ELESP STUDENTS’ PROBLEMS IN IMPLEMENTING … · question, the data were also ... adalah pendekatan yang diterapkan di Kurikulum 2013 dan pendekatan ini adalah ... Kata kunci: Scientific

ELESP STUDENTS’ PROBLEMS

IN IMPLEMENTING SCIENTIFIC APPROACH

DURING PRACTICE TEACHING PROGRAM

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emilia Dyah Puspita

Student Number: 121214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ELESP STUDENTS’ PROBLEMS

IN IMPLEMENTING SCIENTIFIC APPROACH

DURING PRACTICE TEACHING PROGRAM

A SARJANAPENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emilia Dyah Puspita

Student Number: 121214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016


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ABSTRACT

Puspita, Emilia Dyah. (2016). ELESP Students’ Problems in Implementing

Scientific Approach during Practice Teaching Program. English Language

Education Study Program, Department of Language and Arts Education, Faculty

of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyzed the problems faced by five ELESP students in

implementing Scientific Approach. Scientific Approach is an approach used in

2013 Curriculum and this approach is suggested to be implemented in schools by

the curriculum. However, the implementation seemed to be problematic because

the approach was new and different from the approach used in the previous

curriculum.Therefore, the researcher was to investigate what kinds of problems

that were faced by ELESP students in implementing Scientific Approach during

Practice Teaching Program and the implications of those problems.

In this study, there are two research questions to be answered: (1) What

problems did ELESP students face in implementing Scientific Approach during

Practice Teaching Program? (2) What are the implications of the problems faced

by ELESP students?

In order to investigate the problems of ELESP students and its implication,

the researcher used qualitative research which focuses on descriptive qualitative

research as the methodology of this study. The researcher employed interview and

reflection as data gathering technique in order to answer the research questions.

Hence, the data gathered were analyzed using the five-phase cycle data analysis to

answer both research questions. Besides, in order to answer the first research

question, the data were also analyzed using the theory of Scientific Approach by

Hosnan (2013).

The findings showed that there were four problems faced by the

respondents in implementing Scientific Approach. First, they had lack of

knowledge about Scientific Approach. Second, they found that the facilities from

the school did not support the teaching and learning activities. Third, they had

missconception about Scientific Approach. The last, their capacity in making

students active was still poor. In addition, the researcher implied that the problems

faced by the respondents came from internal and external factors. For the internal

factor, the problems came because the respondents had lack of teaching practice

and for the external factor, the problems came because the teachers from the

schools did not help them to solve the problems.

Keywords: Scientific Approach, Practice Teaching Program, ELESP students


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ABSTRAK

Puspita, Emilia Dyah. (2016). ELESP Students’ Problems in Implementing

Scientific Approach during Practice Teaching Program. Program Studi

Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.

Penelitian ini meneliti tentang masalah-masalah yang dihadapi oleh lima

mahasiswa Pendidikan Bahasa Inggris (PBI) dalam menerapkan Scientific

Approach saat mengikuti Practice Teaching Program (PPL). Scientific Approach

adalah pendekatan yang diterapkan di Kurikulum 2013 dan pendekatan ini adalah

pendekatan yang disarankan oleh kurikulum untuk diterapkan. Akan tetapi dalam

penerapannya nampaknya terjadi beberapa masalah dan kebingungan di kalangan

guru-guru maupun mahasiswa yang akan menjadi guru. Hal ini disebabkan karena

pendekatan ini berbeda dengan pendekatan yang dipakai di kurikulum

sebelumnya. Jadi, peneliti ingin mengetahui apa masalah yang dihadapi oleh

mahasiswa PBI saat menerapkan pendekatan tersebut dan implikasinya.

Dalam penelitian ini, terdapat dua rumusan masalah yang akan dijawab

yaitu yang pertama: (1) Masalah apa yang dihadapi oleh lima mahasiswa PBI

ketika menerapkan Scientific Approach saat mengikui Program Pengalaman

Lapangan? (2) Apa implikasi dari masalah-masalah yang dihadapi oleh

mahasiswa PBI?

Penelitian ini merupakan penelitian kualitatif yang berfokus pada

penelitian kualitatif deskriptif. Peneliti melakukan wawancara dan memakai

refleksi sebagai teknik pengumpulan data. Peneliti mewawancarai dan

menyebarkan refleksi kepada ke lima responden yang merupakan mahasiswa PBI.

Data yang diperoleh akan dianalisis menggunakan teori Scientific Approach dari

Hosnan (2013).

Hasil penelitian menunjukkan bahwa ada empat masalah yang dihadapi

oleh mahasiswa PBI. Pertama, pemahaman mereka tentang Scientific Approach

dan Kurikulum 2013 masih kurang. Kedua, fasilitas dari sekolah-sekolah tempat

mereka menjalani PPL masih kurang mendukung. Ketiga, mereka menerapkan

beberapa tahap dari Scientific Approach dengan konsep yang salah.Yang terakhir,

kapasitas mereka dalam membuat siswa menjadi lebih aktif masih kurang.

Kemudian, jawaban dari rumusan masalah kedua adalah bahwa masalah yang

dihadapi oleh mahasiswa PBI berasal dari faktor dalam dan faktor luar. Implikasi

dari faktor dalam adalah bahwa masalah yang dihadapi mahasiswa PBI

dikarenakan oleh minimnya waktu berlatih. Sedangkan faktor luar yang

menyebabkan terjadinya masalah adalah guru dan dosen yang kurang memberi

masukan yang mendukung saat mahasiswa menghadapi masalah.

Kata kunci: Scientific Approach, Practice Teaching Program, ELESP students


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ACKNOWLEDGEMENTS

First of all, I would like to send my deep gratitude to my Jesus Christ for

giving me a wonderful life. I thank Him for always accompanying and

strengthening me in both difficult and happy situations. I thank Him for all the

scenes that have been given to me, without them I cannot be tough.

Second, I would like to send my gratitude to my beloved university,

Sanata Dharma University, which has given me such an unforgettable

experience in the last four years. I thank my campus for giving me new friends,

family and colleagues. I would never forget the moments that I have spend in

Yogyakarta, especially in my campus.

Then, my gratitude goes to my beloved parents, Christina Maria Sri

Mulyani, who always tries to make her children achieve what they want, and

Florentinus Gunardi, who is never tired in giving me support and reminding me

to pray. For my elder sister, Mbak Dewi, I thank her for supporting me in all

conditions and for being the best sister in my life. For my elder brother and his

wife, Pras and Setiyani, I appreciate their support and prayers, so that I can be

confident in doing my duty. The next gratitude is for my nieces, Visaka and

Anjani, who always cheer me up. I thank them for making me have willingness to

graduate as soon as possible.

I would like to send my gratitude to my thesis advisor, Ibu Veronica

Triprihatmini, M.Hum., M.A., for her patience in guiding me since I was taking

my Seminar Proposal class. I thank her for being such a good advisor so that I can


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be independent and tough. I also thank her for always giving me positive words

that motivate me a lot. Next, I would also like to thank my academic advisor,

Bapak Agustinus Hardi Prasetyo, S.Pd., M.A., for his guidance since the

beginning of my college study. He has taken a part to form me as a tough student

in my college life. My special thanks go to all lecturers of English Language

Education Study Program and all of its members, especially for students in

batch 2012. I thank my family in Small Class C; the journey cannot be easy

without their laughter and togetherness.

I would also like to thank my partner in my life, Dimas, as the one who

always supports and cheers me up. I would also like to thank his family for being

my second family whom I really love. I also thank my best friends, Maya, Flo,

Sindhi, Hendra and Anna. I am grateful for having such helpful and kind best

friends. I appreciate all of their helps in completing this study. They are never

tired to guide me in finishing this study. I thank them for making the difficult

moments in this journey become so wonderful and colorful. Then, I would also

like to thank my friends in SPD class; Adit, Angga, Gratia and Mbak Dewi. I am

grateful for being in one group with them. I thank Ganesh Group for making

SPD in our last semester becomes a wonderful and exciting course.

In the end, I would like to thank everyone who has given me support,

guidance and prayer. I may not be able to write their name in this limited paper,

but I will always stick their name in my heart.

Emilia Dyah Puspita


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TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................... i

APPROVAL PAGES ....................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ............................................. iv

PERNYATAAN PERSETUJUAN PUBLIKASI .............................................. v

ABSTRACT ...................................................................................................... vi

ABSTRAK .......................................................................................................... vii

ACKNOWLEDGEMENTS ............................................................................ viii

TABLE OF CONTENTS ................................................................................ x

LIST OF FIGURES ......................................................................................... xii

LIST OF APPENDICES ................................................................................. xiii

CHAPTER I. INTRODUCTION ................................................................... 1

A. Research Background ............................................................................. 1

B. Research Questions ................................................................................. 5

C. Problem Limitation ................................................................................. 5

D. Research Objectives ................................................................................ 6

E. Research Benefits ................................................................................... 6

F. Definition of Terms ................................................................................. 7

CHAPTER II. REVIEW OF RELATED LITERATURE ........................... 10

A. Theoretical Description ........................................................................... 10

1. Review of Related Study ................................................................... 10

2.Scientific Approach ............................................................................ 11

3.Effective Teacher ................................................................................ 20

B. Theoretical Framework ........................................................................... 25

CHAPTER III. RESEARCH METHODOLOGY ........................................ 27

A. Research Methods .................................................................................. 27


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Page

B. Research Settings ................................................................................... 29

C.Research Participants ............................................................................... 30

D.Instruments and Data Gathering Technique ............................................. 31

1. Interview ........................................................................................... 31

2. Reflection .......................................................................................... 33

E.Data Analysis Technique .......................................................................... 34

F.Research Procedures ................................................................................. 38

CHAPTER IV. FINDINGS AND DISCUSSIONS ........................................ 41

A.The Problems Faced by the Respondents................................................. 41

1.The Respondents Had Lack of Knowledge about Scientific

Approach ........................................................................................... 42

2. The Respondents Found Lack of Facilities when Implementing

Scientific Approach ........................................................................... 45

3. The Respondents Had Misconseption of Scientific Approach .......... 47

4. The Respondents Had Poor Capacity on Making Students Active .... 52

B. The Implications of the Problems ........................................................... 55

CHAPTER V. CONCLUSIONS AND RECOMMENDATION.................. 60

A. Conclusions ............................................................................................ 60

B. Recommendation ..................................................................................... 61

REFERENCES ................................................................................................. 66

APPENDICES .................................................................................................. 69


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LIST OF FIGURES

Page

2.1 Diagram of Scientific Approach Activities (Sani, 2014) ............................. 12

2.2 Diagram of Theoretical Framework ............................................................ 26

3.1 Five Phases of Analysis and Their Interaction (Yin 2011) .......................... 38


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LIST OF APPENDICES

Page

Appendix 1. Sample of Informed-Consent Forms ............................................. 70

Appendix 2. Interview Guideline ...................................................................... 72

Appendix 3. Interview Protocol ........................................................................ 73

Appendix 4. Sample of Verbatim Transcript .................................................... 75

Appendix 5. Sample of Disassembled Data ....................................................... 84

Appendix 6. Themes and Significant Statements (Reassembled Data) ............. 89

Appendix 7. Self-reflection Protocol ................................................................ 104

Appendix 8. Sample of Reflections ................................................................... 105


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CHAPTER I

INTRODUCTION

The first chapter in this study is introductory chapter. This introductory

chapter consists of six sections, namely research background, research problems,

problems limitation, research objectives, research benefits, and definition of

terms. In the research background, the researcher discusses the reason why this

research is conducted. In the second section, the researcher discusses the research

problems and generates the research problems to limit the study. In the next

section, the researcher limits the problem in order to avoid the wider discussion

problems. Then, in research objectives, the researcher discusses the major

objectives from this research. While, in the fifth section, research benefits, the

researcher discusses the benefits of this research. In the last part of this

introductory chapter, the researcher discusses some terms that are mostly used by

the researcher in order to help the readers to understand the terms.

A. Research Background

The government set a newest curriculum in 2013 and it was called 2013

Curriculum. The government decided to change the curriculum because they

considered that the previous curriculum was not able to accommodate the

development of technology (Mulyana 2013). According to Mulyana (2013),

students or children are in a global era now, so the government should have a


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curriculum that accommodates the situation of Indonesia. Therefore, the

government designed a curriculum that was considered as the suitable curriculum

for the students’ characteristics.

There are also some considerations why the government should change or

renew the curriculum. According to Kosasih (2014), the previous curriculum,

KTSP (Kurikulum Tingkat Satuan Pendidikan), does not accommodate the

students’ needs in Indonesia now. One of the examples is that there is no

production activity in that curriculum, while now students need the direct practice

when learning something. In addition, according to Kosasih (2014), the previous

curriculum used a teacher-centered technique. That technique is not proper to help

students in the class because they have the knowledge source from the internet

and they are able to browse the information by themselves. Furthermore,

Nursa’ban (2007) says that teacher-centered method cannot give optimal result for

the students because the learning process is held only in a classroom and in a

certain time. It makes the teacher be the source of knowledge for the students

because all of the knowledge comes from the teacher. Because of this situation,

the students are unwilling to collect the information by themselves and it makes

them passive and not creative. In addition, everybody can get information from

the internet in only one click nowadays, so the students are expected to be able to

get the information they need by themselves. Besides, Indonesia also needs the

education for children’s morality and character because there are many

corruptions, plagiarism, and misusing of drugs nowadays. The lessons about

morality and character are prioritized in this curriculum. Mulyana (2013) says that


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actually this curriculum is appropriate to increase students’ character. This

curriculum is also aimed to revive the students’ characters because nowadays

Indonesian students have experienced moral degradation.

The 2013 Curriculum actually has different principles with the previous

curriculum, KTSP. Therefore, lots of schools in Indonesia were not ready to

implement the curriculum even though the teachers had had seminars about this

curriculum. They also have owned the books for all of the lessons based on this

curriculum. All of the schools in Indonesia had to implement this curriculum in

2014/2015 academic year. However, after implementing this curriculum for five

months, the government withdrew the curriculum. Some of the schools moved

back to implement the previous curriculum. It is actually because most of

teachers and also schools’ principals are confused when they are implementing

this curriculum. It makes some schools in Indonesia implement this curriculum

until now and some of them do not implement this curriculum anymore. It is

caused by some confusion on the implementation of the method and the approach

in this curriculum.

The teachers are still confused with the implementation of Scientific

Approach. According to a previous study that has been conducted by Prasetyo

and Triprihatmini (2015), the teachers who are from Central Java, Magelang,

Kebumen, and Purworejo Regency believed that 2013 Curriculum was a good

curriculum. They believed that the 2013 Curriculum was better than the previous

curriculum, i.e. KTSP. However, the teachers were not sure whether the

implementation of 2013 Curriculum will improve the quality of their schools. In


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addition, they did not have good knowledge about 2013 Curriculum, so that they

were not ready to implement that curriculum. One of the factors that make the

teachers confused is the approach used in the newest curriculum is different from

the previous curriculum. Kurniasih (2014) said that one of the weaknesses of this

curriculum is that the teachers have lack of information about Scientific

Approach. Scientific Approach is the approach that is used in 2013 Curriculum.

In addition, Wati, Linggar and Hartono (2014) add that Scientific Approach is

problematic because it was new and different from the previous approaches in

KTSP.

This approach is believed as a proper approach for nowaday’s era because

it uses students-centered as the method. However, if there are many teachers who

are confused with Scientific Approach, there will be one question whether or not

this approach is useful to be implemented and to discover a curriculum in

Indonesia. Before conducting this study, the researcher has experienced

implemented Scientific Approach and while implementing this approach, the

researcher found some difficulties and problems. The problem faced by the

researcher were making the students active and enthusiastic in the class, deciding

proper activities for each step in Scientific Approach, getting proper objects to be

used for observing step and motivating the students to realize that the education

is important for them. Those are the reasons why the researcher tried to find out

the problems that were faced by English Language Education Study Program

(ELESP) students who have already implemented Scientific Approach when they

were doing Practice Teaching Program. The ELESP students were chosen since


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they had faced the real situation in the schools, even in Junior or Senior High

School. If the real teachers are not ready to implement the curriculum, so the

researcher believes that the teacher candidates also find some difficulties in

implementing the approach that is used in the 2013 Curriculum.

B. Research Questions

The researcher conducted this research in order to answer the formulated

questions which are elaborated as follows.

1. What problems did ELESP students face in implementing Scientific Approach

during Practice Teaching Program?

2. What are the implications of the problems faced by ELESP students in

implementing Scientific Approach?

C. Problem Limitation

The respondents are five students of ELESP Sanata Dharma University

Yogyakarta batch 2012 who implemented Scientific Approach when they were

doing Practice Teaching Program. The purpose of this study is to know what their

problems are in implementing Scientific Approach in 2013 Curriculum and the

implications of those problems. Therefore, the researcher only focused on one

thing which is the problems that are faced by the ELESP students. The researcher

limits the study to the problems of five ELESP students in implementingScientific

Approach in 2013 Curriculum.The five ELESP students who are chosen are the

students who had some problems when implementing Scientific Approach.


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D. Research Objectives

There are two objectives from the study. The first objective is to find out

the problems that are faced by ELESP students when implementing Scientific

Approach in 2013 Curriculum. The second objective is to help the students from

English Language Education Study Program who took Practice Teaching

Program to realize that there are some problems that may appear when they

implement 2013 Curriculum, especially related to Scientific Approach. After

knowing the problems, they can make some problem solutions based on the

problems that commonly appear when implementing Scientific Approach.

