THE IMPLEMENTATION OF SCIENTIFIC LEARNING

APPROACH IN ENGLISH CLASSES AT JUNIOR HIGH

SCHOOL KOTA BENGKULU
Thesis

By
Debby Mulya
A1B011045

ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT

OF LANGUAGE AND ARTS TEACHERS TRAINING AND
EDUCATION FACULTY UNIVERSITAS BENGKULU
2014

CHAPTER I
INTRODUCTION
1.1 Background

In 2013, Indonesia has implemented a new 2013 curriculum. It replaces the

last curriculum School Based - English Curriculum ( SBC ) education. There are some
reason this changing. First, it is caused School Based - English Curriculum ( SBC )
curriculum did not have a significant result to improve the education of indonesia.
Nuh (2013) states that, Indonesia still get a lower grade based on international
research survey, PISA ( Programme for International Student Assessment ) almost the
students only can achieve in level 3. Moreover, Trends in International Mathematics
and Science Study ( TIMSS ) includes mathematics, science and language also
Progress in International Reading Literacy Study ( PIRLS ) includes reading still
intermediate. Second, School Based - English Curriculum ( SBC ) curriculum seems
to be burden the students because there were a lot of subjects will be taught. It means
that, the students only focus on cognitive aspect, without caring other aspects. As a
results, 2013 curriculum is espected to improve the quality of education in Indonesia.
Harlona (2013) states the goals of 2013 curriculum are to prepare the next
generation of indonesia become private citizen and belief, productive, creative,
innovative, affective, and able to contribute the society, nation, state, and world
civilization. It means that, 2013 curriculum prepares the students become the next
generation not only capable in cognitive, but also have good characters. In this
curriculum, students are not only learning in the classroom or laboratory, but also
what around them could be learning materials. Teachers are not the only one source

and facilitators of learning. The objectives have been described on Government

Regulation Number 32 Year 2013 about the National Education Standards.
According to regulation number 66 year (2013), there are some competencies
that should be achieved by the students, it includes spiritual attitude, social attitude,
knowledge, and skills. It means that, 2013 curriculum is not only focus on cognitive

aspect, but also building the characters. Hopefully, in the end of process of learning, it
is expected to create the students productively, creatively, innovative through the
aspect of attitude, skills and the integration of knowledge. All of those competencies
can be achived by scientific approach.
New curriculum emphasize all of subjects used scientific approach in the
process of learning includes English subject. Nuh (2013) states that Scientific
approach is a design of learning process, the learners can construct actively the
concept, the rule or principle through the steps of observation or identification of the
problem, how to formulate the problems, propose or formulate hypotheses, collect
the data by using various techniques, analyze the data, make a conclusions and
communicate the concept of finding.

Furthermore,

Aswari (2013), scientific

approach is an approach that usually used in science which includes some steps,
observing, questioning, associating, experimenting, networking. Scientific approach
can make the students more active in constructing and discovering the knowledge and
skills, to encourage the students to do investigation in order to find out the fact of
phenomenon or event. Based on the explanation above scientific approach is
described as an approach to make the students more active, and independently,
dicover the knowledge by themselves using some steps or principle.

According to Regulation of Ministry of Educarion and Culture Number 81a

(2013), there are five phase in scientific learning approach in english subject . First,
Observing phase is the way the students find out meaningfull learning by using some
senses, includes what the students see and hear. The aims of observing is the process
of learning contextually which related to everyday life. The activities include
listening, reading a text, identify the function of the text, structure, language features,
and spelling. The competence which is developed includes honest attitude, rigorous,
dicipline, hardwork, able to think inductive and deductive in conclusion
Second, Questioning phase is the process of building the knowledge of the
students think critically the information. This process is usefull for the student to think
creatively, logically, and sistematically. Discussion is one of the process questioning.
In the process of learning, the students can discuss together in group. It can be the
differences between English and Indonesian in orrally or written, include the
differences of usage, the structure of sentence, content of the discourse, main idea,
specific information, detailed information, reference the word in the text. The
competencies are expected includes to develop creativity, curiosity, able to formulate
questions to shape critical thinking,
Third, Collecting and exploring the information. The students collect the
information by using some various resources, such as reading other books, observing,
interviews, even doing the experimenting or exploring. In this phase, the students can
explore what they are learned and their language skills practically in language through
simulation activity involves drama, or role plays. This phase is usefull for the students
dare to expresss their new knowledge and skills. The competencies are expected
includes to develop rigorous attitude, faith, politeness, respect to the others, able to

