwa target kita nanti harus ini, berarti paling tidak jika kita mempunyai 4 target, maka paling tidak 3 bahka 4 target sudah tercapai. Target akhir ya jelas siswa mampu melaksanakan apayang kita dipelajari dari awal tadi. Bisa melalui dari observasi yang kita kasih contoh dan sebagainya, akhirnya siswa itu bisa mempraktekkan jika tujuan akhir nantinyamempraktekan, kalau bentuknya tertulis, ya siswa mampu menulis sesuai dengan target tersebut. T4: Jangka pendeknya, anak dapat berkomunikasi. Jangka panjangnya Berkomunikasi nanti jika siswa sudah melanjutkan kuliah atau bekerja setidaknya dapat berkomunikasi walaupun secara pasif. T1: Masing-masing guru mempunyai cara sendiri, mempuyai style Bimbingan guru, lembar kerja sendiri agar membuat ini jadi efektif. Tetapi yang paling efektif, kalau saya… saya selalu membagikan kertas-kertas kerja yang e… potong-potong gitu, tidak saya jadikan satu dulu tapi misalnya satu halaman itu terdiri tiga masalah, saya potong dan saya bagikan masalah yang pertama ini agar terjadi efektif. Kalau nanti penyelesaiannya di buku yang lain… di kertas yang lain misalnya, begitu. Jadi tetep diperlukan, kita tidak bisa langsung menyerahkan siswa sampai selesai begitu… karena mereka perlu bimbingan, tapi tidak ceramah yang lama seperti itu.

171

Expectation

T2: Melaksanakan semua rencana yang sudah saya buat dalam RPP, menurut saya bisa membuat proses tersebut berjalan efektif. Tentu bimbingan guru sangat diperlukan dalam hal ini, apalagi pendekatan baru ini mengharuskan demikian. Pengembangan media juga penting. T3: Kalau menurut saya pribadi karena materi kan sudah ada acuannya ya bu…materi dan sebagainya, tinggal kita mengkonsep sesuaia dengan RRP yang kita buat sehingga apaun yang kita konsep itu kita usahakan agar berjalan dengan sebaikbaiknya misalnya cara penyampian kita, mungkin kalau anaknya mungkin habis capek kita bisa menyelenggarakan dengan sedikit penyegaran lebih dulu diajak apalah seperti itu... sehingga untuk integrasi pendekatan ilmiah ini memang kita haru efektifkan dimulai dari pembuatan RPP, penyampaian materi, penggunaan media dan bahan pengajaran yang sekiranya paling efektif sehingga proses pembelajaran bisa terintegrasi dengan baik. Memang dikonsep ini kan fungsinya guru hanya sebagai fasilitator, jadi memang kita harapkan siswa itu memang benarbenar aktif. Karena memang kita masih menggunakan kurikulum yang baru ini memang masih banyak guru masih belum paham seratus persen atau siswa kurang… kurang mendapatkan apa itu namanya informasi tentang kurikulum yang terbaru. Sehingga dari awal kita memang harus menyampaikan tujuan kita apa, target kita apa, memang harus seperti itu. T4: Secara umum, kelompok atau jumlah siswa. Banyak sedikitnya siswa, jika siswanya sedikit kita lebih focus. Sekarang sudah lumayan dibandingkan dulu dimana siswanya bias mencapai 40 siswa, sekarang 32 siswa. Masih diperlukan, walaupun tidak sesering seperti pendekatan kurikulum terdahulu. Siswa terkadang mencari dibuku sudah