Therefore, ELESP students who joined Practice Teaching Program can avoid

those problems.

E. Research Benefits

In this part, the researcher provides the benefits of the study. In general,

this study can be beneficial for the future teachers and ELESP students to

consider whether or not Scientific Approach worth to be implemented. It can

also be useful for the government to know the problems of ELESP students as

future teachers so that the curriculum can be more appropriate for the education

in Indonesia. Furthermore, it is also beneficial for ELESP students who will take

Practice Teaching Program to know the problems that have been experienced by

other students, so that they can avoid those problems. Then, it is useful for

teachers in Indonesia because this research can give information for them about

the problems when implementing Scientific Approach, so that they can have


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their own solution to avoid those problems. The last, the researcher expects that

this study can be beneficial for the other researchers if they want to discuss the

same case.

F. Definition of terms

The researcher provides some common terms that will be discussed and

used in this study. They are elaborated more as follows.

1. ELESP students

Sanata Dharma University is one of the universities in Yogyakarta. This

university has lots of study programs and one of the study programs is English

Language Education Study Program (ELESP), which is under the Faculty of

Teacher Training and Education. This study program prepares the students to be

good educators. In this study, the researcher took the data based on the experience

of five ELESP students of Sanata Dharma University. The respondents in this

study are the eighth semester students who have done the Practice Teaching

Program and implemented the 2013 Curriculum, especially Scientific Approach.

This term will be used in the next chapter, so it can help the readers to understand

the main idea of the next part easily.

2. Scientific Approach

Scientific Approach is the approach that is used in 2013 Curriculum.

Based on Hosnan’s opinion (2014), Scientific Approach is an approach that is

very useful for nowadays era. The learning process that uses Scientific Approach

has some characteristics. The first character is that it uses students-centered, so the


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students have the main role as learners. The second character is it uses the ability

of scientific process to construct the concept. Next, it has the process to stimulate

the students to think intellectually. The fourth character is it is able to help the

students to develop their characteristics. The last is it uses direct practice

technique and it also does not use verbalism. Moreover, the purposes of Scientific

Approach are to improve students’ critical thinking, to help students to have the

ability of problem solving, to create a positive atmosphere in the classroom so that

the students will feel that they need to study in the classroom, to develop students’

characteristics, and to give the chance for the students to state their arguments,

especially in writing scientific article. In addition, Scientific Approach is an

approach that has six steps, namely observing, questioning,collecting information,

associating, communicating, and networking. It is an approach that is

implemented to help the students to construct the concepts of particular materials

and then solve some problems using the concepts that have been got. This

approach is designed to make the students learn individually because the role of

the teachers here are only as the facilitators not the source of knowledge. This

term will be used in the next part of this research because the problems that were

faced by the respondents were related to Scientific Approach. Therefore, the

researcher expects that the readers can be familiar with this term and they can

grasp the main idea of this research easily.

3. Practice Teaching Program

Practice Teaching Program is one of compulsory courses in English

Language Education Study Program. The code of this course is KPE 374 and this


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is the continual course from Micro Teaching (KPE 373), so the students must take

Micro Teaching before taking this course. Practice Teaching Program contains of

four credits. The purpose of this course is to implement the knowledge that has

been got in the real teaching. Besides, it can also help the future teachers to be

more professional in teaching. In this subject, the ELESP students have to go to

some schools and implement what they have learned in the campus. Therefore, the

ELESP students can experience a real teaching management in some schools, both

Junior High and Senior High School.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher provides some related theories to answer the

research problem. This chapter consists of two sections. The first section is

theoretical description which will help the readers to know any relevant theories

of this research. The second section is theoretical framework. This section

summarizes the major theories which will be used by the researcher to solve the

research problems.

A. Theoretical Description

The researcher presents some theories which have relations to the topic

that is discussed in this study. They are the theories of Scientific Approach and

also the theories of effective teacher. In addition, in the beginning of this part, the

researcher also discusses a study which is related to this research.

1. Review of related study

There are several studies which have the same focus as this study.

Helenawati (2015), as the researcher, discussed the same topic as this study which

is about Scientific Approach. The title of the study was “The Effect of

Implementing Scientific Approach in KTSP to Help Arjuna Vocational School

Students in Mastering Speaking Skill”. In that study, the researcher discussed the

effect of using Scientific Approach in KTSP. The result of the study showed that


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the use of Scientific Approach could help the students to solve their problems or

difficulties in speaking. Besides, the implementation of Scientific Approach was

able to change students’ perception of speaking because by having Scientific

Approach, the students could directly practice their speaking.

This study is different from the previous study conducted by Helenawati

(2015) because this study discusses the problems faced by ELESP students in

implementing Scientific Approach during Practice Teaching Program. It is

different in terms of the method and respondents. The method of this study is

qualitative descriptive and the respondents are five ELESP students. Therefore,

this study aims to broaden the topical knowledge so that it can be useful for the

readers or teachers who are going to implement Scientific Approach.

2. Scientific Approach

This part discusses the theory about Scientific Approach. This part

consists of three parts, namely the learning strategy, the characteristics of

Scientific Approach and the steps of Scientific Approach.

a. Learning Strategy

Scientific Approach is an approach that is used in 2013 Curriculum.

According to Hosnan (2014), this approach is used in 2013 Curriculum because

the students are expected to be active in the classroom (p. 34). In 2013

Curriculum, the students have to take part in the classroom activities and

Scientific Approach is believed as a good approach to make the students take part

in the class activities. Daryanto (2014) says that Scientific Approach has four


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characteristics. The first is that it uses student-centered. Next, it uses scientific

process to help the students to construct the concept of the materials. The third, it

uses the cognitive processes to stimulate students’ critical thinking. The last, it can

develop students’ creativities. Moreover, according to Sani (2014), Scientific

Approach is developed from Dyer’s theory about components of innovative skill

combined in the learning process, namely observing, questioning, experimenting,

associating, and networking (p. 53). According to Hosnan (2014), there are four

main things in Scientific Approach; first, the students learn how to develop their

minds if they when they use their mind. Second, if the students have passed the

cognitive process, the students will feel the intellectual satisfaction. Third, the

students can know the technique of learning something if they have the chance to

develop the topic by themselves. The last is the students can strengthen their

memories when they do some innovations.

The activities that are usually implemented in Scientific Approach are

observation, concluding, making hypothesis, experimenting or collecting

information and processing the data.

Figure 2.1 Scientific Approach Activities (Sani, 2014)

Observation

Concluding

Result/Data Theories Making Hypothesis

Experimenting

Collecting Information


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b. The characteristics of Scientific Approach

The learning process that uses Scientific Approach has some

characteristics. According to Hosnan (2014), the first character is that it uses

student-centered, so the students have the main role as learners. The second

character is it uses the activities of scientific process to construct the concept.

Next, it has the process to stimulate the students to think intellectually. The

students can think critically by having some activities based on the steps of

Scientific Approach. The fourth character is it is able to help the students to

develop their characters. The last is it uses direct practice. Moreover, the purposes

of Scientific Approach are to improve students’ critical thinking, to help students

to have the ability of problem solving, to create a positive atmosphere in the

classroom so that the students will feel that they need to study in the classroom, to

develop students’ characters, and to give the chance for the students to state their

arguments, especially in writing scientific articles. Besides, according to

Permendikbud No. 65/2013, Scientific Approach is implemented in order to

achieve three domains, namely affective, knowledge and skill. The students

should increase and balance their skills, both their soft skill and hard skill to build

their creativity and critical thinking.

c. The steps of Scientific Approach

The Scientific Approach has five steps. According to Kemendikbud (2012),

Scientific Approach has five steps of learning process, namely observing,

questioning, experimenting or collecting information, associating, and


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communicating. The scientific Approach used in 2013 Curriculum is adopted

from Scientific Method theory. According to Lake & Bryant (2006), there are six

steps of Scientific Methods. The steps are asking a question, doing a background

research, constructing a background research, testing a hypothesis by doing an

experiment analyzing the data and draw a conclusion and communicating the

result. Moreover, all stages are described as follows.

1. Observing

Observing is the first step in Scientific Approach. In this process, the

teacher can provide realia, challenging, and interesting process. Hosnan (2014)

states that this process is a learning strategy that uses the contextualized approach

because it needs some media. The aim of this step is to make the students have

curiosity so that they have willingness to seek the further information about

particular topic. In this process, teachers let the students to observe certain object

directly. By conducting this process, the students are able to connect the object

that is observed and the material that is going to be discussed in that meeting. In

this process, the teacher can show some pictures or videos or even ask the

students to observe a garden/environment directly. Hosnan (2014) says that the

teachers can begin the learning process by asking these questions, “Look at this

picture! Have you ever seen the farm before?” After asking those kinds of

questions, teachers ask students to observe the objects and relate them with the

things that have been learned before. Next, the teachers stimulate the students to

speak up or state their arguments or opinions related to the topic or objects.

Teachers can ask these kinds of questions to stimulate the students, “What do you


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think about the picture? Who are they? Can you tell me, how the girls look like?

What are they doing?” On the other hand, the teachers can ask other questions that

are appropriate with the situation where they live. In this process, the teachers

should maintain good communication with all of the students in the class.

The teachers’ role in this process is to provide the objects or media that are

going to be observed. In addition, teachers should create positive atmosphere

during the teaching learning activity. According to Hosnan (2014), teachers

should make the students participate in the learning process by creating fun,

cheerful and enthusiastic situation. Sani (2014) adds that the teachers’ role in this

process is to facilitate the process of observing, help the students to make sure

whether the process of observing runs well or not. In this step, the teachers can

make sure whether the students can do their task or not and whether they

understand the instruction or not. In addition, Lake & Bryant (2006) say that the

first step of Scientific Method is aking a question. In this step, the students

observe the objects and begin to construct some questions related to the objects.

2. Questioning

Questioning is the second step when implementing Scientific Approach.

This step aims to make the students have curiosity so that they will ask some

questions related to the topic. The functions of this step are to attract the students

to the topic that is discussed, to stimulate the students so that they can be active in

the classroom activities, to help the students to analyze their problems and

difficulties and also help them to get the solution of that problem, and to help the

students to think critically. According to Hosnan (2014), the questioning activity


16

is stated in Permendikbud No. 81 a 2013 and it is stated that in the questioning

process, students can ask the questions related to the topics. It is in based on Lake

& Bryant (2006)’s opinion, that in this step, the students should ask questions

about the object thay they observe. The students can use WH questions to start

constructing the questions. According to Lake & Bryant (2006), this process is the

first step of Scientific Method and the name of this step is asking a question.

In this step, the students can ask the things that they do not understand and

the additional information about the topic. While, the teachers’ role in this process

is to stimulate the students by asking some questions related to the topic. One of

questioning models from Hosnan (2014) is that the students are divided into some

groups and after that teachers give chance for them to compose some questions

related to the media or objects that have been provided by the teachers. Then, the

students are to exchange the result to other groups. Finally, the teachers should

lead the discussion and ask the students to state their argument. According to

Lazim (2013), in this step, the teachers have the role as the motivator for the

students to develop their attitude, skill, and knowledge. In this step, if the students

ask some questions, the teachers give answer to the students’ questions. Beside, in

this process, the teachers should make the students to be good listeners.

Hosnan (2014) says that in this process, the teachers should guide the

students to make some questions related to the topic. The teacher should receive

all the opinions from the students and guide them to correct the mispronunciation,

diction, and grammar. In addition, Sani (2014) says that the teachers’ job is to

increase students’ curiosity and stimulate the students by asking some stimulative


17

questions. Based on Hosnan’s opinion (2014), the teachers have the right to

correct students’ mistakes but they should not make the students feel intimidated

and ashamed. The good time to correct the mistakes is after the students give or

say their opinion. The aim of questioning process is to develop the curiosity from

the students. When they are curious about the topics or the objects, they will have

willingness to collect the data or addition information about the topic. This

process is important because it has relation with the next step in Scientific

Approach which is collecting information. If the students list lots of questions,

they will go to the next process easily.

In questioning step, the teachers can vary the activities, so the students can

have bigger role in the process. According to Sani (2014), the activities in

questioning step can be in the form of interview or group work. However, the

teachers should facilitate the activities; the teachers invite an informant as the

source knowledge and then the students can ask some questions to the informant.

3. Collecting information

This step is the third step of Scientific Approach. This is the continuance of

questioning step. The students collect the further information related to the topic.

The students can get the information from books, media, newspaper, internet or

even experiment. The data or the information collected by students are to answer

the list questions that have been made in the previous process. Hosnan (2014) says

that in Permendikbud No. 81a 2013, the process of collecting information is

performed through experimenting, reading other sources, observing other objects

or events, or interviewing other sources. In this step, the teacher has the role as


18

facilitator and helps the students to collect some information related to the topic.

In this process, the teachers may form groups and let them find additional

information about the topics, or in this case it can be in the form of pictures or

videos. The students can find the information or data from other sources. In this

process, the teachers’ role is to control the learning process and make sure that all

of the students involve in the activity. In addition, the teachers are to help the

groups that need the guidance. In addition, according to Lake & Bryant (2006),

this process is called doing background research. In this step, the students can get

information in order to answer some questions that they have made from the

previous step. The students can get the information from the internet or library.

According to Hosnan (2014), experimenting is one way to collect

information. Experimenting is defined as a detailed activity that aims to get the

data. This aims to answer questions or to test the hypothesis. By conducting this

process, the students are expected to experience the phenomenon directly so that

they can answer their pervious questions. In Permendikbud No. 65/2013, the

students have to develop their knowledge by collecting information from other

sources in this process. In language learning, the students should implement the

concept of language as a tool of communication in their daily life.

4. Associating

In this step, the students have to use the information that has been got from

the previous step to expand the information that they have got. The aim of this

step is to make the students have more complete and broad information about

some topics. According to Hosnan (2014), associating process is a process where


19

the students cluster the information or ideas that have been got and associate them

into a good memory (p. 67). Lake & Bryant (2006) say that in this process is

called analyzing data and concluding. In this process the students should use the

information from the previous step to analyze the questions they have made in the

second step. After that, they should draw the conclusion based on their analysis.

Therefore, students relate the information from the previous processes with the

certain events related to the topics and students’ experience then combine them

into good memory. In Permendikbud No. 81a 2013, in this step, the students

process the information from the previous steps (as citied in Hosnan, 2014). The

aim of this process is to find out the relation of the information that has been got

before and the other information. The specific purpose is to relate the information

or the memory with the fact in the daily activities.

In this process, both students and teachers should be active but the students

should be more active. The activity that is usually conducted by the teacher is

asking the students to compare the object that they have in the observing process

with a new thing. Therefore, they can use the information that they have got from

collecting information process or experimenting process to analyze or compare

those things. In other words, students are to make clear conclusion using all

information and observation result by combining and relating them into specific

information.

5. Communicating

In this step, the teachers give the chance for the students to communicate

what they have learned from the meeting. They make conclusion about the topic


20

that they have in that day. In this activity, the teachers can ask them to write down

the summary or tell the summary to friends. According to Hosnan (2014), the

teachers’ role in this process is to describe or tell the correct information or

conclusion from the topic that is discussed. In addition, the teachers should be the

moderator when the students present their result. In this step, the students can

write down or tell what they have found in the experimenting and associating

process. In order to show students’ findings, they can have group presentation in

the class. According to Hosnan (2014), communicating process is a process where

the students show or elaborate their observation result and conclusion based on

the analysis. Moreover, the teachers and the students conduct interactive

interaction in this stage in order to enrich their information and knowledge. In

addition, Lake & Bryant (2006) say that the last step of Scientific Method is

communicating the result. In this step, the students communicate the result to

others in a final report or a display board.

3. Effective Teacher

The teacher is one of the factors who can make students clever and

understand some knowledge. Teacher is also someone whose job is to teach in the

school and collect, so he/she is the one who transfers the knowledge to the

students. They are also the motivators and facilitators for the students in the class.

In order to transfer the knowledge to the students, the teacher should master the

knowledge well before transfer it to them. According to National Council for

Accreditation of Teacher Education (NCATE) (2006), the factors of effective


21

teachers are preparation/knowledge of teaching and learning, subject matter

knowledge, experience, and the combination of set qualification measured by

teacher licensure. Therefore, before the teachers teach in the class, they should

have well preparation of the materials, subjects and knowledge of teaching and

learning. The teaching method and learning should be mastered by the teachers

since they are part of knowledge of teaching and learning. The benefits of

teachers’ preparation are helping them to develop the knowledge and skill they

need in the classroom, producing higher students’ achievement and focusing more

in teaching and learning process. Hence, the high quality teachers’ preparation is

important, both for the teachers and students.

Based on NCATE (2006), teachers’ preparation in how to teach some

subjects using specific methods courses in education have a positive impact. The

report concludes that teacher preparation gives the effects on teaching practice

impacts on student achievement. Therefore, teachers should have good

preparation in order to help the students produce high achievement. Stones (1972)

says that teachers should be able to have decision making skill. This is a skill

where the teachers could choose and specify the most appropriate activities for the

students to optimize the students’ achievement.