communicate, apply the skills, collect the information by various ways in learning,
develop habit and long life learning
Fourth, Assosiating means the students capability to connect previous
knowledge and new knowledge from information. The aims of this activitiy the
students are expected to build the students to think and act scientifically. It involves
analyze texts, classify, categorize, conclude, compare different expressions, structure
of the text, elements of language, discuss the content of the discourse, as well as
obtaining feedback from the teacher. The competencies are expected includes to
develop honest attitude, rigorous, tolerance the other, able to think systematically, to
explore the arguments in clear, and develop language skills in clear as well.
Last, Communicating. In this phase the students deliver the concept or ideas
both orally and written in the classroom. The activities can be demonstrating, writing,
presentation, editing, publishing in wall magazine, newsletters schools, learning
journal, school blogs. The competencies are expected includes to develop honest
attitude, rigorous, dicipline, hardwork, able to think inductive and deductive in
conclusion
In 2013 curriculum, Scientific approach also have a controversial. Moreover,
the implementation of 2013 curriculum in indonesia uneven yet. As a results, in
Bengkulu town, only 4 pilots school who have implemented 2013 curriculum since
2013 academic year, otherwise other schools have already implemented 2013
curriculum in 2014 academic year. ( LW, 2013). Another problem in implementation
of 2013 curriculum in some school is lesson plan. The teacher make a lesson plan
only as formality, but in fact when the process of teaching and learning the teacher
still teach the students same as previous curriculum because of the lack of

understanding in implementation of curriculum. Sometimes the teacher only adopted

from the internet without modify it. I found this phenomena in some school who have
implemented 2013 curriculum The succesfull of teaching and learning, it should be
based on teachers understanding the implementation of scientific approach
classroom. In this cases, the information about scientific approach is very limited
especially in english,

because of Scientific approach still new applied in 2013

curriculum. There is no researcher conducted this research before. Based on this

cases, the researcher want to investigate how is the implementation of the teacher who
have implemented scientific approach learning since 2013 academic year, and how is
the implementation of scientific approach learning in teacher lesson plan.
1.2 Identification of the problem
Since the 2013 curriculum has been applied, in the process of teaching and
learning, the teacher use scientific approach. Scientific approach has a controversy,
because scientific approach still new, teachers lack of understanding, and the data
about how is scientific approach implemented very limited especially in english
classes. Therefore this study will describe first, how is teachers plan of scientific
approach implementation and how is the implementation of teachers lesson plan in
english classes at Junior High School Kota Bengkulu since 2013 academic year.
1.3 Limitation of the problem
This research is limited on, teachers plan of scientific approach
implementation and the implementation of teachers lesson plan in english classes at
Junior High School Kota Bengkulu since 2013 academic year.

1.4 Research question :

The problem to be investigated is this research is how is the implementation of
scientific learning approach in English classes at Junior High School Kota Bengkulu.
The problem is furthermore formulated below:
1. How is the implementation of scientific approach in english classes at Junior High
School in Kota Bengkulu?
2. How is the implementation of teachers lesson plan in english classes at Junior High
School in Kota Bengkulu ?
1.5 Significance of the research
The result of the study of this research will be usefull for the teacher as
additional information about the strengths and the weaknesses of implementation
scientific approach in teaching english. Furthermore, by knowing the result of the
study, the teachers can maximize the strengths for teaching improvement and
minimize the weaknesses for better teaching. Also, the teacher can be more creative
and enrich their knowledge in choosing the strategy of teaching english in the
classsroom from the school which has implemented 2013 curriculum.

1.6 Definition of key term :

Implementation

: Implementation is the carrying out,

execution, or practice of a plan, a
method, or any design for doing
something. Rouse (2007)

Scientific approach learning

: an approach that usually used in science which

includes

some

steps,

observing,

questioning,

associating, experimenting, networking. Ministry of

Education (2013)