Bimbingan guru, melaksanakan rencana pembelajaran, media

Bimbingan guru, melaksanakan rencana, media

Pembatasan jumlah siswa, bimbingan guru

172

menemukan jawabannya, tetapi maksudnya dari bahan yang dipelajari tersebut masih banyak yang belum dimengerti. Jadi kita membantu memberi pengertiannya. Kita mengajukan pertanyaan ke siswa, atau kita menyuruh siswa menyampaikan hasil diskusi mereka sesuai materi yang kita berikan. Jadi sekarang guru harus mengurangi membatu siswa, biar siswa mencari sendiri atau mengeksplor. 8. Apakah T1: Teoritis terdapat dalam mengamati itu, jadi dalam mengamati itu Seimbang diperlukan bisa kita berteori sedikit disana, tidak apa-apa nanti begini-begini, dukungan teoritis setelah mengamati itu… begini-begini, tetapi nanati pada dan praktis dalam mengamati itu mereka diminta untuk member teori sendiri, penerapan maksudnya misalnya kita baru saat itu untuk menerangkan sebuah pendekatan gramer, kita beri saja beberapa kalimat tanya, terus kita tanya tersebut? kapan terjadi, sedang terjadi, kemarin atau besok. Jadi kalau begitu…. mereka menyimpulkan saja, kita suruh menyimpulkan satu atau dua anak, kalau kurang tepat bisa ditambah yang lain. Guru nanti tinggal member feedback, oh ya betul… atau kurang sedikit, kayak gitu itu bisaanya saya lakukan di mengamati, karena di mengamati butuh agar lancar jalannya disana harus lengkap dulu, ngak bisa sembarangan sedikit, gitu. Kalau kurang, trus… di mengumpulkan informasi itu atau di menanya juga bisa. Jadi kalau kurang jelas, mereka bisa menanyakan di menanya. Apakah di mengasosiasi atau di mengumpulkan informasi tidak boleh bertanya ?. Boleh saja, lha wong ini pelajaran… kalau tidak ada pertanyaan lha terus bagaimana nanti. Jadi guru boleh tanya jawab di situ, di mengumpulkan informasi boleh tanya jawab, di mengasosiasi

173

Expectation

atau menalar… boleh tanya jawab, kalau memang anak bertanya atau kita butuh mereka membuat sebuah kesimpulan yang penting kita tanya saja mereka, agar mereka menjawab dengan benar, begitu. T2: Keduanya perlu. Teori untuk dasar penerapan secara praktek. Siswa perlu memiliki itu, demikian juga guru. T3: Praktek dan teori itu memang sesuatu yang saling terkait,karena kita tahu bahwa kalau kita terlalu banyak teori kalau tidak ada prakteknya juga nol besar. Kita terlalu banyak praktek, tapi tidak ada teori ya… nanti hasilnya juga tidak akan baik, sehingga yang pertama memang kita harus teori harus paham dulu, sudah paham, berkembang, kita konsep dengan baik, baru nanti kita praktekkan sesuai dengan apa yang di teori. Sehingga antara teori… teori dan praktis itu memang saling mendukung, ibaratnya seperti itu.Sehingga pembelajaran dapat tercapai dengan baik. T4: Iya. Itu harus seimbang antara praktek dan teori. Siswa setelah diberi teori, siswa akan mencoba apa yang kita berikan. 9. Menurut anda, T1: Pendekatan ilmiah ini sangat mempegaruhi cara berpikir anak. apa saja Kalau yang dulu itu kita mengajarnya tidak dengan cara pengaruh mengamati dan sebagainya, ya… mungkin pakai itu tetapi pendekatan pelaksanaannya masih terputus-putus, terus ini sangat ilmiah terhadap berpengaruh, mereka e… sangat bersemangat untuk itu, dan proses agaknya memang ini menurut saya metode yang paling cocok pembelajaran karena guru tidak usah banyak memberikan materi-materi tetapi bahasa Inggris? anak itu yang mengkonstruk materinya sendiri sehingga mereka menemukan sendiri jawabannya itu, maka lalu disebut discovery-

174

Seimbang Teori didukung praktek. Teori dipahamkan dulu, kemudian siswa berlatih.

Seimbang Mempengaruhi mindset siswa, siswa termotivasi belajar dan berkomunikasi, mandiri, aktif.