Furthermore, according to Lampiran Permen No. 16 Tahun 2007, teachers

should master four basic competences, namely pedagogic, attitude, social and

professional competences. The first basic competence is pedagogic competence

and it covers the ability of understanding students’ characters in all aspects

(morality, spiritual, sosial, cultural, emotional and intellectual). Then, this


22

competence also covered the abiliy in mastering and implementing the teaching

learning its principles. The teacing learning strategy covers the approach, method

and techniques. The second competence is attitude competence and this

competence requires the teachers to have good attitude based on the norms in the

community. In addition, the teachers should be honest, confident wise and mature

so that they can be good role models for the students in the school. The third

competence is social competence. This competence requires the teachers to have

good relation with the students, parents and also the other teachers. The teachers

should not be discriminative to the students so they can build good relation with

each others. Moreover, the teachers should have good communication with the

students or people around them. It is aimed to help them in solving some

problems related to the educational field or other field. The communication with

the teachers is also useful to develop the quality, both the teachers and the

schools. The last competence is professional competence and it is about the

compentence in mastering the materials that are discussed in the class. The

teachers should master the lessons or materials because it can be useful for the

students to have good achievements. If the teachers have deep understanding of

the lessons or materials in the class, they can give optimal performance for the

students in the class.

In order to implement Scientific Approach, teachers should be creative.

According to Sani (2014), creative teachers are teachers who have organizing

skill. It means that they should be able to organize the environment in the class.

They have to organize the situation in the class, including the interaction with


23

friends or other teachers. In addition, Sani (2014) also says that creative teachers

are teachers who have questioning skill. It means that they should be able to

stimulate the students to ask some questions in the class. The teachers should

question the students some stimulative questions. Moreover, Sani (2014) adds that

creative teachers should be good in planning (making lesson plan). Teachers

should be wise in making activities in the class because they should make some

activities which require the students in the class to be active and enthusiastic.

They can vary the teaching methods in the class, so that the students can have

high motivation in learning the materials in the class.

In addition, Stones (1979) adds that questioning is one skill that should be

mastered by teachers. This skill can help the students to build the understanding

about the concept of the material. Hence, the skill of questioning is also important

to help the students to think critically, for example when the teachers ask further

clarification of the answer they have given. Stones (1979) says that questioning

skill has relation with reinforcement skill. “Reinforcement is a powerful

determinant of behavior in psychologists as well as in other humans” (p. 19). The

teachers can give reward to those who are easier to teach. According to Boeree

(2006), reinforcement is important to be implemented when the teachers want to

stimulate students’ motivation, for example when the teachers are to ask the

students to ask some questions. Omomia & Omonia (2014) say that one example

of reinforcement is giving reward to the students whose questions are good. This

can make the students have willingness to make better questions.


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The others skill that are also important for the teachers are set induction

and set closure skill. According to Dallat (2013), set induction is used in the

beginning of a class to prepare the students for optimum content assimilation. The

purpose of set induction is to gain students’ attention, for example: showing a

video, text, film, pictures, recording, etc. Hence, it is also to increase motivation.

Therefore this skill is important to be mastered by the teachers especially when

implementing the first step of Scientific Approach. Another skill that is important

for the teacher is set closure skill. Closure is used in the end of the class to check

students understanding and draw conclusions. Dallat (2013) adds, the teachers

together with the students should summarize the meterials or the lessons in the

class. The teachers should help the students to have correct conclusion and

summary. This skill is important when the teachers implement the last step of

Scientific Approach which is communicating. In the communicating step the

students should share their findings and conclusions, so in this step the teachers

should guide them to have correct conclusions.

An effective teacher should know the things they should do in the

preparation process, teaching process and evaluation process. According to Stones

(1976), in the preparation step, the teachers should decide how to provide a

learning gradient to ensure high achievements of the students. Then, the teacher

should also master the aim of ths lesson and also the material to be taught. The

last, the teachers should know the characteristics of the students, so that they can

decide appropriate activities to be held in the class. Hence, Stones (1976) says that

in the teaching process the teachers should be able to provide examples that cover


25

the materials to be learned. Then the teachers should also help the students to

solve the problems or difficulties until they are able to have their understanding.

The last, the teacher should give feedback during the learning teaching activities.

Furthurmore, the last process is evaluation process. In this process, the teacher

should check students’ ability to apply the knowledge to the new situation. Then,

the teacher should compare the students’ achievement with the goals of the lesson.

B. Theoretical Framework

The theories above are the basis that is used by the researcher to answer the

research problems of this study. There are two research problems in this research;

what problems that were faced by ELESP students when implementing Scientific

Approach and what are the implication of those problems. The researcher will

answer the research problems using the theory from Hosnan (2014) about 2013

Curriculum, especially the implementation of Scientific Approach. The researcher

uses this theory as the primary theory. Hosnan (2014) elaborates the concept,

characters, functions, and examples of implementing Scientific Approach. In

addition, the theory of effective teacher was also used to answer the research

problem.

The respondents of the study had implemented Scientific Approach when

joining Practice Teaching Program. According to Hosnan (2014), Scientific

Approach has five steps, namely observing, questioning, collecting the data/

experimenting, associating and communicating. The theory of Scientific


26

Approach was used by the researcher to analyze the problems faced by the

respondents. The researcher used the concept of the Scientific Approach to

measure whether the respondents implemented the approach correctly or not. In

addition, the theory of effective teacher was also used to measure whether the

respondents implemented the effective teachers’ principle or not when

implementing Scientific Approach. While, the second research problem was

answered based on researcher’s insight about the problems faced by the

respondents. The diagram of theoretical framework can be seen in Figure 2.2.

Figure 2.2

Diagram of Theoretical Framework


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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the method that is used in this research. This chapter

consists of six sections, namely research method, research setting, research

subject, research instruments and data gathering techniques, data analysis

techniques and research procedure. The first part of this chapter is research

method. In this part, the researcher describes the type of the method that is used in

this research. The second part is research setting which describes the place and the

date when the research was conducted. The third part is research subject which

tells about who the partipants or the objects of the study were. The researcher also

explains the method of the sampling that was conducted in this research. The

fourth part of this chapter is the research instruments and data gathering

techniques. This part discusses the research instruments and the techniques of

collecting data that was used in this research. The fifth part is the research

procedure. In this part, the researcher discusses the steps that were implemented

when conducting this research.

A. Research Method

This research aims to investigate the problems that were faced by English

Language Education Study Program students in implementing Scientific

Approach during Practice Teaching Program. Therefore, the researcher chose


28

qualitative research as the method of this study. According to Ary et al. (2010),

the data in qualitative research are in the form of words and images. Those words

and images are the data that will be used to answer the research question. Hence,

this study was to investigate and understand a phenomenon by focusing on what

the respondents experienced. Ary et al. (2010) add that qualitative researchers

always focus on total pictures and do not break it down into variables.

Furthermore, Merriam (2009) says that in qualitative research, the data collected

in the form of words or images rather than numbers. It was in line with Fraenkel

and Wallen (2009) which say that one of the characteristics of qualitative research

is that the data are collected in the form of words or pictures. In addition, the

researcher analyzed the data inductively which means that the researcher did not

formulate a hypothesis before conducting the research. It is in line with other

characteristic of a qualitative research which says that qualitative researchers

should construct a picture that takes shape as they collect and examine the parts.

In other words, they did not construct a picture that they had known before

(Bogdan & Biklen, 2003).

In addition, the idea of this study is to seek out participants’ problems

when implementing Scientific Approach during Practice Teaching Program. The

researcher wanted to describe the problems faced by the participants when

implementing Scientific Approach in this study. Therefore, the researcher used

qualitative descriptive research as the method of this study. According to Gall,

Gall, and Borg (2003), descriptive research is similarly important in education and

it is a research that is involved in making careful descriptions of educational


29

phenomena. A descriptive research study could use both qualitative and

quantitative approach. Hence, when planning a descriptive research study,

researchers should be familiar with both qualitative and quantitative approach and

also description so that researchers can choose the best approach that suits to their

purposes. Because of that reason, after having the research question, the

researcher chose qualitative approach and descriptive research study as the best

approach.

The research question of this research is “what are the problems faced by

ELESP students when implementing Scientific Approach during Practice

Teaching Program?” This type of question is suited to descriptive research study.

According to Gall, Gall, and Borg (2003), in descriptive research, a question type

of “what is” is very concerned with the nature of descriptive study. Furthermore,

in this study, the researcher used survey to collect the data. According to Fraenkel

and Wallen (2009), when conducting survey, researchers can get respondents’

opinion, belief, experience, and perception. Since, this study aimed to get

respondents’ experience in implementing Scientific Approach, so the researcher

chose survey as the data collection method.

B. Research Setting

The research was conducted in the eighth semester of the 2015/2016

academic year. The data gathering was done four times since there were five

respondents in this study. The first data gathering was held on Tuesday, May 17th

2016 at 7 P.M.; the second was on Wednesday, May 18th

2016 at 11 A.M.; the


30

next was on Thursday, May 19th

2016 and the last was held on May 28th

2016 at

11.30 A.M. The setting was in Sanata Dharma University campus since the

respondents were the eighth semester students of ELESP of Sanata Dharma

University. The researcher conducted interview to the respondents and asked them

to make reflection for gathering the data.

C. Research Participants

The aim of this study is to investigate the problems faced by English

Language Education Study Program (ELESP) students. The researcher chose the

ELESP students from batch 2012 who had experienced doing Practice Teaching

Program and implemented Scientific Approach in the schools as the respondents.

Therefore, the respondents were five students from eighth semester of ELESP. In

this study, the researcher named the participants using initials, namely Aw, Gs,

Dt, Fo, and Ant. These initials would be used in the next chapter, in Finding and

Discussion.

In order to choose the participants, the researcher used purposeful

sampling technique. According to Lodico, Spaulding and Voegtle (2006), the

sampling procedure which is oftenly used in qualitative research is purposeful

sampling. Purposeful sampling is a procedure where the researcher analyzes the

people who are familiar and have specific knowledge about the topic. The

participants have some specific knowledge about the topic being investigated. In

this research, the participants had already experienced Practice Teaching Program

and they also implemented 2013 Curriculum in their teaching practice. Therefore,


31

they had known the knowledge about Scientific Approach which became the main

focus in this research. Moreover, they also had implemented Scientific Approach

when they had Practice Teaching Program. Lambert and Lambert (2012) add that

qualitative descriptive researchers may use purposeful sampling techniques

because they could get rich information for the purpose of saturating the data.

D. Research Instruments and Data Gathering Techniques

In this section, the researcher discusses the instruments used in this

research and the data gathering techniques. The researcher conducted interviews

and reflection to collect the data, so the data were in the form of interview

transcripts, reflections and audio recording. Since the data were presented in the

form of words, so this research used qualitative research as the method of the

study. The researcher used interview to collect the data. The data collection in

descriptive qualitative involves minimal to moderate, structured, open-ended,

individual or focus group interview (Lambert & Lambert, 2012). It aims to collect

the detailed description of respondents’ experience. In addition, the respondents’

written and oral self-report can also be evaluated (Fraenkel & Wallen, 2012).

Therefore, the researcher used two instruments for the data gathering techniques.

The researcher used interview and self-reflections from the respondents.

1. Interview

The interview was conducted in this study because the researcher

investigated the respondents’ experience when implementing Scientific Approach.

The researcher used the interview to gather the data related to the research


32

question of this study. Interviewing is the most important data collection

technique in a qualitative research (Fraenkel & Wallen, 2012). Therefore,

interview is the best data gathering techniques in this study. According to Ary et

al. (2010), interview is a suitable instrument to know deeper about people’s

experience. Furthermore, Cohen (2007) says that one of the purposes of interview

is to gather the data as surveys or experimental situation. In order to collect the

information, the researcher used an audio recorder because it is the most efficient

way to collect the data interview. Ary et al. (2010) say that using audio recorder is

more efficient rather than taking note. In addition, Lodico, Spaulding and Voegtle

(2006) state that there are three types of interview, namely structured interview,

semi-structured interview and non-structured interview. In this research, the

researcher used semi-structured interview. Semi-structured interview is a type of

interview in which the researcher prepares a list of questions to be asked but allow

himself to ask beyond the list of questions (Lodico, Spaulding & Voegtle, 2006).

In this study, the researcher prepared a list of questions to be asked, but the

researcher would ask beyond the questions if the answers were not clear or

specific.

In this study, the researcher used Bahasa Indonesia to conduct the

interview. It means that the researcher used the first language of the respondents

when conducting the interview. The reason why the interview was conducted in

Bahasa Indonesia as the first language is to make sure that there was no

misunderstanding between the researcher and the respondents during the

interview. In addition, the use of Bahasa Indonesia made the respondents more


33

comfortable when sharing about their experiences. They could also share their

experiences deeply by using their first language.

In order to ensure the validity of the interview, the researcher returned the

processed data to the respondents. In this step, the respondents could check

whether the processed data were based on their own experiences or not.

According to Fraenkel and Wallen (2012), one procedure for checking on validity

and reability is asking one or more participants in the study to check the accuracy

of the research report. In addition, the researcher also asked feedback on the

interview guideline from the experts, who were the thesis advisor and another

lecturer.

2. Reflections

In order to get more detailed information about the problems faced by the

respondents when implementing Scientific Approach, the researcher conducted

reflection. According to Ary et al. (2010), documents are good data collection

because they can provide good descriptive information. In this study, the

researcher used reflection as the secondary data collection for the researcher to

describe the problems that were faced by the respondents. The reflection was

about the experiences felt by the respondents. There were some questions of the

reflection and the questions aimed to know the experience or the phenomenon and

the problems that were faced by the respondents during Practice Teaching

Program.

According to Welch (1999), there are some components of a good written

reflection. The first component is affect and it requires the respondents to explore


34

their feelings and emotion. The reflection should contain the topic being

discussed. Hence, the questions of the reflection should cover respondents’

understanding of the information of the topic. The questions must be developed in

such way that respondents can demonstrate their understanding of the topic. The

reflection’s maker should compose some questions which make the respondents

feel free to state their understanding, argument, feelings, and impression. In

addition, the reflection’s maker should give opportunity for the respondents to

acknowledge and explore their feelings.

The second component is behavior which is done as an action. Next, the

reflection’s marker should compose questions that make the respondents respond

to their feelings and attitude while experiencing the process. Therefore, the

respondents do some actions because of their feelings. In this condition, the

respondents have to think about how they behave in the future as a result of their

experience. According to Welch (1999), “the reflection does not end there.

Instead, the students projects on how she/he might behave or apply the skill in

another, perhaps more effective way in the future.”

E. Data Analysis Techniques

The data analysis technique that the researcher used to analyze the data in

this study was analitic phases in qualitative research from Yin (2011). In this

technique, there are five steps that have to be conducted, namely compiling,

disassembling, reassembling (an arraying), interpreting and concluding.


35

a. Compiling

The first step of qualitative data analysis process is compiling. In this

process, the researcher sorted the data collection. “This phase would be started by

sorting the field notes amassed from the fieldwork and other data collections”

(Yin, 2011). In this study, the field notes was an observation of what the

respondents did and reacted when they had the interviewing time. It is also one

parts of field notes according to Yin (2011).

“When taking fieldnotes, you will be listening, watching, and

assimilating real-life eventsat the same time. On top of all this, the

verbatim principle and the richnessof what is occurring in the field or

during and unstructured interview will pose even greater demands on

your ability to do parallel task. Finally, you have to take sufficient notes

that you will only minimally have to trust your memory (which likely

overloaded, not to speak of the distortions that could accur).” (p. 162)

According to Yin (2011), the function of this phase is to make researchers

familiar with the data that have been got from the data gathering process.

Therefore, in this phase, the researcher had to read the data and listen the

recordings for many times in order to have good understanding of the data. The

first step in this phase was relistening the recordings. Then, the researcher made

verbatim transcrips from the interview and after that the researcher could reread

the transcrips many times. Therefore, these steps could take long time. Then, in

this phase, the researcher should consider how the data can relate to the research

questions. “The first phase, compiling, means putting them in some order and the

finished compilation would be considered as a database” (p. 178).


36

b. Disassembling

After conducting the first process of five-phase cycle, the researcher then

moved to the next process, namely disassembling. This is the second process of

five-phase cycle in qualitative data analysis. In this process, the researcher divided

the compiled data into smaller fragments or pieces, which may be considered as

disassembling procedure (Yin, 2011). In this process, the researcher should

choose new labels or codes to the fragments or pieces. However, the researcher

could also choose whether he/she wants to use coding or no coding because

according to Yin (2011), there is no fixed process on how researchers do the

process of disassemble data. Yin (2011) says that researchers can choose coding

or no coding and it depends on the researcher. In this study, the researcher did not

use coding in disassembling data. Since the researcher chose no coding to

disassemble the data, so the researcher analyzed the original data and then created

the reseacher’s own notes. It could help the researcher to go to the next phase

because the researcher would use the notes then change them into substantive

themes.

c. Reassembling

Reassembling is the third step in five-phase cycle of qualitative data

analysis according to Yin (2011). In this step, “the researcher used the

substantive themes to recognize the disassembled fragments into different

grouping or sequences than might have been in the original note” (Yin, 2011).


37

This phase was called as reassembling because in this phase, the researcher

rearranged and recombined the fragments or pieces into one particular theme.

d. Interpreting

After conducting compiling, disassembling and reassembling, the

researcher then movd to the fourth phase of this five-phase cycle. The fourth

phase was interpreting. In this phase, “the researcher used the reassembled

material to create new narrative with some tables, diagrams or graphics where

relevant,” (Yin, 2011).

e. Concluding

The last step of qualitative data reduction was concluding. In this phase,

the researcher drew conclusion based on the finding of the data analysis.

