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