Influence of SA

discovery seperti apa yang kita bisaa ajarkan itu, seperti discovery learning dan sebagainya. Jadi memang tepat setidaknya menurut saya. Yang jelas mereka lebih banyak berkomunikasi, kalau dulu bisaanya teacher centre artinya guru yang banyak ngomong, anak-anak itu ngomongnya sedikit, tetapi sekarang ini begitu anak masuk lagsung mereka itu mesti ada sesuatu yang harus mereka omongkan atau harus mereka tulis, itu yang paling baik. Dan untuk anak-anak yang baik dan bersemangat tinggi untuk belajar mereka senang, tapi saya tidak yakin semua guru akan menyenangi ini karena ada yang nyaman dengan yang lalu dan atau sekarang, gitu. T2: Ya, siswa menjadi lebih percaya diri, aktif, kreatif dan mandiri. Ada peningkatan di sini. walau tidak seratus persen siswa menjadi demikian, akan tetapi setidaknya aktifitas dalam pembelajaran melalui 5 tahap ini memberi kesempatan pada siswa untuk lebih bersemangat baik dalam belajar juga berkomunikasi. Misalnya saya beri game, ini membuat siswa termotivasi, rasa ingin tahunya muncul dan berfikir. T3: Pengaruhnya jelas pertama ke guru. Guru proses kegiatanya bisa tertata lebih baik. Berbeda dengan KTSP dulu karena guru terlalubanyak omong terlalu sentris dengan ceramahnya, kadang materinya justru tidak tersampaikan dan siswa tidak bias ee…bekerja atau mencari tujuan utamanya tadi. Jadi siswa sekedar bengong mendengarkan, habis itu praktek hanya sekedar…ya sebentar, tapi kalau disini dengan proses belajar dengan menggunakan pendekatan ilmiah paling tidak 50 sampai

175

Motivasi, aktif, mandiri, percaya diri menyampaikan ide

Kegiatan guru tertata lebih baik, siswa lebih aktif dalam pembelajaran

10. Bagaimana cara anda menerapkan pendekatan ini dalam pembelajaran bahasa Inggris?Apakah mengikuti petunjuk kurikulum?

60 persen sekarang siswa itu yang kegiatan aktif. Jadi guru hanya sekedar memfasilitasi kegiatan siswa tersebut. Secara umum memang pendekatan itu tujuannya pasti meningkatkan motivasi siswa kurikulum dulu-dulu pasti meningkatkan, tapi menurut saya yang paling penting itu justru adalah bagaimana peran guru dalam menyampaikan materi tersebut. Meskipun itu gurunya tidak berpendidikan tinggi misalnya, tapi kita… asal guru itu mampu memenej dengan baik, saya yakin motivasi siswa justru akanlebih baik lagi. Di sini dengan menggunakan pendekatan ilmiah paling tidak 50 sampai 60 persen siswa yang aktif. Guru hanya sekedar memfasilitasi kegiatan siswa tersebut. T4: Siswa lebih kreatif dan lebih berani bicara dalam bahasa inggris. Kreatif dalam mencari sumber dari materi yang kita berikan dan lebih percaya diri berbicara bahasa inggris, walaupun masih salah. .. paling tidak meningkat sedikit. Walaupun terbatas, ada sedikit perubahan pada siswa. T1: Iya, harus. Jadi kalau dengan cara ilmiah ini, 5M itu memang harus urut, ngak boleh bolak-balik, begitu. T2: Mengikuti panduan pemerintah, dan saya urutkan mulai step 1 sampai 5. T3: Kalau menurut saya, karena pendekatan ilmiahsudah terkonsep dari awal memang prosesnya seperti itu, dan saya menggunakan sesuai denga itu, tetapi seperti yang saya kemukanan dari awal… dari 5 tahap itu memang harus kita beriakan porsi yangsesuai dengan tahapan-tahapannya atau sesuai dengan materinya. Jangan terlalu berlebihan, misalnya pas ada observasi kita membutuhkna