According to Yin (2011), “such conclusions should be related to the interpretation

in the fourth phase and through it to all of other phases of the cycle.” In addition,

the data analysis the process in this study was not conducted in a linear way. Yin

(2011) says that “the process of these five phases does not fall into a linear

sequence but has recursive and iterative relation.” The diagram of five phases of

analysis and their interaction can be seen in Figure 3.1. In the diagram, there are

two kinds of arrow, namely one-way and two-way arrow. The two-way arrow

means that the researcher could go back between two phases. Therefore,

according to Yin (2011), the process was in nonlinear way as seen in Figure 3.1.


38

Figure 3.1 Five Phases of analysis and their interaction (Yin 2011)

F. Research Procedure

1. Planning

The researcher observed the condition and situation that were mostly felt

by ELESP students, so the issue that was chosen had correlation with teaching

because ELESP is a part of Teacher Training Faculty. Then, the researcher chose

the education as the field of the research and decided the issue that would be

discussed in the research. The issue that was chosen was the implementation of

Scientific Approach. After having the issue that would be discussed, the

researcher formed the research questions.

2. Choosing the method

After having the background of the study, the researcher chose the best

method for investigating the problems. The researcher employed qualitative

research as the research methodology. After choosing qualitative research as the

3. Disassemble Data

5. Conclude

4. Interpret Data

1. Compile Database

2. Disassemble Data


39

research methodology, the researcher employed descriptive study as the research

approach.

3. Choosing the participants

The researcher used purposeful sampling and chose five participants. The

participants were five students of English Language Education Study Program

who had experienced implementing Scientific Approach and had joined Practice

Teaching Program. The respondents that were chosen by the researcher were

ELESP students who faced some problems in implementing Scientific Approach.

4. Constructing the instrument

The instruments that were used in this study were in depth interview and

reflections. In this step, the researcher listed down some questions which were

going to be asked when conducting the interview. The researcher used open ended

questions which had some questions based on respondents’ experiences in

implementing Scientific Approach.

5. Processing the data

The last step is processing the data. In this step, the researcher conducted

the interview to the sample. The data that were got from the interview were in the

form of words and it was in the form of interview’s transcription. After getting

that data, the researcher processed the transcription in order to discuss students’

problems when implementing Scientific Approach. In this process, the researcher

directly elaborated the problems faced by the respondents. After elaborating the

problems, the researcher discussed the problems using some theories. The

researcher did not elaborate all of the problems from the respondents since they


40

experienced the same problems. The researcher picked 3-4 respondents’

experiences to be discussed in Chapter IV. The researcher used the theories that

had been discussed in Chapter II to process the data. In addition, the reseacher

conducted the five-phase cycle of qualitative data analysis to process the data. The

phases were compiling, disassembling, reassembling, interpreting and concluding.


41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher will directly present the findings and the

discussions. There are two parts of this chapter. In the first part, the researcher

will elaborate the problems faced by the respondents in implementing Scientific

Approach into four themes. In the second part of this chapter, the researcher gives

the implications of the problems faced by the respondents in implementing

Scientific Approach.

There were five phases conducted in this study, namely compiling,

disassembling, reassembling, interpreting and concluding. After conducting the

first and the second phase, the researcher moved to the next phase, namely

reassembling. In this phase, the researcher clustered the data into four substantive

themes. The themes are all about the problems faced by the respondents when

implementing Scientific Approach. Since all of the respondents experienced the

same problems, the researcher does not present all the data in this part. In this

part, the researcher presents the data and after presenting the data, the researcher

discusses them using the theory. The four themes of respondents’ problems will

be elaborated in this section.

A. Problems Faced by the Respondents

This part discusses the problems faced by the respondents in implementing

Scientific Approach during Practice Teaching Program. This part consists of four


42

parts and they are the themes of the problems faced by the respondents. In each

part, the researcher will present the problems’ theme from this study and the

interpretation. Besides, the researcher also analyzed the findings in order to

answer the research questions by pointing on the result of respondents’ responses

related to the topic in the interview.

1. The Respondents Had Lack of Knowledge about Scientific Approach

After conducting the interview, the researcher found that all of the

respondents had difficulties in understanding about the concept of Scientific

Approach and 2013 Curriculum. They had lack of knowledge about the concept of

Scientific Approach and 2013 Curriculum. The lack of knowledge caused some

problems faced by the respondents and all of the respondents had experienced this

problem.

The first respondent, Aw, stated that he/she did not really understand the

concept of Scientific Approach. In the statements, he/she said that he/she had

forgotten the approach of 2013 Curriculum. Aw also said that his/her knowledge

of Scientific Approach was still limited even though he/she had learned about it.

Then, Aw added that he/she could not distinguish the best activities for each step

of Scientific Approach. He/She could not decide the appropriate activities for

certain students.

“Ada sih kesulitan-kesulitan dalam menentukan kegiatan asosiasi itu

yang cocok kaya apa, terus mencoba itu kaya gimana enaknya, kegiatan

yang sesuai dengan mencoba dan bisa dilakukan dengan lancar kalau

ngeliat kondisi anak-anaknya yang banyak dan susah diatur tu harus

bikin kegiatan yang kaya apa. Jadi dituntut untuk kreatif.”(Aw)


43

There are some difficulties in deciding the appropriate activities for

associating step, then what I am gonna do in collecting information step

and also the appropriate activities for this step which can be done

smoothly. I have to think about the activities that I am gonna do when I

am facing the students who are difficult to be handled. So, I have to be

creative. (Aw)

The second respondent, Gs, also found the same problem with Aw. He/she

was confused with the activities for each step; whether the activities were

appropriate to certain step or not. He/she added that the activities that he/she made

were not the focus of the step. He/she thought that the activities that he/she

designed were not really fit with the steps.

“Sebenarnya kalau saya sih merasa agak masih kebingungan dengan

Scientific Approach, karena Scientific Approach itu kan semua stepnya

sudah ditentukan. Ada lima pendekatannya itu. Nah, sedangkan

kegiatan yang saya buat itu kadang-kadang tidak sesuai dengan lima

Approach itu, jadi lima step yang ada di approach itu, jadi kadang saya

harus menambahkan kegiatan-kegiatan supaya bisa memenuhi lima

step yang ada di Approach itu, walaupun kadang-kadang bukan yang

inti dari apa yang mau saya aplikasikan di kelas.”(Gs)

Actually, I am still confused with Scientific Approach because its steps

have been decided. There are five approaches. Whereas, sometimes, the

activities that I designed were not fit with those five approaches. So,

sometimes I had to add some other activities so that I could fulfill the

five steps in Scientific Approach even if those activities were not the

focus of what I want to implement in the class. (Gs)

Moreover, the third respondent, Dt, experienced the same feeling. He/she

had difficulties on differentiating the characteristic of each step. Therefore, when

deciding the activities for certain step, he/she was confused whether he/she had

put the suitable activities of that topic or not.

“Bingungnya tu kalau antara satu kegiatan sama lain itu kadang belum

bisa mbedain itu lho. Misalnya kegiatan mengasosiasi sama

mengeksplorasi itu aku bingung karena mengeksplorasi tu kadang yang


44

antara dia, antara siswanya tu nyari dan mengembangkan pengetahuan

sendiri atau gimana gitu aku masih bingung antara dua kegiatan.”(Dt)

I was confused because sometimes I could not differentiate between one

activity to another. As the example is in associating and exploring step.

I was confused because I did not know whether in exploring step the

students had to look for and develop the knowledge by themselves or

not. I am still confused with those two steps. (Dt)

All of the respondents had the same problem that they could not easily

decide the appropriate activities for each step. The problem usually came when

they made lesson plan because when making the lesson plan, the respondents had

to list down some activities based on each step in Scientific Approach. Therefore,

the respondents had difficulties in deciding which activities were suitable for

certain step. Based on the result of respondents’ interview, all of them said that

actually they did not know the approach well. It means that they had lack of

knowledge about Scientific Approach so that they did not know what activities

were suitable for each step. According to NCATE (2006), teachers have to

prepare some things before teaching in a class. Teachers should have good

preparation on knowledge of teaching and learning, and subject matter

knowledge. In this case, the respondents had lack of knowledge about the

approach, which was Scientific Approach. The approach was also the part of

knowledge of teaching and learning, so the respondents should have good

preparation in it because the benefits of teachers’ preparation could help them to

develop the knowledge and skill they need in the classroom, produce higher

students’ achievement and focuse more in teaching and learning process.


45

2. The Respondents Found Lack of Facilities when Implementing Scientific

Approach

The second problem faced by the respondents was facilities and class

situation. The facilities from the school did not really support the process of

learning, especially when they wanted to perform Scientific Approach process.

One of the respondents, Gs, said that the books form library were not very helpful.

There were only a few kinds of books in the library. On the other hand, there was

only one computer in the library. Hence, if the teacher wanted to use the library as

one of information sources, it would be difficult. Therefore, Gs said that almost all

of the learning processes were held in the classroom.

“Kalau menurut saya di perpus itu juga tidak banyak buku-buku yang

membantu, selain itu komputer di perpus juga hanya satu, jadi

kebanyakan kegiatan itu, hampir semua kegiatan dilakukan di dalam

kelas.”(Gs)

I think most of the books in the library were not really helpful for the

class’ activities. Besides, there was only a computer in the library. So,

most of the activities were done in the classroom. (Gs)

Moreover, another respondent, Fo, had the same experience. Fo said that

he/she could not effectively implement the approach. One of the reasons was

because of the facilities. He/she knew that the teachers should be creative in

designing the activities but he/she had problems in using the facilities in the

classroom. He/she could not use the projector and viewer to show a video or

power point presentation.

“Seperti kelas yang tidak mumpuni dan fasilitas yang kurang. Seperti

kalau kita mau menampilkan video, nah tapi di dalam kelas tidak

mempunyai fasilitas proyektor,…” (Fo)


46

For the example were the classroom condition which was not really

good and the lack of facility. When I wanted to show a video, there was

no projector in the classroom. (Fo)

The second problem faced by the respondents was facilities from the

school. The respondents had difficulties on conducting some activities related to

Scientific Approach. The difficulties came because the facilities from the school

did not support the process of Scientific Approach. In the Scientific Approach,

especially in experimenting or collecting data process, both the students and

teachers need supported technology. It is because the students need the technology

and also supported facilities to collect the data. The technology and facilities that

are useful for supporting the teaching learning process are internet, books, library,

computers, speakers and also viewer and projector. According to Hosnan (2014),

in observing step, the teachers should provide the objects or media that are going

to be observed. Teacher should make the students participate in the learning

process by creating fun, cheerful and enthusiastic situation. Hence, the tools to

present the media are important to make the observing step works well. In

addition, the respondents also needed the facilities to conduct the third step of

Scientific Approach. In Permendikbud No. 65/2013, the students have to develop

their knowledge by collecting information from other sources in this process.

Therefore, because the facilities did not support the activities, the respondents had

problems in conducting some steps in Scientific Approach.


47

3. The Respondents Had Misconception of Scientific Approach

The next problem that was faced by all of the respondents was

missconception of Scientific Approach. All of the respondents experienced this

problem when implementing Scientific Approach, especially when joining

Practice Teaching Program. Missconception problem refers to a situation where

the respondents believe the actions are right but actually they are not.

The first respondent, Aw, had miss conception of the theory of Scientific

Approach, especially when conducting collecting information or experimenting

step. In the process of collecting information, he/she usually gave some exercises

for the students. He/she usually showed the excercises on the viewer and then

asked the students to do the exercises orally.

”Biasanya ya saya kasih soal-soal singkat misalnya kaya matching,

kaya gitu, terus misalnya nampilin soalnya itu di slide gitu kan terus

saya balik lagi tanya ke mereka siapa yang berani jawab, sapa yang

mau jawab, siapa yang bisa jawab gitu.” (Aw)

Usually, I gave brief questions for the students, matching for example.

Then, I showed the questions in the slides and I asked the students again

who could answer those questions. (Aw)

Besides, another respondent, Gs, also did the same thing when

implementing the step of collecting information. He/she gave exercises when

having collecting information step. On the other hand, he/she also let the students

to have discussion with their friends.

“Mengeksplorasi biasanya mengerjakan soal sih kalau saya.Biasanya

sih kalau saya mengerjakan soal atau diskusi-diskusi dengan teman lalu

kerja kelompok.” (Gs)

Usually, I asked the students to do some exercises in exploration

process. I asked them to do the exercises or have discussion with friends

and followed by group discussion. (Gs)


48

It was quite similar with another respondent, Dt, who said that in the

collecting information or experimenting stage, he/she let the students discuss in

groups about the material from that day. The teacher also explained the materials

to the students in this stage. In that stage, the students also asked some questions

to the teacher related to the materials.

“Kalau eksplorasi gitu diawal-awal sudah ada diskusi tentang

materinya kan, udah dijelasin, saya njelasin mereka kadang-kadang

juga nanya, nah di pas penjelasan itu kadang mereka juga nanya.” (Dt)

In exploring step, there had been a discussion about the material in the

beginning. I had explained to the students and they usually asked some

questions related to the material when I was explaining. (Dt)

Next, Gs added that all of the information discussed in the class was from

him/her. He/she tried to minimize the use of cell phone for collecting information.

He/she did not let the students to collect the information by themselves.

“Jadi saya usahakan atau seminimal mungkin mereka menggunakan

HP. Jadi informasinya dari saya. Kebanyakan sumber informasinya itu

dari saya.” (Gs)

I tried to minimalize the use of cell phone. So, mostly, I was the source

of knowledge. (Gs)

In addition, Fo gave all of the information about the material to the

students. He/she did not give the chance for the students to browse the

information from other sources, from internet, books or newspaper for instances.

“Materi yang dibahas di dalam kelas itu dari saya semua.”(Fo)

All of the materials which were discussed in the classroom came from

me. (Fo)


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Based on the data that were gained from five respondents, all of them had

the similar problem related to missconception, especially of experimenting or

collecting data stage. All of them had their own understanding in implementing

the step of experimenting. In this step, the respondents gave some exercises to the

students and let the students to do the exercises in this step. In this process, the

respondents also had bigger role than the students. Moreover, they also did not

give chance for the students to collect information from other sources because the

respondents had provided all of the information needed in that meeting. The

respondents did not allow the students to get the information they need from other

sources. Therefore, the respondents had miss conception of the collecting data or

experimenting step of Scientific Approach.

All of the respondents conducted inappropriate activities in the collecting

information or experimenting stage. Most of them gave some exercises for the

students. In contrast, the activity that should be conducted in this stage is

collecting the information related to the topic. The students can get the

information from books, media, newspaper, internet or even experiment. The data

or the information collected by students is to answer the list questions that have

been made in the previous process. Hosnan (2014) says that the process of

collecting information is performed through experimenting, reading other sources,

observing other objects or events, or interviewing other sources, so doing

exercises is not a suitable activity in this process. In addition, the respondents

actually have to let the students to get additional information by themselves.

However, in the findings they did not let the students to get the information they


50

needed by themselves. According to Hosnan (2014), in this step, the teacher has

the role as facilitator and helps the students to collect some information related to

the topic.

Hence,the respondents also had missconception of associating process. Aw

said that as his/her understanding, both associating and communicating have the

same activities, process and procedure. He/she thought that in associating process,

the students should present their result of discussion to the class since it has the

same process as communicating process. Then, Aw also asked the students to

generate the generic structure and some adjectives from the texts they have made

in the previous step.

“Kalau mengasosiasi prosesnya kan habis saya nyuruh mereka bikin

text descriptive, nah terus saya suruh mereka buat menandai adjective

yang dipakai. Terus nanti mereka maju, terus menceritakan text

descriptive mereka terus soal generic structurenya sama apa

adjectivenya tadi. Mengkomunikasikan biasanya sama

mengasosiasi.”(Aw)

“In association activities, after I asked the students to write a descriptive

text, I asked them to label the adjectives in that text. Then, I asked them

to show their work in front of the class and told their friends about their

own text and its generic structure and adjective. Communicating

activities are same as associating.” (Aw)

In addition, Gs said that when he/she performed associating step, he/she

asked the students to make a product or composing a text. Gs asked the students to

form some groups and make the project in group. He/she would go around the

class to check each group’s progress and make sure whether they did their job or

not.

“Jadi biasanya saya minta mereka untuk membuat sesuatu seperti

project (in associating process).Misalnya membuat teks atau misalnya

menyusun sesuatu.” (Gs)


51

Usually, I asked them to make a project. As the example is making text

or arranging something. (Gs)

The same with Aw and Gs, Fo also had miss conception of communicating

process. Fo explained that the next step after experimenting or collecting

information was communicating. In that stage, he/she conducted a conversation

between students and teacher about some materials that the students were still

confused about. He/she usually went around the class to ask the students about

difficult materials individually. The aim was that he/she wanted to have intense

communication with the students.

“Setelah kita mengeksplorasi, saya mengkomunikasikan seperti kalau

ada materi-materi yang kurang atau siswa yang bingung, nah, itu ada

interaksi antara saya dan siswa tu lho.Jadi pembahasannya lebih intens

gitu, nggak cuma dari layar terus ke semua siswa, tapi saya biasanya

muter satu-satu.”(Fo)

After having exploring step, I communicated with the students if there

was some materials which were not really clear or made them be

confused. So, in doing the communication, there was an interation

between the students and I. It made the discussion be more intense, it’s

not only came from the projector to the students but also from me as a

teacher when I went around the classroom. (Fo)

In the associating process, the respondents asked the students to make

project and also to communicate with friends of what they have learned. One of

the respondents, Aw, also asked the students to present what they had made to the

class. Based on the significant statements, the respondents had miss conception of

associating step. According to Hosnan (2014), in this step, the students have to

use the information that has been got from the previous study to expand the

information that they have got. The activities that could be conducted in this step

are analyzing or comparing. The aim of this step is to make them have complete


52

and broad information about some topics. Associating process is a process where

the students cluster the information, so the students relate the information from

the previous processes with the certain events related to the topics and students’

experience then combine them into good memory. Therefore, they had

misconception about Scientific Approach because the respondents asked the

students to make a project in this step while actually the suitable activities are

analyzing and comparing.

In this process, both students and teachers should be active, but the

students should be more active. The activity that is usually conducted by the

teachers is asking the students to compare the object that they have in the

observing process with a new thing. Therefore, they can use the information that

they have got from collecting information process or experimenting process to

analyze or compare those things. In other words, students are to make clear

conclusion using all information and observation result by combining and relating

them into specific information.

4. The Respondents Had Poor Capacity on Making Students Active

All of the respondents also experienced the same problem which was

students’ passivity. They found that the students that they taught in the school

were not enthusiastic and active, especially when they were in the questioning

step. In this step, all of the respondents found their students to be passive and did

not have willingness to ask some questions related to the topic or objects that were

observed. When the respondents asked the students whether they had any


53

questions, the students were still silent. The respondents needed to encourage the

students to ask or make some questions. Even when they had encouraged the

students to ask, not all of the students would ask. Usually, they changed the role in

this step, so they would ask more frequent than the students because if they only

waited, the students would not start to ask. Ant said that his/her students were not

really enthusiastic when having questioning step. There would be only one to

three students who were willing to ask questions.

“Mereka enggak sering nanya-nanya cuma beberapa siswa mungkin

Cuma satu dua tiga orang yang memang bener-bener fokus dan

memiliki antusias untuk belajar ya sering tanya…” (Ant)

They don’t ask (when having questioning step), only several students

who really focus and have willingness to study and ask. (Ant)

Moreover, Dt said that the students would answer if the teacher asked

some questions. If the teacher let them to ask directly,there would be no students

who asked.

“Jadi mereka baru mau jawab kalau sudah ada pertanyaan awal atau

pertanyaan dari gurunya.Tapi kalau misalnya diberikan kesempatan

untuk bertanya langsung gitu belum ada.”(Dt)

So the students would like to answer when there had been questions

from the teacher. When the teacher gave chances for them to ask, there

was no students who was willing to ask questions. (Dt)

The same with Dt, Gs said that the students tended to be silent when

having questioning step. Even when he/she asked some questions related to the

material or topic, the students would not answer it. Therefore, Gs was not sure

whether the students could compose questions or not.

“Karena yang terasa, karena saya mengajar di SMK atau gimana, tapi

menanya itu bahkan kadang-kadang kalau kita memberi pertanyaan


54

pun siswa belum tentu bisa menjawab, apalagi kalau siswa yang harus

menyusun pertanyaan, gitu” (Gs)

Maybe it was becasue I taught in vocational school. But, in the

questioning process, when I gave some questions to the students, they

could not answer those questions. Moreover, it would be more difficult

for the students if they had to make the questions. (Gs)

The respondents had poor capacity on making the students active and

having willingness to ask. They usually found this problem when they were in the

questioning step. In that step, the respondents had bigger role because they were

more active than the students. They even asked lots of things to the students but

unfortunately the students were still passive. They said that one or two students

who participated in answering the questions from the teacher. In this process, the

participants conducted question and answer for the main activity. Question and

answer activity meant that they directly asked questions for the students or

answered questions from the students without any media. Therefore, in this step,

the respondents had poor capacity on making students active because they took

bigger role in this step and were not able to make the students ask question. In

Scientific Approach, actually the teachers’ role is as facilitators for the students.

Teachers should guide and help the students to ask some questions related to the

topic. If oral activity could not be done easily, the respondents could use other

ways like written and group activities. One example of questioning activity is

group working activity. The students are divided into some groups and after that

teachers give chance for them to compose some questions related to the media or

objects that have been provided by the teachers. Then, the students are to

exchange the result to other groups. Finally, the teachers should lead the


55

discussion and ask the students to state their argument. Therefore, there are some

other ways to make the students have willingness to ask. If the participants could

not make the students active in the class, it means that their capacity on making

students active was still poor.

B. The Implications of the Problems faced by the Respondents

This part discusses the implications of the problems faced by the

respondents in implementing Scientific Approach during Practice Teaching

Program. Moreover, this part consists of two parts, namely internal factors and

external factors.

1. Internal Factors

All of the respondents had got the courses related to the teaching practice

and its administration. Therefore, they had got the basic knowledge of 2013

Curriculum and Scientific Approach. They have learnt those knowledge in

Learning Program Design (LPD) course. Even before joining Practice Teaching

Program, they have joined Micro Teaching course. In this course, they

implemented the theories from the previous courses in the teaching practice.

Therefore, if the have passed both LPD and Micro Teaching courses, they should

have been ready when joining Practice Teaching Program. On the other hand, the

study found that the respondents had lack of knowledge of the approach and the

curriculum.

“Scientific Approach cuma pernah diajarkan aja sih, jadi cuma tahu

sekilas aja tapi cuma aplikasinya yang bener-bener diaplikasikan baru

waktu PPL aja.”(Gs)


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“Scientific Approach was only explained in that time, so I only know it

for a bit. Then, I implement the approach seriously just when I joined

Practice Teaching Program” (Gs)

It could be implied that the respondents had lack of practices eventhough

they have had the principles of Scientific Approach. It made them face some

problems in implementing Scientific Approach. Moreover, in order to have better

capacity on making students active, the respondents should also practice directly.

They could practice outside the class by teaching other classes, or practice with

friends on how making students active. If they do not have chance to practice in

Micro Teaching class, it will make them face problems in making students active

when they do Practice Teaching Program.

The misconception problem can appear because the respondents did not

have good understanding of the concepts. They implemented all of the stages in

Scientific Approach in the real class situation eventhough they have not

understood the concepts yet.

“Sebenarnya saya tidak begitu paham tentang Scientific Approach, saya

hanya mengetahui bahwa pendekatan ini digunakan pada K.13” (Aw)

“Honestly, I do not really understand about the concepts of Scientific

Approach. The thing that I know is that this approach is used in 2013

Curriculum.” (Aw)

It implies that the respondents are not ready yet to implement the approach

or even join the Practice Teaching Program. It is because they did not read much

about the related approach or curriculum used in the Practice Teaching Program

and they still implemented them in the class. Therefore, it causes misconception.


57

Hence, the problem can also appear because the respondents were over confident

and thought that they have mastered the concept well, so that they did not read the

related concepts.

2. External Factors

The respondents have passed both LPD and Micro Teaching course, but

they did not practice how to teach the students using 2013 Curriculum.

“Di LPD, sudah (belajar), kayanya. Cuma untuk penerapan dan

mengaplikasiannya waktu itu kan ada kelas Micro Teaching, tetapi

waktu di Micro Teaching masih pakai KTSP.” (Ant)

In LPD class, I have learnt it, but we did the implementation in another

class, Micro Teaching. Unfortunately, in the Micro Teaching class, I

learnt KTSP instead of 2013 Curriculum. (Ant)

It implies that the respondents maybe have some difficulties or obstacles

when absorbing the knowledge form the courses. It is because the lecturers did not

give chances for the students to have teaching practice in implementing 2013

Curriculum. It caused the respondents not to do their best for their Practice

Teaching Program because they found some problems. The lack of practice made

them found some difficulties.

On the other hand, the problems also came from the teachers who have

been the advisors for Practice Teaching Program. They did not give enough input,

feedback or comments fot the students who join Practice Teaching Program.

“… gurupun juga sudah memberi tahu kami kalau memang siswa disini

susah untuk diajak bekerjasama. Jadi mau nggak mau, kita harus

ngikutin mereka dengan cara mereka tapi, dengan tidak meninggalkan

materi yang harus disampein.” (Fo)

“… the teachers also told us that the students cannot be cooperative in

the class. So, we (as the teachers) should do the teaching learning


58

process based on their characters, but we also should consider the

matertials in that day.” (Fo)

The teachers from the school did not give good advice for the respondents

when they found some problems in implementing Scientific Approach. Fo said

that the teacher allowed him/her not to implement Scinetific Approach in the class

since the students in the class were not cooperative. Even the teacher asked

him/her to conduct two activities in the class; the first activity was explaining the

material and the second activity was watching English movies or videos. It means

that the teacher did not support him to implement Scientific Approach and even

let him to do other activities which were not relevant with the teaching-learning

process.

The problems faced by the respondents also came from the situation of the

class. The number of the students in the class made the respondents had problems

on making students active or listen to the respondents as their teacher.

“…Tapi karena susah banget ya karena saya mengendalikan 44 orang

dan harus keliling dan mengikuti instruksi saya di sekolah itu tu susah

gitu.” (Aw)

“… but it was difficult because I handled 44 students in the class and I

should also check whether they understand me or not. And asking them

to listen to (and do) my instructions was also difficult.” (Aw)

The problem about facilities occurred from the school where the

respondents joined the Practice Teaching Program. The schools had lack of

facilities for supporting Scientific Approach process. The lack of facilities could

be because the schools have not had enough funds for buying supporting facilities.


59

Furthermore, the lack of facilities from the schools could be also because the

teachers and the students in the schools could not maintain the facilities they had,

so the facilities were not able to be used anymore. In the reflection, Fo said that in

the school where he did the Practice Teaching Program, it had lack of facility in

order to support the teaching and learning process.


60

CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter contains two parts, namely conclusions and recommendation.

The first part is conclusions. In this part the researcher summarizes the major

findings of the research. The second part is recommendation and implication,

which spells out the recommendations for future research and current practice.

A. Conclusions

The research question from this study is what the ELESP students’

problem are in implementing Scientific Approach. Hence, the objective of this

study is to investigate what ELESP students’ problems are when implementing

Scientific Approach in Practice Teaching Program. After conducting the

interview, the researcher found that there were four problems faced by the

respondents when implementing Scientific Approach. All of the respondents had

experienced the same problems when implementing Scientific Approach in

Practice Teaching Program. The first problem is that the respondents had lack of

knowledge about the concept of Scientific Approach and 2013 Curriculum and the

lack of knowledge caused some problems faced by the respondents.

The second problem faced by the respondents was facilities from the

school. The respondents had difficulties on conducting some activities related to


61

Scientific Approach. The difficulties came because the facilities from the school

did not support the process of Scientific Approach.

The next problem is miss conception of Scientific Approach. The

respondents miss understood the concept of some steps in Scientific Approach.

Most of them gave some exercises for the students. In contrast, the activities that

should be conducted in this stage is collecting the further information related to

the topic. The students can get the information from books, media, newspaper,

internet or even experiment. The data or the information collected by students is

to answer the list of questions that have been made in the previous process.

The last problem is about teachers’ capacity on making the students active.

The respondents found the students in their class tended to be passive and did not

ask some questions related to the topic in questioning step. In this step, the

teachers’ role is to motivate the students and encourage the students to be active.

In this step, the teachers have the role as the motivator for the students to develop

their attitude, skill, and knowledge. Therefore, it could be implied that the

respondents were lack of practice because in order to have better capacity on

making students active, the respondents should practice directly.

B. Recommendation

In this section, the researcher would like to give some recommendations

for future researches and current practices related to the topic.


62

1. Future Researchers

The researcher believes that this research can be used as a useful reference

for future research, especially in educational field. The researcher hopes that later,

there are other researchers who are willing to conduct a deeper research on the

implementation of Scientific Approach in 2013 Curriculum. The future

researchers may conduct a deeper research with wider participants as the sample.

The wider participants can give more data so that they can give more accurate

results on the topic which is discussed. By having wider participants, the study

can be conducted using a mixed method, qualitative and quantitative. It can be

more challenging since this study only used a qualitative method. Other studies on

giving the problem solving from its problems are also recommended.

2. English Lecturers

Based on the findings, the researcher experienced four problems related to

the implementation of Scientific Approach. All of the problems faced by the

respondents actually can be minimized. English lecturers also have the role to

make ELESP students anticipate the problems. It implies that the problems

probably happen because the lecturers did not explain the basic knowledge well or

the teaching methods used in the class were not suitable so the students in the

class could not get the information easily. Therefore, the lecturers should give

better explanation of the teaching techniques that will be implemented by the

students as the future teachers. They should make sure whether the students have

correct understanding or not. In order to do so, they can conduct lots of practice


63

on implementing the teaching techniques (methods or approach). The practices

can be done after having discussion on the teaching techniques.

Furthermore, the problem may have occured because the lecturers did not

give tips, ways or examples on how to make students active in the class, for

example the lecturers provide some list of warming up games to make the

students active in the class. Hence, the lecturers should give other possible

activities so the students will not only have one or two activities in conducting the

teaching techniques. Other example is that the lecturers can ask the students to

make plan A and plan B before teaching a class. The lecturers should make the

students vary their activities related to the approach or the methods. Since

Scientific Approach has several steps, the lecturers should also give possible

activities in each step. Therefore, when the students have the real teaching

practice, they can vary their activities. Hence, giving examples can also be a way

to explain or elaborate the meaning from each step of Scientific Approach. The

students can easily understand the main idea of the Scientific Approach’s step and

its characteristics.

In addition, the lecturers should give additional or specific practice on

encouraging students’ motivation (students from school), for example the

lecturers can give example on how to make students active in the class, so they

have motivation in joining the activities in the class. Based on the finding, all of

the respondents found the students tended to be passive and did not have

willingness to ask in the class. It implies that the problem may come from the

lecturers if they did not let the students to practice directly on controlling or


64

handling classes. The problem may occur because the lecturers did not give tips,

ways or examples on how to make students active in the class. Therefore, in this

case, the lecturers can be a role model on how to motivate the students to be

active and feel free to take part on the teaching and learning process.

3. English Language Education Study Program Students

According to the findings of this study, the respondents had lack of

knowledge of Scientific Approach which gave effects on their performance when

conducting Scientific Approach. The respondents in this study are English

Language Education Study Program students, so they are supposed to be future

teachers. They are prepared to be teachers, so as teachers they should have well-

prepared knowledge before teaching in classes. They should master the

knowledge of teaching and also subject matters. Both knowledge is important to

the students in schools to have good achievements. Eventhough ELESP students

have learned and practice the knowledge of teaching in the class, but they should

broaden their knowledge of teaching, methods or approach in order to anticipate

the miss conception and lack of knowledge problems. The students as future

teachers can read some related books about the approach and also methods. On

the other hand, the students can also browse in the internet on how to conduct

Scientific Approach. Hence, after reading some related books, they can try to

implement the knowledge directly. They can have their friends as the students,

and ask them to give comments on their performance. ELESP students are


65

supposed not to only wait for the lecturers to give all of information of the topic

but also be proactive in looking for the information,


66

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APPENDICES


70

Appendix 1

Sample of Informed-Consent forms

Informed-Consent Form of Research Participant ANT


71

Informed-Consent Form of Research Participant AW


72

Appendix 2

Interview Guideline

No Questions R1 R2 R3 R4 R5

1 Sejak kapan mengajar di PPL?

2 Kurikulum apa yang dipakai?

3 Menurut Anda, Apa Yang

Membedakan Kurikulum ini dengan

kurikulum sebelumnya?

4 Pendekatan apa yang digunakan saat

menggunakan kurikulum tersebut?

5 Sebelum PPL apakah sudah

mengetahui Pendekatan ini?

6 Bagaimana perasaan Anda saat

menerapkan Pendekatan ini?

7 Masalah-masalah apa saja yang

dihadapi saat menerapkan Scientific

Approach?

8 Adakah masalah saat membuat RPP?

9 Adakah masalah saat melakukan

penilaian siswa?

10 Adakah masalah yang dihadapi saat

menerapkan 6 tahap di dalam

Scientific Approach? Jelaskan.

11 Bagaimana Anda menghadapi

kesulitan tersebut?

12 Menurut anda, apakah anda sudah

menerapakan Pendekatan ini dengan

baik? Bisa dijelaskan?

13 Apa yang anda lakukan saat anda

menemui beberapa masalah tersebut?

14 Apa saran Anda untuk mahasiswa

lain, mahasiswa yang akan PPL dan

USD mengenai penerapan Scientific

Approach agar mereka bisa

mengantisipasi masalah yang

mungkin terjadi?


73

Appendix 3

Interview Protocol

Interview Blue Print

No Questions Explanation

Ex

per

ien

ce

(1) Sejak kapan mengajar di

PPL?

(7) Masalah-masalah apa saja

yang dihadapi saat

menerapkan Scientific

Approach?

(8) Adakah masalah saat

membuat RPP?

(9) Adakah masalah saat

melakukan penilaian

siswa? (10) Adakah masalah yang

dihadapi saat menerapkan

6 tahap di dalam Scientific

Approach? Jelaskan.

(11) Bagaimana Anda

menghadapi kesulitan

tersebut?

(13) Apa yang anda lakukan

saat anda menemui

beberapa masalah

tersebut?

According to Fraenkel and Wallen

(2007), experience is one type of

questions that can be asked in interview

process. The questions of experience

will focus on what people or respondent

is currently doing or has done in the

past. The purpose is to describe the

experience, behaviors or activities that

can be observed.

Kn

ow

led

ge

(2) Kurikulum apa yang

dipakai?

(4) Pendekatan apa yang

digunakan saat

menggunakan kurikulum

tersebut?