176

Aktif, percaya diri berbicara, kreatif,

Sesuai prosedur Sesuai prosedur Sesuai prosedur

Learning Procedure

11. Adakah kemungkinan memadukan 5 tahap tersebut?

waktu yang terlalu banyak, nanti mungkin justru siswa tidak… bosen atau malah apapun. Jadi 5 konsep tadi berusaha untuk diarahkan memang dengan urutannya, seperti itu. T4: Saya menerapkan hal yang sama sesuai urutan, cuma terkadang dalam perkembangan proses pembelajaran ya… bergeser sedikit, tetapi tetap mengurutkan. T1: Ya, ngak pa-pa, harus dipadukan. Kalau memang kurang dan mereka butuh lebih lengkap lagi, kenapa tidak. Jadi mengumpulkan informasi kurang, trus ada tanya jawab lagi untuk mengumpulkan informasi ini, kan bolehboleh saja, asal tidak pertama langsung mengkomunikasikan, gitu ya… yang pertama tetep mengamati, terus urut-urut sampai pada mengkomunikasikan. Boleh. Kalau dalam rangka menuju hasil akhir yang baik, tetep kita lakukan, toh… kita ini bahasa, jadi menurut pikiran saya, kalau kita paksa-paksa untuk 5M ini harus berjalan seperti itu… kalau seperti eksak itu… saya kok kurang setuju. Kurikulum mengatakan tidak boleh, jadi kalau kurikulum tidak menyatakan seperti ini… berarti kita boleh. Cuma jangan terus keluar dari koridor ilmiahnya itu. T2: Sangat mungkin memadukan, tetapi secara prinsip diurutkan. T3: Ya bu… betul. Memang kita kan sudah punya konsep menggunakan 5 tahap tersbut. Trus kita kembali juga, ada satu kesulitan ketika kita masuk menggunakan ini… kita mempunyai SDM yang mungkin kurang… kurang bagus atau paling tidak… kita memang harus menggunakan apa yang kita sampaikan di

177

Mengurutkan

Memungkinkan memadukan beberapa tahap

Memadukan, Prinsip diurutkan, memungkinkan memadukan dengan tahap yang lain pada tahapan tertentu.

Learning Procedure

awal, tujuannya biar anak masih mengingat, karena mungkin apa yang saya samaikan di depan bahwa guru mempunyai kesulitan ketika menggunakan tahapan-tahapan tersebut, sehingga memang kadang kita me… mengulang atau me…apa namanya… memadukan konsep-konsep tersebut. Tetapi secara umum konsep-konsepnya itu tetep disesuaikan dengan tahapannya. Kalau menurut saya itu sebenarnya tidak masalah njeh ya bu…karena memang… ini kan memang konsepnya sudah ada, tapi kan e… input atau yang kita dihadapi siswa itu memang bermacam-macam, jadi memang kita mengkonsep sesuai dengan lingkungan disekitar kita sendiri. Jadi tidak monoton harus seperti ini, tetapi diperbolehkan untuk menggunakan teori atau cara-cara tersebut. T4: Iya…dipadu-padukan. Karena bahasa tidak harus teoritis urut, kecuali kalau eksak kanharus urut. Terkadang, siswa langsung bertanya, langsung communicating, kan tidak bisa observsi dulu. Tetapi secara prinsip, kita harus mengurutkan. 12. Seandainya anda T1: Tentu, pembelajaran yang baik itu adalah yang PAKEM atau diberi PAIKEM itu. Jadi e… anak itu harus merasa senang dulu dan kesempatan tidak tertekan dengan pembelajaran itu, sehingga kadang-kadang melakukan kita modifikasi sendiri sedikit yang penting tidak keluar dari modifikasi, prisip-prinsip pendekatan ilmiah itu. Dan yang paling sulit itu apakah anda akan adalah kegiatan menanya, mereka itu sering tidak mau bertanya. melakukannya? Ya… ya… ditekniknya. Setiap guru mempunyai metode atau Pada tahap teknik sendiri-sendiri untuk membuat siswa itu menjadi nyaman mana? dikelas begitu… Jadi mereka itu kita buat jadi mereka tidak

178

Prinsipnya mengurutkan, memungkinkan memadukan

Modification Perlu agar siswa tidak bosen, nyaman, termotivasi, tidak tertekan. Pada tekniknya.