(5) Sebelum PPL apakah sudah

mengetahui Pendekatan

ini?

Other type of questions that can be

asked by the researchers is knowledge

type. According to Fraenkel and Wallen

(2007), knowledge questions focus on

factual information that the respondents

possess. It means that the questions are

not about beliefs, opinions, and

attitudes.

Op

inio

n

(3) Menurut Anda, Apa Yang

Membedakan Kurikulum

ini dengan kurikulum

sebelumnya?

(14) Apa saran Anda untuk

mahasiswa lain, mahasiswa

yang akan PPL dan USD

According to Fraenkel and Wallen

(2007), “opinion questions are aimed to

find out what people think about some

topic or issue.” These kinds of questions

are going to seek the beliefs, goals,

opinions, an attitude of the respondents.

The questions of “what do you think


74

mengenai penerapan

Scientific Approach agar

mereka bisa mengantisipasi

masalah yang mungkin

terjadi?

….” is one of example of this type. F

eeli

ng

(6) Bagaimana perasaan Anda

saat menerapkan

Pendekatan ini?

(12) Menurut anda, apakah

anda sudah menerapakan

Pendekatan ini dengan

baik? Bisa dijelaskan?

The last type of interview questions

according to Fraenkel and Wallen

(2007) is feeling question. The questions

focus on how the people or the

respondents feel about something. The

interviewer can seek respondents’

emotional responses to the experience.

The example of the question is “how do

you feel …”


75

Appendix 4

Sample of Verbatim Transcript

E : Oke, selamat siang?

FO : Siang.

E : Oke, hari ini ak mau interview Anda tentang pengalaman saat PPL,

khususnya untuk pendekatan yang dipakai saat PPL ya?

FO : Ya, ya, ya.

E : Oke, kalau boleh tahu, sejak kapan ya mengajar di PPL?

FO : Saya mulai mengajar PPL itu mulai bulan Februari sampai Mei ini belum

penilaian dan penarikan.

E : Berarti masih mengajar ya?

FO : Masih. Masih ada satu kali mengajar itu untuk penilaian.

E : Betah ya mengajar di PPL?

FO : Sebenernya enggak, tapi karena kebetulan sekolah yang jadi tempat kami

praktek itu agak ribet, banyak liburnya, kemudian siswanya sedikit, dan

juga kurangnya kelas.nah jadi kita ada tiga mahasiswa praktikan, nah itu

kita kesusahan untuk membagi waktu untuk mengajar begitu.

E : Oo, jadi kelasnya Cuma sedikit gitu ya?

FO : Iya, kelasnya cuma sedikit, dan kita cuma dikasih kelas sepuluh dan

sebelas.

E : Oo, gitu. Oke. Kalau waktu PPL kurikulum apa ya yang dipakai?

FO : Kurikulum 2013.

E : Oke, Kurikulum 2013, berarti ikut Kurikulum yang baru?

FO : Iya.

E : Menurut Anda, apa sih bedanya Kurikulum 2013 sama kurikulum yang

sebelumnya, KTSP?

FO : Oo, kalau menurut saya pribadi, kurikulum 2013 sebenernya lebih ribet

ya, contohnya dalam pembuatan RPP juga beda kan itu. Nah, itu lebih

ribet dan ee metodenya juga berbeda daripada KUTILAS.

E : Daripada KTSP maksudnya?

FO : Oo iya KTSP.

E : Oke, metodenya berbeda, apa sih perbedaanya?

FO : Kalau Kurikulm 2013 ini menggunakan metode Scientific Approach dan

Kurikulum 2013 atau sering disebut Kutilas oleh kaum-kaum yang sedang

PPL itu, itu bukan burung ya? Itu menggunakan Scientific Approach gitu.

E : Berarti kalau yang Kurikulum sebelumnya itu pake nggak sih?

FO : Oo, kurang tahu saya, karena saya di mata kuliah yang membahas

tentang RPP itu, udah langsung diberitahu tentang Kurikulum 2013. Jadi

KTSP kami tidak menyinggung tentang kurikulum tersebut gitu.

E : Kalau waktu Micro juga ya?

FO : Waktu Micro juga kebetulan kami langsung menggunakan Kurikulum

2013.


76

E : Oke, berarti sebelum PPL sudah tahu ya, apa itu Kurikulum 2013 dan

pendekatan yang dipakai yaitu Scientific Approach sudah tahu ya?

FO : Iya, karena sudah lulus ya, sudah lulus LPD, Micro Teaching juga jadi

sudah tahu lah garis besarnya.

E : Oke, bagaimana sih perasaan anda saat menerapkan pendekatan ini?

FO : Perasaan saya pertama tu agak ini ya, kalau buat saya agak sedikit rumit

dan susah. Apalagi diterapkan di sekolah yang seperti tempat saya praktek,

PPL, karena di Kurikulum 2013 ini, metode Scientific Approach tadi itu tu

menuntut siswa yang aktif daripada gurunya. Nah, tapi, eee di

kenyataannya di sekolah tempat saya tu sangat sulit dan susah untuk

mengajak siswanya untuk aktif, untuk aktif dalam proses pembelajaran di

kelas. Nah, kami sebagai prasktikan kesulitan menerapkan Scientific

Approach itu di sekolah tersebut.

E : Oke. Jadi waktu Anda mengalami kesulitan itu, apa sih yang kamu

lakukan?

FO : Ya itu kita biasanya tergantung situasi mbak, jadi dari persiapan kami

sudah mempunyai prepare-prepare untuk mengsih pendekatan tersebut, di

kenyataanya tu di dalam kelas tidak bisa berjalan, bener-bener tidak bisa

berjalan dan tidak bisa dilakukan, diterapkan jai kita mau tidak mau

ngikutin polanya dan ulah dari siswa-siswa tersebut. Jadi kita Cuma ngasih

materi, kalau ada yang bingung ditanyakan, kalau nggak ada yang bingung

kita kasih soal, kemudian dalam soal itu, menurut saya pribadi, sudah bisa

menilai bahwa siswa tersebut sudah mampu atau tidak dalam materi

ini.Jadi secara garis besar, di sekolah yang menjadi tempat kami praktek,

itu Scientific Approach hampir 40% gagal.

E : Ehmmm gitu, biasanya factor lain apa sih yang membuat menerapan

yang di pendekatan ini gagal selain dari siswa yang tidak mau diajak aktif

untuk ikut serta di kegiatan di kelas?

FO : Oo ya mungkin strategi mengajarnya. Di Scientific Approach tu kan ada

beberapa yang harus diterapkan, ada urut-urutannya dan kadang guru itu

susah untuk memberikan materi sesuai dengan metode tersebut, kadang

tidak cocok dengan materinya, atau kadang tidak cocok dengan situasi

yang dihadapi di dalam kelas gitu, selain dari siswa ya itu. Seperti kelas

yang tidak mumpuni dan fasilitas yang kurang.Seperti kalau kita mau

menampilkan video, nah tapi di dalam kelas tidak mempunyai fasilitas

proyektor, nah kita tidak mungkin memperlihatkan videonya satu-satu

menggunakan HP, ya seperti itu lah kesulitanya.

E : Oo jadi di sekolahnya fasilitasnya kurang ya?

FO : Iya agak kurang.

E : Oo, gitu.

FO : Kebetulan.

E : Brarti dari yang tadi siswa kurang aktif dan fasilitas kurang memadahi

juga ya?

FO : Iya fasilitas juga tidak mendukung untuk menerapkan metode Scirntific

Approach.


77

E : Brarti selama ini, informasi-informasi atau materi-materi yang diberikan

itu langsung diberikan kepada mereka?

FO : Ya awalnya kita tetap membuat RPP, kita tetap konsultasi dengan guru

pamong dan dosen pembimbing. Kita tetap menggunakan metode tersebut,

metode Scientific Approach tersebut, tetapi, ketika kita udah masuk kelas

tuh mbak, bless, selamat pagi blablabla, itu semua gagal total.

E : Itu karena apa sih menurut anda?

FO : Ya itu tadi, siswanya tu kurang berantusias dalam mengikuti proses

pembelajaran mengajar. Kemudian, fasilitas dikelas itu tidak mumpuni

dan tidak mendukung, nah jadi mau tidak mau kita harus mengganti

metode-metode yang sesuai dengan Kutilas tersebut dengan model

mengajar lawas itu lho mbak.Ya sudah, guru nerangin, guru ngasih ee

materi, siswa nggak tahu, kita kasi tahu, siswa sudah tahu siswa kita kasih

soal, siswa bingung kita ngasih tahu.Begitu.

E : Berarti siswanya kurang antusias tu gimana? Mereka diam atau seperti

apa?

FO : Kebanyakan dari mereka itu asik sendiri, menggunakan handphone lah,

tidak bisa memperhatikan meteri yang di depan. Jadi memang banyak

distraction yang mereka dapat, karena kebetulan sekolahnya itu sempit,

nah jadi lalu lalang orang dan kebetulan sekolahnya tepat di pinggir jalan

raya, jadi bising, dan siswa kebanyakan tidak bisa fokus dan tidak bisa

mengikuti proses pembelajaran dengan tenang. Jadi kalau disuruh

merhatiin, ya ada sebagian kayak satu dua orang doing yang benar-benar

fokus, yang lain ngobrol lah, chatingan lah, dan lain sebagainya. Dan yang

saya heran, di sekolah kami tu mungkin juga karena kurang tegasnya dari

guru-guru.

E : Terus kamu punya strategi ini nggak, soalnya kan mereka pakai HP tu,

terus kamu nyuruh nggak untuk mereka mencari informasi yang dipelajari

di kelas itu lewat internet, lewat HP mereka, lewat gadget?

FO : Iya, salah satunya itu, ketika mahasiswa sudah bosan, terus materi yang

disampaikan terlalu sulit, terus interaksi antara saya dan siswa juga tidak

berjalan dengan lancar, kadang saya meminta mereka untuk browsing,

seperti browsing contoh soal lah, browsing materi lah itu menggunakan

HP. Tetapi pada kenyataannya, ketika saya berkeliling mengecek, itu tidak

semua siswa memcari materi atau mencari bantuan untuk memahami

materi, mereka malah justru seperti yang saya bilang, chatingan lah, main

game lah dan lain sebagainya. Jadi susahnya itu.

E : Oo, gitu. Ini kan uda membuat rencana untuk melakukan berbagai

kegiatan menggunakan Scienitific Approach dan kenyataanya ee tidak

dapat diterapkan dengan baik. Lantas, kamu konsultai nggak sih dengan

guru atau dosen?Terus tanggepannya gimana?

FO : Iya, saya selalu konsultasi dengan guru. Malah sering guru juga ikut di

dalam kelas dan ikut menyaksikan proses pembelajarannya dan gurupun

juga sudah memberi kami ee mengasih tahu kalau memang siswa disini

susah untuk diajak bekerjasama. Jadi mau nggak mau, kita harus ngikutin

mereka dengan cara mereka tapi, ee dengan tida meninggalkan materi


78

yang harus disampein. Jadi materi tetap disampaikan, ee tujuannya guru

harus bisa mempermudengkan.Nah, tahu mempermudengkan enggak? Jadi

mempermudengkan siswa tapi ya itu karena kendala-kendala yang

dihadapi praktikan hadapi di sana da guru pun maklum. Sebenernya

gurunya pun mengalami persoalan yang sama. Karena apa? Saya pernah

berkonsultasi dengan guru pamong saya tentang masalah tersebut, tidak

bisanya siswa untuk diajak bekerjasama dan guru memberi solusi seperti

ini: ka nada dua jam pelajaran, nah nanti satu jam untuk materi dan satu

jam buat nonton film. Nah itu saya agak bingung, itu saya tanyakan

kenapa Miss kok harus dengan kaya gini? Karena itu salah satu cara untuk

memberi kesempatan siswa untuk belajar Bahasa Inggris tetapi lewat

video. Tapi menurut saya itu agak kurang membantu, pada kenyataanya,

ee sama, hanya beberapa siswa yang menonton video tersebut. Yang lain

tetap chattingan lah, ngobrol lah.

E : Ee, padahal itu filmnya apa sih kalau boleh tah?

FO : Filmnya, Bahasa Inggris, jadi kita tontonin film-film Bahasa Inggris

tanpa subtitle, seperti itu.

E : Jadi mereka kurang tertarik ya? Karena ngga mudenga ya?

FO : Iya kurang tertarik.

E : Oke, berarti kan anda tetap pernah menerapkan pendekatan ini di dalam

kelas itu kan?

FO : Iya, setiap kali saya masuk kelas dan mengajar, saya berusaha harus

menerapkan metode tesebut meskipun pada kenyataanya, memang susah

dan kadang atau seringkali tidak bisa diterapkan.

E : Oke, perasaan anda gimana sih saat menerapkan pendekatan ini?

FO : Kalau saya biasa saja ya perasaannya, soalnya pada hari membuat RPP

sudah mungkin iya Kurikulum 2013 itu belum sempurna jadi banyak ee

RPP-RPP yang beda dan tidak sesuai dengan..tidak ada patokannya harus

seperti ini ini ini. Nah itu nggak masalah, kemudian cara persiapan saya

untuk nanti masuk kelas dan memberikan materi juga tidak bermasalah

karena saya sudah menyiapkan berbagai taktik agar metode tersebut bisa

diterapkan dan masalahnya hanya itu tadi, situasi yang membuat metode

itu tidak bisa dijalankan.

E : Berarti, menurut anda, masalah yang muncul tu malah lebih banyak yang

berasal dari luar ya?

FO : Iya dari luar.

E : Dari murid dan dari fasilitas?

FO : Iya murid dan fasilitas.

E : Kalau yang dari dalam diri sendiri?

FO : Masalah metode Scientific, dan pemuatan RPP dan sebagainya itu, tidak

masalah bagi saya, atau mungkin saya belum menemui masalah di dalam

metode tersebut karena saya belum 100% mempraktekkan metode tersebut

karena kendala itu tadi.

E : Eee, gitu ya? Berarti saat pembuatan RPP, menetukan kegiatan-kegiatan

itu nggak ada masalah ya?

FO : Nggak ada masalah.


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E : Oke, kalau biasanya planning untuk melakukan kegiatan mengamati tu

apa, dari pengalaman Anda?

FO :Oo, sebenarnya saya belum pernah mendapatkan pengalaman masalah

seperti itu ya di sekolahan, karena itu tadi kan masalahnya. Tapi saya

punya rencanca atau planning saat mengamati itu siswa dikasih handout,

dikasi materi-materi gitu, dan itu dibaca sendiri, jadi saya tidak langsung

menjelaskan itu maksudnya itu apa, tapi siswa saya suruh baca sendiri,

kalau ada yang nggak tahu dan nggak mudeng itu langsung ditanyakan.

Nah itu rencana saya, dalam proses mengamati seperti itu. Atau kalau

tidak menonton video, saya kasih video tanpa saya kasih tahu judulnya

apa, nanti harapannya siswa bakal tahu maksudnya video itu apa dan

tujuannya yang dikaitkan pada hari tersebut.

E : Itu baru rencana ya?

FO : Iya, rencana. Pada penerapannya dan pada kenyataanya tidak dapat

dijalankan di sekolah saya.

E : Terus waktu proses menanya apa rencana yang kamu punya?

FO : Oke, pada saat proses menanya, setelah mengamati siswa membaca dan

siswa mencoba memahami materi dengan diri sendiri, ee saya menanyakan

ee garis besar inti materinya itu apa. Kemudian, saya juga menanyakan

kesulitan-kesulitan yang dihapadi, kalau Bahasa Inggris kan mungkin yang

pertama itu, tidak tahu artinya ya, tidak tahu arti kata atau vocabularynya,

nah saya nanyain hal-hal sperti itu. Nah nanti setelah menanya, saya

nanyain dia tahu, dia nggak tahu terus dia nanya, terus saya ngasih

penjelasan terus baru berjalan lagi materinya.

E : Mereka sering nanya-nanya nggak sih?

FO : Ee enggak, cuma beberapa siswa mungkin Cuma satu dua tiga orang

yang memang bener-bener fokus dan memiliki antusias untuk belajar ya

sering tanya, semisal ketika saya menerangkan lewat power point terus ada

kata atau kalimat yang tidak tahu maksudnya, itu ditanyain. Terus tentang

ee mungkin, ee jawaban-jawaban semisal saya ngasih soal terus

jawabannya salah dan mereka tetap mengejar jawaban yang benar itu

seperti apa terus mengapa jawabannya seperti itu. Nah itu baru saya kasih

penjelasan.

E : Itu banyak yang seperti itu? Atau?

FO : Nah itu hanya satu dua tiga orang saja. Yang lain ya tetap saja fokus

dengan HPnya mereka masing-masing.

E : Anda gimana sih untuk membuat mereka untuk aktif dalam kegiatan-

kegiatan itu? Apa cara-cara yang Anda lakukan?

FO : Oke, yang pertama saya mencoba mendekatan diri dengan para siswa,

saya mencoba memahami karakter dari masing-masing siswa, semisal

siswa A ini kalau dikasih tahu degan cara tegas mungkin nggak bisa, ya

kita berarti harus dengan cara lain, seperti itu. Jadi saya masuk kelas nggak

Cuma ngasih materi pembelajaran tetapi saya juga mengamati bagaimana

saya bisa eee beradaptasi dengan kelas tersebut agar nanti kerjasamanya

enak. Tetapi tetap susah karena memang butuh waktu yang lebih untuk

beradaptasi dengan sekolah tersebut dan siswa tersebut.


80

E : Oke, kalau yang proses selanjutnya, proses mencoba atau mengeksplorasi

biasanya apa rencana yang kamu lakukan?

FO : Oke, biasanya saya mengasih, ee memberi soal-soal yang bersangkutan

dengan materi, vocabulary tetep karena menurut saya itu penting gitu.

Kemudian, kalau materi seperti materi ekspression gitu saya menyuruh

mereka membuat role playa atau dialog kecil.Mereka juga aktif ngomong

itu lho, nggak cuma baca, nggak cuma ndengerin, tapi mereka juga

berperan aktif untuk ngomong.Satu dua kelas sudah bisa sebagian, tetapi,

beberapa kelas masih sulit untuk diajak ee belajar menggunakan metode

role play.Seperti itu.

E : Oke, kalau tentang, eee ka nada materi tu, materinya tu langsung Anda

berikan kepada siswa berupa handout, atau bagaimana sistemnya kalau

mau membahas suatu materi?

FO : Kalau saya modelnya saya membikin handout tentang materi awal, yang

seperti saya tadi persiapkan menggunakan Scientific Approach rencana

saya, saya mau ngasih waktu sekitar lima menit untuk siswa untuk

mencoba memahami materi tersebut dengan sendirinya tetapi kan nggak

bisa, mau nggak mau saya terus menggunakan power point untuk

menjelaskan materi tersebut.

E : Tapi kan berarti materi yang dibahas di dalam kelas itu dari Anda semua?

FO : Iya, dari saya semua.

E : Anda memberikan kesempatan untuk mereka nggak sih untuk mencari

informasi dari sumber lain?

FO : Iya, itu sering ketika ee ditengah materi atau di akhir pelajaran untuk

pekerjaan rumah saya cuma pengen cuma memberikan instruksi canti

contoh semisal cari contoh memo, atau besokcari contoh memo yang

resmi dan tidak resmi seperti apa, meskipun di proses di kelasnya juga

saya sudah ngasih penjelasan tentang memo, tapi saya tetap memberikan

instruksi untuk mencari sendiri. Saya memastikan bahwa siswa tersebut,

bener-bener sudah tahu, sudah mengerti atau tidal.Tetapi, kenyataannya

saya menemukan hanya beberapa siswa yang bener-bener ee menjalankan

instruksi yang saya berikan, sebagian kalau saya tanyain alasannya

banyak, alasannya sibuk dengan pelajaran yang lain lah, alasannya

macem-macem lah pokoknya.

E : Berarti untuk mencari apa ya, untuk mencari sumber atau informasi dari

sumber lain tu biasanya dialokasikan ke PR ya?

FO : Iya, saya alokasikan ke PR.

E : Kalau di sekolah nggak pernah?

FO : Kalau di sekolah nggak pernah, karena apa, percumah saya ngasih

instruksi untuk mencari sumber di internet, di perpus, mereka tidak bisa

diajak bekerjasama seperti itu. Beberapa kali saya mencoba tapi hasilnya

sama aja, mereka tidak mencari malah mereka melakukan hal-hal yang

lain gitu lho. Yang tidak berhubungan dgan proses belajar mengajar.

E : Oke, sekarang masuk ke tahap mengkomunikasikan dan

mengasosiasikan, kalau yang menurut rencana pembelajaran Anda, yang

proses mengasosiasi apa sih kegiatannya?


81

FO : ee, mengkomunikasikan itu apa ya?

E : Iya mengasosiasi dulu.

FO : Mengasosiasi itu apa?

E : Ya apa menurut Anda?

FO : Menurut saya tu asosiasi itu setelah kita..ehh apa tadi sebelumnya?

E : Mengeksplorasi.

FO : Setelah kita mengeksplorasi, saya mengkomunikasikan seperti ee kalau

ada materi-materi yang kurang atau ee siswa yang bingung, nah, itu ada

interaksi antara saya dan siswa tu lho. Jadi pembahasannya lebih intens

gitu, nggak cuma ee dari layar terus ke semua siswa, tapi saya biasanya

muter satu-satu. Jadi dicek satu persatu karena kemampuan daya serap dari

masing-masing siswa kan berbeda, jadi saya tidak bisa menyamakan ee

omongan saya ke semua siswa, karena belum tentu ee omongan saya bisa

diserap dan diterima semua siswa jadi saya muter satu-satu, saya tanya

satu-satu, saya tanyain gimana, saya komunikasiin jadi mereka juga

mengkomunikasiin dengan saya. seperti itu.

E : Emm, biasanya ngasih tugas nggak sih sama mereka? Tugasnya dalam

bentuk apa? Membuat project atau membuat apa gitu, bisa diceritakan?

FO : Ya, kebanyakkan tugasnya seperti ee cotohnya membikin dialog,

membikin memo, membikin undangan, seperti itu. Kalau project-project

seperti membikin laporan atau makalah gitu nggak.

E : Enggak, maksudnya mbuat madding atau membuat poster gitu.

FO : Oo itu enggak, itu karena nggak mungkin diterapkan disana, susah nah

itu.

E : Oke, kalau misalnya udah buat dialog gitu, atau membuat memo gitu

biasanya hasil pelaporannya kaya apa? Anda yang langsung dicek atau

bagaimana?

FO : Biasanya mereka tak suruh maju ke depan, pertama membacakan dulu,

untuk melihat anak ini berbicara dalam bahasa Inggris, itu satu. Kemudian,

ee tugas yang dibuat udah sesuai enggak dengan materi yang sudah

disampein?Seperti itu, jadi maju kedepan, siswa mengkomunikasikan

tugasnya ke saya sebagai guru dan ke siswa yang lain gitu. Dan setelah itu

nggak Cuma mbaca terus udah duduk kembali enggak, tapi setelah baca

terus siswa yang lain saya tanyain, ada yang mau ditanya ngaak. Dari

kalian ke temen kalian ini yang ada di depan gitu. Jadi bukan Cuma

interaksi saya dan siswa tapi siswa dan siswa juga bisa diterapkan disitu.

E : Oke, menurut ANda apakah anda sudah menerapkan pendekatan ini

dengan baik?

FO : Ini pertanyaan yang susah ya, karena apa, sata belum bisa menerapkan

metode ini benar-benar 100% di sekolah yang saya … sekolah tempat saya

ini. Karena ya itu tadi masalahnya, jadi saya belum bisa ee menilai diri

saya apa saya sudah cukup baik apa belum dalam menjalankan Scientific

Approach tersebut.

E : Kalau menurut pengalaman Anda yang sudah menerapkan sebagian

prose situ, menurut anda gimana?


82

FO : eee menurut saya, saya masih kurang baik ya, karena eee kadang itu juga

dari factor dari luar, eksternal juga mengganggu, dari internal juga kadang

susah mematchingkan materui terus mencari ee aktifitas apa untuk

dikasihkan ke siswa-siswa degan metode tersebut.

E : Berarti saat mengalami kesulitan saat mencocokan materi dan kegiatan

apa yang dilakukan, biasanya apa sih yang kamu lakukan? Solusinya apa

sata anda mengalami masalah tersebut.

FO : Oo, biasanya saya biasa ya, konsultasi dulu dengan guru pamong atau ke

dosen, saya memilik opsi beberapa kegiatan gitu, saya tanyain, saya

tanyakan ke guru pamong atau dosen, aktifitas atau kegiatan apa yang

cocok untuk digunain menggunakan metode tersebut dan materi yang

nantinya akan saya kasih ke siswa, begitu.

E : Terus, yang terakhir ni,

FO : Yang terakhir ya ini, wauw

E : Iya, saran apa sih yang… atau saran apa untuk mahasiswa lain yanga kan

PPL da pihak kampus atau pihak sekolah.

FO : Saya tu yang pertama harus lulus Micro Teaching dulu, itu penting ya,

harus lulus Micro Teaching dan Micro Taching harus masuk terus, dan

tentunya absen. Karena setiap ee harinya atau jadwalnya, atau agendanya

itu sangat berhubungan sekali dengan nanti yang akan temen-temen

mahasiswa hadapi di kelas. Yang kedua, harus bener-bener menguasai

pembuatan RPP, silabus dan yang berkaitan dengan persiapan mengajar

seperti itu. Kemudian kalau…

E : Kalau yang mengenai penerapan ini, Scientific Appraoch?

FO : Iya, kemudian kalau tentang Scientific Approach, atau tadi Scientifich

Approach,, hahah, itu mahasiswa harus bener-bener paham apa yang

dimaksud dengan Scientif sendiri, apa itu Scientific, terus Approach itu

apa. Nah gitu, harus tahu Scientific apa, Approach itu apa, maksudnya

seperti apa. Terus tahapannya apa aja, dilimatahapan tersebut, masing-

masing tahapan itu, harus sudah menguasai ha karena kadang, tahu, hanya

tahu dan paham itu belum tentu bisa dijalankan ketika berada di dalam

kelas. Kalau sudah menguasai, nanti dalam situasi apapun, itu mahasiswa

sudah bisa berpikir cepat untuk melakukan kegiatan apa nanti, kegiatan

apa habis ini. Nah gitu, jadi proses belajar mengajar di kelas tu akan

dinamis. Begitu.

E : Oke, untuk pihak kampus?

FO : Ee, untuk pihak kampus, menurut saya, ini ya, lebih memastikan saja

karena ini kan masih ada gunjang ganjing Kutilas sama KTSP kan,

memastikanlah untuk mahasiswa PBI tahun ini ee pendidikan itu harus

ynag dipelajari menurut Kurikulum Kutilas atau KTSP, dipastikan aja,

soalnya nanti bakal meresahkan mahasiswa itu sndiri. Misanya, masuk ke

PPL, yang dulatih atau yang di dapatkan dalam perkuliahan adalah KTSP

tetapi sekolah yang jadi tempat praktikan menggunakan Kurikulum

Kutilah, mah itu kan sudah beda dan mahasiswapun harus belajar lagi.

Nah kemudian nanti di skripsi yang ngambil judul tentang pendidikan gitu,

ee di perkuliahn dibekali Cuma Kuutilas tetapi pengambilan data atau


83

keputusan dari pemerintah harus tentang KTS kan jadi ngulang lagi

skripsinya itu kan meresahkan mahasiswa, seperti itu.

E : Oke,

FO : Itu ajalah pokoknya susah.

E : Untuk pihak lain ada masukan atau saran, untuk sekolah misalnya?

FO : Ya untuk sekolah, ya mungkin kalau ini ya memberi peringatan atau

memberi ee motivasi untuk siswa-siswa untuk lebih berantusias untuk

mengikuti dalm pelajaran itu entah mau pake metode apapun kalau siswa

belum berantusias untuk mengikuti pelajaran di kelas itu bakal tidak

berjalan dengan lancar metodenya. Tapi kalau mau pake metode apa aja,

metode yang ada di dalam peraturan atau meode yang sudah ada di dalam

dunia pendidikan, itu sudah dikuasai udah bisa terus udah diterapkan, tapi

siswanya tidak berantusias dan tidak dapat bekerjasama kan sama saja.

Iya, jadi dari pihak sekolahnya dulu lah untuk membimbing,

mengkondisikan siswanya untuk termotivasi belajar.Karen belajar itu

penting mbak.

E : Iya, oke terimakasih sekali ya.

FO : Ya sama-sama.

E : Semoga suskses kuliah dan skripsinya.

FO : Amin

E : Oke, makasih


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Appendix 5

Sample of Disassembled Data

Disassembeld Dataof Research Participant FO

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Kalau menurut saya pribadi, kurikulum 2013 sebenernya lebih ribet ya,

contohnya dalam pembuatan RPP juga beda kan itu. Nah, itu lebih ribet dan

metodenya juga berbeda daripada KUTILAS.

Kalau Kurikulm 2013 ini menggunakan metode Scientific Approach dan

Kurikulum 2013 atau sering disebut Kutilas oleh kaum-kaum yang sedang

PPL itu menggunakan Scientific Approach gitu.

Perasaan saya pertama tu agak ini ya, kalau buat saya agak sedikit rumit dan

susah. Apalagi diterapkan di sekolah yang seperti tempat saya praktek, PPL,

karena di Kurikulum 2013 ini, metode Scientific Approach tadi itu tu

menuntut siswa yang aktif daripada gurunya. Nah, tapi, di kenyataannya di

sekolah tempat saya tu sangat sulit dan susah untuk mengajak siswanya

untuk aktif, untuk aktif dalam proses pembelajaran di kelas. Nah, kami

sebagai prasktikan kesulitan menerapkan Scientific Approach itu di sekolah

tersebut.

Sebenarnya dari persiapan kami sudah mempunyai prepare-prepare untuk

mengsih pendekatan tersebut, di kenyataanya tu di dalam kelas tidak bisa

berjalan, bener-bener tidak bisa berjalan dan tidak bisa dilakukan,

diterapkan jadi kita mau tidak mau ngikutin polanya dan ulah dari siswa-

siswa tersebut. Jadi kita cuma ngasih materi, kalau ada yang bingung

ditanyakan, kalau nggak ada yang bingung kita kasih soal, kemudian dalam

soal itu, menurut saya pribadi, sudah bisa menilai bahwa siswa tersebut

sudah mampu atau tidak dalam materi ini. Jadi secara garis besar, di sekolah

yang menjadi tempat kami praktek, itu Scientific Approach hampir 40%

gagal.

Di Scientific Approach itu kan ada beberapa yang harus diterapkan, ada

urut-urutannya dan kadang guru itu susah untuk memberikan materi sesuai

dengan metode tersebut, kadang tidak cocok dengan materinya, atau kadang

tidak cocok dengan situasi yang dihadapi di dalam kelas gitu, selain dari

siswa ya itu. Seperti kelas yang tidak mumpuni dan fasilitas yang kurang.

Seperti kalau kita mau menampilkan video, nah tapi di dalam kelas tidak

mempunyai fasilitas proyektor, nah kita tidak mungkin memperlihatkan

videonya satu-satu menggunakan HP, ya seperti itu lah kesulitanya.

Fasilitas juga tidak mendukung untuk menerapkan metode Scirntific

Approach.

Ya awalnya kita tetap membuat RPP, kita tetap konsultasi dengan guru

pamong dan dosen pembimbing. Kita tetap menggunakan metode tersebut,

metode Scientific Approach tersebut, tetapi, ketika kita udah masuk kelas

tuh mbak, bless, selamat pagi blablabla, itu semua gagal total.

Siswanya tu kurang berantusias dalam mengikuti proses pembelajaran

mengajar. Kemudian, fasilitas di kelas itu tidak mumpuni dan tidak


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mendukung, nah jadi mau tidak mau kita harus mengganti metode-metode

yang sesuai dengan Kutilas tersebut dengan model mengajar lawas itu lho

mbak. Ya sudah, guru nerangin, guru ngasih materi, siswa nggak tahu, kita

kasi tahu, siswa sudah tahu siswa kita kasih soal, siswa bingung kita ngasih

tahu.

Kebanyakan dari mereka itu asik sendiri, menggunakan handphone lah,

tidak bisa memperhatikan meteri yang di depan. Jadi memang banyak

distraction yang mereka dapat, karena kebetulan sekolahnya itu sempit, nah

jadi lalu lalang orang dan kebetulan sekolahnya tepat di pinggir jalan raya,

jadi bising, dan siswa kebanyakan tidak bisa fokus dan tidak bisa mengikuti

proses pembelajaran dengan tenang. Jadi kalau disuruh merhatiin, ya ada

sebagian kayak satu dua orang doing yang benar-benar fokus, yang lain

ngobrol lah, chatingan lah, dan lain sebagainya. Dan yang saya heran, di

sekolah kami tu mungkin juga karena kurang tegasnya dari guru-guru.

Ketika siswa sudah bosan, terus materi yang disampaikan terlalu sulit, terus

interaksi antara saya dan siswa juga tidak berjalan dengan lancar, kadang

saya meminta mereka untuk browsing, seperti browsing contoh soal lah,

browsing materi lah itu menggunakan HP. Tetapi pada kenyataannya, ketika

saya berkeliling mengecek, itu tidak semua siswa mencari materi atau

mencari bantuan untuk memahami materi, mereka malah justru seperti yang

saya bilang, chatingan lah, main game lah dan lain sebagainya. Jadi

susahnya itu.

Saya selalu konsultasi dengan guru. Malah sering guru juga ikut di dalam

kelas dan ikut menyaksikan proses pembelajarannya dan guru pun juga

sudah memberi tahu kalau memang siswa disini susah untuk diajak

bekerjasama. Jadi mau nggak mau, kita harus ngikutin mereka dengan cara

mereka tapi dengan tidak meninggalkan materi yang harus disampaikan.

Jadi materi tetap disampaikan, tujuannya guru harus bisa

mempermudengkan. Jadi mempermudengkan siswa tapi ya itu karena

kendala-kendala yang dihadapi praktikan hadapi di sana dan guru pun

maklum. Sebenernya gurunya pun mengalami persoalan yang sama. Karena

apa? Saya pernah berkonsultasi dengan guru pamong saya tentang masalah

tersebut, tidak bisanya siswa untuk diajak bekerjasama dan guru memberi

solusi seperti ini: kan ada dua jam pelajaran, nah nanti satu jam untuk

materi dan satu jam buat nonton film. Nah itu saya agak bingung, itu saya

tanyakan kenapa Miss kok harus dengan kaya gini? Karena itu salah satu

cara untuk memberi kesempatan siswa untuk belajar Bahasa Inggris tetapi

lewat video. Filmnya, Bahasa Inggris, jadi kita tontonin film-film Bahasa

Inggris tanpa subtitle, seperti itu. Tapi menurut saya itu agak kurang

membantu, pada kenyataanya, sama, hanya beberapa siswa yang menonton

video tersebut. Yang lain tetap chattingan lah, ngobrol lah.