Learning Procedure

tertekan dan mau mempelajari itu dengan senang hati dan dengan keiklasan tinggi tentu saja. Ya… Jadi pada e… questioning nya itu agak menyulitkan guru, dan saya belum tahu bagaimana cara membuat mereka agar bertanya. Bisaanya kita bertanya kepada mereka terus, kalau tidak ada pertanyaan ya… terus kadangkadang kita lompati, jadi pelajaran itu sudah mereka kuasai dengan baik. T2: Ya, dengan metode, tehnik yang berbeda akan membuat anak tidak bosan dan senang belajar. Pada tahap observing. T3: Modifikasi itu sebenarnya justru point yang penting dari adanya konsep walaupun hanya konsep, jika kita tidak modifikasi nanti kegiatannya justru malah monoton atau malah kaku dan kalau itu kita terapkan setiap hari, setiap pertemuan hanya itu-itu terus takutnya siswa malah bosen dengan kegiatan, jadi siswa sudah bisa menebak o… bar habis ini seperti ini, habis ini seperti ini. Jadi modifikasi pendekatan perlu asal kita tidak terlalu melenceng jauh dari target awal atau tahapan-tahapan yang sudah diterapkan diawal, seperti itu. Terutama pada observasi. Kalau menurut saya, moment yang paling tepat untuk memunculkan motivasi anak dalam kita menyampaikan materi justru pada saat observasi, sehingga mungkin dari contoh-contoh yang kita sampaikan untuk pengamatan itu siswa lebih tertatik untuk mengikuti pembelajaran dibelakangnya nanti sebagai pemicunya, ibaratnya seperti itu. T4: Iya. Saya akan melakukakn modifikasi ini. Modifikasi diperlukan untuk menarik minat siswa dalam belajar bahasa inggris, biar

179

Tahap observing. Perlu, siswa tidak bosan dan senang belajar. Pada tehnik. Observing Modifikasi penting, agar tidak monoton dan membosankan. Pada tehnik. Dilakukan dan disesuaikan dengan tujuan dan target pembelajaran.Terutama pada observasi. Materi disampaikan pada observas. Contoh-contoh yang bervariasi.

Modifikasi perlu untuk menarik minat siswa agar tidak bosan. Pada tehnik.

13. Apakah motivasi siswa juga berpengaruh? Mengapa?

tidak membosankan. Pada tahapan tertentu, misalnya communicating, seperti melakukan game. Bisa. Misalnya dalam tahap observing, kita bisa mengeksplor siswa, misalnya dengan gambar kita dapat menyanyakan siswa apakah ada yang mempunyai gambar seperti ini atau yang masih berhubungan dengan yang diberikan, terkadang siswa mempunyai pemikiran tersendiri. T1: Wah sangat berpengaruh. Dengan motivasi siswa yang tinggi, maka pembelajaran akan berhasil dengan baik, motivasi siswa itu kadang-kadang dipengaruhi oleh gurunya juga. Guru yang penuh semangat dan motivasi tinggi, siswa nanti juga akan bermotivasi tinggi, karena mengikuti gurunya itu, jadi guru disini sangat berpengaruh sekali terhadap meningkatkan motivasi siswa. T2: Sangat berpengaruh. Jika motivasi ada, siswa akan aktif mengikuti kegiatan belajar. T3: Motivasi siswa itu memang paling pengaruh, karena e… bagaimanapun bagusnya kurikulum… sepandai-pandainya guru atau setingi-tingginya latar belakang pendidikan guru tapi kalau siswa dari rumah sudah tidak ada motivasi belajar itu sama juga dengan bohong, karena memang yang paling utama peran guru sekarang harus memunculkan motivasi belajar siswa. Karena yang diprakteknya saya sendiri ngajar itu di sini itu prakteknya hampir 50 persen e… input siswa itu rata-rata menengah kebawah, kaena terus terang kami sekolah swasta. Jadi kalau ibaratnya kita mendapatkan siswa itu ya… hanya sisa-sisa, jadi

180

Berpengaruh, motivasi tinggi belajar makin baik. Dipengaruhi juga motivasi guru.

Berpengaruh, aktif Berpengaruh, aktif. Motivasi guru berpengaruh terhadap motivasi siswa

Factors

14. Adakah pengaruh pengalaman belajar guru terhadap penerapan SA? Mengapa?

ya… sisa-sisa tau sendiri inputnya juga pas-pasan cenderung kuranglah, ya seperti itu. T4: Iya, berpengaruh. Siswa jika tertarik pada materi akan menimbulkan motivasi belajar, jika siswa termotivasi belajar maka kita memberikan pelajaran juga akan lebih mudah, siswa akan lebih mudah mencerna pelajaran, keinginan belajar meningkat. Oleh karenanya, metode pembelajaran yang kita berikan harus menarik, termasuk reward. Sudah, siswa sudah saya beri tahu sebelumnya. Sebelum memberi pelajaran, saya beritahu bahwa siswa yang aktif akan saya beri reward lebih. Makanya terkadang siswa berlomba untuk maju. Sudah ada perjanjian, pokoknya siswa yang aktif akan saya beri reward - ekstra point. T1: Ya, ya. Tentu saja sangat berpengaruh, jadi guru-guru yang masih lulusan S1, misalnya tentu saja akan masih kurang hebat jika dibandingkan dengan lulusan S2 walaupun tidak semuanya, karena pengalaman yang mereka miliki sebelumnya itu dapat melengkapi pengetahuan yang mereka peroleh sehingga menjadi sempurna. T2: Ada pengaruhnya. Pengalaman belajar baik di bangku kuliah, pelatihan sangat membantu guru untuk menyampaikan materi. Bahasa Inggris lebih efektif jika diajar guru yang memiliki basic bahasa Inggris. Ketika guru menerima informansi atau pengetahuan baru, maka pengetahuan lama akan ikut melengkapinya. T3: Latar belakang guru itu berpengaruh sekali, apalagi dengan siswa

181 Berpengaruh, tertarik, termotivasi, mudah menyerap materi, motivasi guru berpengaruh.

Berpengaruh. Pengalaman pendidikan melengkapi pengetahuan baru yang diperoleh.

Berpengaruh, pengalaman pendidikan mempengaruhi penyerapan informasi baru dan penyampaiannya.

Berpengaruh, dalam penyampaian materi

Factors

15. Adakah pengaruh antara pengalaman mengajar dengan penerapan SA? Mengapa?

yang sudah agak atas kelas 2 atau kelas 3, melihat punya guru yang mempunyai latar pendidikan yang tinggi, juga mungkin… mungkin rasa segannya muncul. Tetapi, tetep yang paling utama adalah e… proses pembelajaran itu sendiri, bagaiman guru bisa mengelola kelas itu dengan baik, seperti itu. T4: Berpengaruh juga. Kalau kita tidak dari basic-nya, jurusan yang tidak sama itu penyampaiannya terkadang tidak sampai atau salah pada siswa. Jadi kalau maple bahasa inggris, ya…harus dari pendidikan bahasa inggris, sehingga mengetahui teorinya dalam pembelajaran. T1: Iya. Pengalaman ditambah dengan apakah mereka mau maju, maksudnya apakah mereka mau lari dari zona aman, karena bisaanya makin tua guru itu, ya... sudah bisanya ini, begitu, tetapi tidak semua guru yang tua seperti itu, memang ada yang mau belajar sebaik-baiknya. Kemauan guru menerima pengetahuan baru dipengaruhi pengalaman. Artinya begini, tergantung berapa lama, berapa lamanya mengajar, bisaanya guru itu semakin lama mengajarnya itu akan makin baik ilmunya, walaupun ini tidak semuanya benar, guru-guru yang baru lulus pun bisa sangat baik tergantung dari kemauan belajar dari guru itu, jadi kalau guru yang bersemangat belajar tinggi ya… bisaanya akan lebih baik, walaupun tingkat pendidikannya hanya sekedar S1, semuanya diserahkan kepada masing-masing gurunya itu. T2: Pengalaman memperkaya model maupun tehnik yang digunakan dalam proses pembelajaran. Pengalaman juga mempengaruhi cara

182

Berpengaruh, teori yang dimiliki berpengaruh terhadap penyampaian materi.

Berpengaruh, dalam menerima info baru dan proses pembelajaran.

Ada, menerima info baru dan cara menyampaikan materi

Factors

16. Adakah faktor lain yang memiliki andil dalam penerapan SA?

berfikir guru dalam menyikapi info baru. T3: Jelas pengaruh sekali njeh bu... Kalau memang begini, kita punya teori dan konsep dan sebagainya, dan teori dan konsep itu tidak berubah, tetapi… yang kita hadapi itu semakin hari semakin kesana itu semakin berubah khususnya siswa, siswa itu kadang mempunyai tipikal yang berbeda-beda tiap angkatan. Makanya pengalaman guru disini, jelas pengalaman mengajar itu yang paling utama, pendidikan yang paling utama, tapi yang paling penting lagi adalah pengalaman untuk mengelola kelas, agar pengelolaan kelas itu berjalan dengan baik. Sehingga pengalaman guru itu memang mutlak diperlukan dalam setiap konsep. Apapun kirikulumya, pengalaman guru itu paling penting, menurut saya bu… karena kalau guru tidak punya pegalaman itu prakteknya akan disepelekan oleh siswa, seperti itu. T4: Mendukung pelaksanaannya. Kita bisa membandingkan antara metode yang lalu dan sekarang ini, kekurangan dan kelebihannya dimana.Terkadang kita masih menerapkan metode lama yang masih bagus atau lebih bagus untuk metode yang sekarang kita gunakan. T1: Semua dikembalikan kepada sekolah, terutama bapak kepala sekolah. Bapak kepala sekolah itu, apakah getol sekali… mengembor-ngemborkan ini, apakah dia itu hanya mengikuti arus gurunya… itu sangat berpengaruh. Atau mungkin guru itu sendiri, apakah dia itu ingin berubah atau tidak. Selama sekolah dengan semua komponennya tidak mau berubah dan sudah pokoknya ya… begini dulu, itu akan sangat terkendala. Jadi beberapa orang

183 Berpengaruh, pengalaman penting dalam pembelajaran, mempertahankan atau mengembangkan konsep.

Mendukung proses pembelajaran, penyerapan pengetahuan baru.

Fasilitas

Factors

harus sangat bersemangat untuk ini, sehingga teman lain bisa mengikutinya, kadang merasa malu jika tidak bisa seperti itu, misalnya. Itu saya kira. Fasilitas penting. Fasilitas ini sangat berpengaruh sekali, di sekolah-sekolah yang tape saja tidak ada, padahal maunya listening dan pada mengamati itu di listening, maka guru sendiri itu yang harus ngomong… terus, jadi begitu. Jadi agak terkendala sedikit, paling tidak guru akan merasa kecapekan, beda jika dibantu dengan adanya tape misalnya, atau alat-alat lain yang bisa mereka dapatkan. T2: Pemahaman terhadap kurikulum penting agar lebih pas kita menyampaikan ke anak didik dan bisa melalui MGMP atau training. MGMP bisa menjadi forum untuk berbagi dengan teman mengenai berbagai hal pembelajaran termasuk mengenai kurikulm baru dan cara mengajar yang efektif. Sekolah juga harus membuat kebijakan yang adil agar guru yang dibina merata. Saya rasa fasilitas juga diperlukan untuk memperlancar KBM. Dengan fasilitas yang memadai, seperti tape, juga lab bahasa penting mengingat pembelajaran dengan pendekatan baru ini memerlukan fasilitas tersebut. T3: Njeh.. pengaruh sekali, karena memang terutama untuk sharing ya bu… terutama untuk MGMP dengan guru itu yang jelas kita saling tukar informasi model pembelajaran yang paling efektif jika anak seperti ini bagaimana dan sebagainya. Seperti juga training, karena seperti sekarang ini banyak konsep-konsep baru yang ditawarkan oleh praktisi pendidikan khususnya untuk e…

184

Sharing with friends, pemahaman terhadap kurikulum, fasilitas

Sharing with friends, fasilitas

mengendalikan atau menyampaikan materi terhadap siswa tersebut. Kalau…kalau faktor lain diluar itu yang jelas yang faktor pendukung adalah kalau kita mau memacu kita memerlukan fasilitas yang mendukung… fasilitas-fasilitas yang mendukunguntuk proses pembelajaran, apalagi sekarang konsepnya katanya scientific, harus memberi konsep yang bagus ataupun contoh-contoh. Fasilitas-fasilitas yang harus ada di kelas harus kita tingkatkan, contohnya kalau kita mau menggunakan e… film, paling tidak kelas itu sudah harus ada proyektor, misalnya…harus ada speaker untuk suara. Kalau kita mau masuk listening kita harus masuk lab bahasa, misalnya seperti itu. Jadi faktor-faktor pedukung utuk proses pembelajaran itu memang harus, disamping kedisiplinan siswa yang memang harus ditanamkan sejak dari awal. T4: Sarana prasarana, fasilitas. MGMP dapat memberikan sharing informasi mengenai hal baru atau perkembangan kurikulum baru yang dapat kita gunakan untuk meningkatkan kinerja kita, cara kita mengajar untuk KBM. Mendukung sekali, karena sekolah harus menerapkan kuriklum yang baru. Walaupun terkadang menghadapi kesulitan, terutama pendanaan yang belum mampu untuk memenuhi kebutuhan secara total untuk pelaksanaannya. Dalam pembinaan juga disampaikan, bahkan pernah dilakukan training di sekolah.

185

Fasilitas


digilib.uns.ac.id

186 Appendix 4. Sample of Lesson Plan and Document Review

commit to user


digilib.uns.ac.id

187

commit to user


digilib.uns.ac.id

188

commit to user


digilib.uns.ac.id

189

commit to user


digilib.uns.ac.id

190

commit to user


digilib.uns.ac.id

191

commit to user


digilib.uns.ac.id

192

commit to user


digilib.uns.ac.id

193

commit to user


digilib.uns.ac.id

194 Lesson Plan of T1 (1) Subject Matter

: Complimenting and Showing Care

Time Allotment

: 2*45 minute

The lesson plan is created as the basis for learning activities. This lesson plan was arranged well. It consists of the name of school, subjects, class, subject matter, time allotment. It also covers core competence (KI) and basic competence (KD), learning goal, learning material, learning method, media, learning resources, learning steps and assessment. During that time allotment, learning goal is expected to be attained. Learning steps consist of introduction, main activities and enclosure. The five-scientific steps are clearly drawn in main activities. Activities in observing step lead to students to the material being learnt. Questioning is designed to ask students to compare the utterances in L2 and English. Experimenting step shows the tasks which have to be done by students. Here, the observation in the sense of listening and watching the example of interaction provided. Associating steps asks students to compare the expression available and teacher gives feedback. In the last step, students invite to present the work and write their learning journey that day in journal. Based on the lesson plan, the shift of the steps is clearly drawn. Anyhow, in questioning, teacher takes comparison of the expressions in target language and non -target language. There is misperception about the placement of the activity since curriculum takes comparison in associating. Questioning is better more focused on social function, language features and text structure. Because of the misperception, associating and questioning overlap.

commit to user


digilib.uns.ac.id

195 Appendix 5. Figures of Research

Figure 1. Observing activity

Figure 2. Communicating activity

Figure 3. Experimenting Activity

commit to user


digilib.uns.ac.id

commit to user

ENGLISH TEACHERS BELIEFS AND PRACTICES OF SCIENTIFIC APPROACH (SA) IN ENGLISH TEACHING: A CASE OF SMA BOYOLALI A THESIS

Recommend Documents