Setiap kali saya masuk kelas dan mengajar, saya berusaha harus

menerapkan metode tesebut meskipun pada kenyataanya, memang susah

dan kadang atau seringkali tidak bisa diterapkan.

Kalau saya biasa saja ya perasaannya, soalnya pada hari membuat RPP

sudah mungkin iya Kurikulum 2013 itu belum sempurna jadi banyak RPP-

RPP yang beda dan tidak sesuai dengan patokannya harus seperti ini ini ini.

Nah itu nggak masalah, kemudian cara persiapan saya untuk nanti masuk

kelas dan memberikan materi juga tidak bermasalah karena saya sudah

menyiapkan berbagai taktik agar metode tersebut bisa diterapkan dan


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masalahnya hanya itu tadi, situasi yang membuat metode itu tidak bisa

dijalankan.

Masalah metode Scientific, dan pembuatan RPP dan sebagainya itu, tidak

masalah bagi saya, atau mungkin saya belum menemui masalah di dalam

metode tersebut karena saya belum 100% mempraktekkan metode tersebut

karena kendala itu tadi.

Tapi saya punya rencana atau planning saat mengamati itu siswa dikasih

handout, dikasi materi-materi gitu, dan itu dibaca sendiri, jadi saya tidak

langsung menjelaskan itu maksudnya itu apa, tapi siswa saya suruh baca

sendiri, kalau ada yang nggak tahu dan nggak mudeng itu langsung

ditanyakan. Nah itu rencana saya, dalam proses mengamati seperti itu. Atau

kalau tidak menonton video, saya kasih video tanpa saya kasih tahu

judulnya apa, nanti harapannya siswa bakal tahu maksudnya video itu apa

dan tujuannya yang dikaitkan pada hari tersebut.

Pada saat proses menanya, setelah mengamati siswa membaca dan siswa

mencoba memahami materi dengan diri sendiri, saya menanyakan garis

besar inti materinya itu apa. Kemudian, saya juga menanyakan kesulitan-

kesulitan yang dihapadi, kalau Bahasa Inggris kan mungkin yang pertama

itu, tidak tahu artinya ya, tidak tahu arti kata atau vocabularynya, nah saya

nanyain hal-hal sperti itu. Nah nanti setelah menanya, saya nanyain dia

tahu, dia nggak tahu terus dia nanya, terus saya ngasih penjelasan terus baru

berjalan lagi materinya.

Mereka enggak sering nanya-nanya cuma beberapa siswa mungkin Cuma

satu dua tiga orang yang memang bener-bener fokus dan memiliki antusias

untuk belajar ya sering tanya, semisal ketika saya menerangkan lewat power

point terus ada kata atau kalimat yang tidak tahu maksudnya, itu ditanyain.

Terus tentang mungkin, jawaban-jawaban semisal saya ngasih soal terus

jawabannya salah dan mereka tetap mengejar jawaban yang benar itu

seperti apa terus mengapa jawabannya seperti itu. Nah itu baru saya kasih

penjelasan.

Nah itu hanya satu dua tiga orang saja. Yang lain ya tetap saja fokus dengan

HPnya mereka masing-masing.

Yang pertama saya mencoba mendekatan diri dengan para siswa, saya

mencoba memahami karakter dari masing-masing siswa, semisal siswa A

ini kalau dikasih tahu degan cara tegas mungkin nggak bisa, ya kita berarti

harus dengan cara lain, seperti itu. Jadi saya masuk kelas nggak Cuma

ngasih materi pembelajaran tetapi saya juga mengamati bagaimana saya

bisa beradaptasi dengan kelas tersebut agar nanti kerjasamanya enak. Tetapi

tetap susah karena memang butuh waktu yang lebih untuk beradaptasi

dengan sekolah tersebut dan siswa tersebut.

Untuk proses selanjutnya biasanya saya mengasih, memberi soal-soal yang

bersangkutan dengan materi, vocabulary tetep karena menurut saya itu

penting gitu. Kemudian, kalau materi seperti materi ekspression gitu saya

menyuruh mereka membuat role playa atau dialog kecil. Mereka juga aktif

ngomong itu lho, nggak cuma baca, nggak cuma ndengerin, tapi mereka

juga berperan aktif untuk ngomong. Satu dua kelas sudah bisa sebagian,

tetapi, beberapa kelas masih sulit untuk diajak ee belajar menggunakan

metode role play. Seperti itu.

Kalau saya modelnya saya membikin handout tentang materi awal, yang

seperti saya tadi persiapkan menggunakan Scientific Approach rencana


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saya, saya mau ngasih waktu sekitar lima menit untuk siswa untuk mencoba

memahami materi tersebut dengan sendirinya tetapi kan nggak bisa, mau

nggak mau saya terus menggunakan power point untuk menjelaskan materi

tersebut.

Materi yang dibahas di dalam kelas itu dari saya semua.

Memberikan kesempatan untuk mereka untuk mencari informasi dari

sumber lain itu sering ketika ditengah materi atau di akhir pelajaran untuk

pekerjaan rumah saya cuma pengen cuma memberikan instruksi cari contoh

semisal cari contoh memo, atau besokcari contoh memo yang resmi dan

tidak resmi seperti apa, meskipun di proses di kelasnya juga saya sudah

ngasih penjelasan tentang memo, tapi saya tetap memberikan instruksi

untuk mencari sendiri. Saya memastikan bahwa siswa tersebut, bener-bener

sudah tahu, sudah mengerti atau tidak. Tetapi, kenyataannya saya

menemukan hanya beberapa siswa yang bener-bener menjalankan instruksi

yang saya berikan, sebagian kalau saya tanyain alasannya banyak,

alasannya sibuk dengan pelajaran yang lain lah, alasannya macem-macem

lah pokoknya.

Kalau di sekolah nggak pernah, karena apa, percumah saya ngasih instruksi

untuk mencari sumber di internet, di perpus, mereka tidak bisa diajak

bekerjasama seperti itu. Beberapa kali saya mencoba tapi hasilnya sama aja,

mereka tidak mencari malah mereka melakukan hal-hal yang lain gitu lho.

Yang tidak berhubungan dgan proses belajar mengajar.

Setelah kita mengeksplorasi, saya mengkomunikasikan seperti kalau ada

materi-materi yang kurang atau siswa yang bingung, nah, itu ada interaksi

antara saya dan siswa tu lho. Jadi pembahasannya lebih intens gitu, nggak

cuma dari layar terus ke semua siswa, tapi saya biasanya muter satu-satu.

Jadi dicek satu persatu karena kemampuan daya serap dari masing-masing

siswa kan berbeda, jadi saya tidak bisa menyamakan omongan saya ke

semua siswa, karena belum tentu omongan saya bisa diserap dan diterima

semua siswa jadi saya muter satu-satu, saya tanya satu-satu, saya tanyain

gimana, saya komunikasiin jadi mereka juga mengkomunikasiin dengan

saya. seperti itu.

Kebanyakkan tugasnya seperti cotohnya membikin dialog, membikin

memo, membikin undangan, seperti itu. Kalau project-project seperti

membikin laporan atau makalah gitu nggak.

Biasanya mereka tak suruh maju ke depan, pertama membacakan dulu,

untuk melihat anak ini berbicara dalam bahasa Inggris, itu satu. Kemudian,

tugas yang dibuat udah sesuai enggak dengan materi yang sudah disampein.

Seperti itu, jadi maju ke depan, siswa mengkomunikasikan tugasnya ke saya

sebagai guru dan ke siswa yang lain gitu. Dan setelah itu nggak Cuma

mbaca terus udah duduk kembali enggak, tapi setelah baca terus siswa yang

lain saya tanyain, ada yang mau ditanya ngaak. Dari kalian ke temen kalian

ini yang ada di depan gitu. Jadi bukan Cuma interaksi saya dan siswa tapi

siswa dan siswa juga bisa diterapkan disitu.

Menurut saya, saya masih kurang baik ya, karena kadang itu juga dari factor

dari luar, eksternal juga mengganggu, dari internal juga kadang susah

mematchingkan materi terus mencari aktifitas apa untuk dikasihkan ke

siswa-siswa degan metode tersebut.

Solusi yang saya lakukan adalah biasanya saya biasa ya, konsultasi dulu

dengan guru pamong atau ke dosen, saya memilik opsi beberapa kegiatan


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gitu, saya tanyain, saya tanyakan ke guru pamong atau dosen, aktifitas atau

kegiatan apa yang cocok untuk digunain menggunakan metode tersebut dan

materi yang nantinya akan saya kasih ke siswa, begitu.

Saya tu yang pertama harus lulus Micro Teaching dulu, itu penting ya,

harus lulus Micro Teaching dan Micro Taching harus masuk terus, dan

tentunya absen. Karena setiap ee harinya atau jadwalnya, atau agendanya

itu sangat berhubungan sekali dengan nanti yang akan temen-temen

mahasiswa hadapi di kelas. Yang kedua, harus bener-bener menguasai

pembuatan RPP, silabus dan yang berkaitan dengan persiapan mengajar

seperti itu. Kemudian kalau…

Kemudian kalau tentang Scientific Approach, atau tadi Scientifich

Approach, itu mahasiswa harus bener-bener paham apa yang dimaksud

dengan Scientif sendiri, apa itu Scientific, terus Approach itu apa. Nah gitu,

harus tahu Scientific apa, Approach itu apa, maksudnya seperti apa. Terus

tahapannya apa aja, dilimatahapan tersebut, masing-masing tahapan itu,

harus sudah menguasai ha karena kadang, tahu, hanya tahu dan paham itu

belum tentu bisa dijalankan ketika berada di dalam kelas. Kalau sudah

menguasai, nanti dalam situasi apapun, itu mahasiswa sudah bisa berpikir

cepat untuk melakukan kegiatan apa nanti, kegiatan apa habis ini. Nah gitu,

jadi proses belajar mengajar di kelas tu akan dinamis. Begitu.

Saran untuk pihak kampus, menurut saya, ini ya, lebih memastikan saja

karena ini kan masih ada gunjang ganjing Kutilas sama KTSP kan,

memastikanlah untuk mahasiswa PBI tahun ini ee pendidikan itu harus ynag

dipelajari menurut Kurikulum Kutilas atau KTSP, dipastikan aja, soalnya

nanti bakal meresahkan mahasiswa itu sndiri. Misanya, masuk ke PPL, yang

dulatih atau yang di dapatkan dalam perkuliahan adalah KTSP tetapi

sekolah yang jadi tempat praktikan menggunakan Kurikulum Kutilah, mah

itu kan sudah beda dan mahasiswapun harus belajar lagi. Nah kemudian

nanti di skripsi yang ngambil judul tentang pendidikan gitu, ee di

perkuliahn dibekali Cuma Kuutilas tetapi pengambilan data atau keputusan

dari pemerintah harus tentang KTS kan jadi ngulang lagi skripsinya itu kan

meresahkan mahasiswa, seperti itu.

Saran untuk sekolah, ya mungkin kalau ini ya memberi peringatan atau

memberi ee motivasi untuk siswa-siswa untuk lebih berantusias untuk

mengikuti dalm pelajaran itu entah mau pake metode apapun kalau siswa

belum berantusias untuk mengikuti pelajaran di kelas itu bakal tidak

berjalan dengan lancar metodenya. Tapi kalau mau pake metode apa aja,

metode yang ada di dalam peraturan atau meode yang sudah ada di dalam

dunia pendidikan, itu sudah dikuasai udah bisa terus udah diterapkan, tapi

siswanya tidak berantusias dan tidak dapat bekerjasama kan sama saja. Iya,

jadi dari pihak sekolahnya dulu lah untuk membimbing, mengkondisikan

siswanya untuk termotivasi belajar. Karen belajar itu penting mbak.


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Appendix 6

Themes and Significant Statements (ReassembledData)

No Themes Significant Statments

1 The

respondents

had lack of

knowledge

aboutScientific

Approach

Sebenernya ngga terlalu tau sih Scientific Approach itu tu

seperti apa soalnya uda lupa-lupa ingat juga waktu kemarin

pelajaran soal itu. Kalau setau saya Scientific Approach tu

digunakan di Kurikulum K.13. Terus informasi yang lain

tentang itu ga begitu tau sih.

(Actually, I do not really know about Scientific Approach,

what and how it looks like, because I forget about that

topic. In my understanding, Scientific Approach is used in

2013 Curriculum. But, I do not really know the further

information about it.)

Ya itu sudah diajari tentang Scientific Approach cuma ya

masih terbatas juga sih pengetahuannya tentang Scientific

Approach.

(Yes, I’ve been taught about Scientific Approach. But, my

understanding on this topic is still limited.)

Ada sih kesulitan-kesulitan dalam menentukan kegiatan

asosiasi itu yang cocok kaya apa, terus mencoba itu kaya

gimana enaknya, kegiatan yang sesuai dengan mencoba

dan bisa dilakukan dengan lancar kalau ngeliat kondisi

anak-anaknya yang banyak dan susah diatur tu harus bikin

kegiatan yang kaya apa. Jadi dituntut untuk kreatif.

(There are some difficulties in deciding the appropriate

activities for associating step, then what I’m gonna do in

trying step and also the appropriate activities for this step

which can be done smoothly. I have to think about the

activities that I’m gonna do when I’m facing the students

who are difficult to be handled. So, I have to be creative.)

Terus saya tuh juga masih bingung kalau dalam satu

pengumunan itu ada yang bilang kalau Scientific Approach

itu tiap tahap harus ada pada tiap pertemuan, tapi karena

keadaan tadi, tiap pertemuan tuh hanya ada beberapa tahap

tu lho yang terlaksana.

Sebenarnya saya tidak begitu paham tentang Scientific

Approach, saya hanya mengetahui bahwa pendekatan ini

digunakan pada K.13.

(I’m still confused with information that says that every


90

single step in Scientific Approach must be done in every

meeting. But, because of that situation, there were only

some steps which were done in every meeting.

Actually, I do not really understand about Scientific

Approach. I just know that it is an approach which is used

in 2013 Curriculum.)

sebenarnya kalau saya sih merasa agak masih kebingungan

dengan Scientific Approach, karena Scientific Approach

itu kan semua stepnya sudah ditentukan. Ada lima

pendekatannya itu.

(Actually, I’m still confused with Scientific Approach

because its steps have been decided. There are five

approaches.)

Nah, sedangkan kegiatan yang saya buat itu kadang-

kadang tidak sesuai dengan lima Approach itu, jadi lima

step yang ada di approach itu, jadi kadang saya harus

menambahkan kegiatan-kegiatan supaya bisa memenuhi

lima step yang ada di Approach itu, walaupun kadang-

kadang bukan yang inti dari apa yang mau saya aplikasikan

di kelas.

(Whereas, sometimes, the activities that I designed were

not fit with those five approaches. So, sometimes I had to

add some other activities so that I could fulfill the five steps

in Scientific Approach even if those activities were not the

focus of what I want to implement in the class.)

Itu yang kadang-kadang rasanya lalu apakah memang

harus semua step dilaksanakan dalam satu pertemuan atau

dalam dua pertemuan? Atau dan harus dibagi rata dan

diulang lagi?

(It makes me think about the steps, whether all of those

steps have to be done in a meeting or two meetings.

Another question is that should those steps be divided

properly and repeated again?)

jadi untuk mengklasifikasi kegiatannya ke lima step itu

yang menurut saya kadang-kadang susah.

(So, I think it’s hard to classify the activities in those five

steps.)

bingungnya tu kalau antara satu kegiatan sama lain itu

kadang belum bisa mbedain itu lho

(I was confused because sometimes I couldn’t differentiate

between one activity to another.)


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Misalnya kegiatan mengasosiasi sama mengeksplorasi itu

aku bingung karenamengeksplorasi tu kadang yang antara

dia, antara siswanya tu nyari dan mengembangkan

pengetahuan sendiri atau gimana gitu aku masih bingung

antara dua kegiatan.

(As the example is in associating and exploring step. I was

confused because I didn’t know whether in exploring step

the students had to look for and develop the knowledge by

themselves or not. I am still confused with those two steps.)

Sebenernya intinya udah jelas, bikin siswanya jadi lebih

aktif. Hanya saja karena di Kurikulum 2013 itu ada step-

step yang harus diikuti oleh seorang guru jadi step-step itu

aja yang bikin bingung, sebenernya kalau intinya Scientific

Approach sendiri itu udah tahu cuma pas pelaksanaan step-

stepnya itu aja yang masih bingung.

(Actually, the main point is already clear enough which is

to make the students be more active. But, 2013 Curriculum

has some steps which have to be followed by the teacher,

and those steps make me be confused. Actually, I have

known the point of Scientific Approach, but in the

implementation, I was still confused with the steps.)

pertama saya kurang ngenal kelima kegiatan itu.

(Firstly, I didn’t really familiar with those five steps.)

Metode tersebut bisa diterapkan dan masalahnya hanya itu

tadi.

(The method can be applied and the problem was just that

one Scientific Approach is not a method but an

approach)

Masalah metode Scientific, dan pembuatan RPP dan

sebagainya itu, tidak masalah bagi saya, atau mungkin saya

belum menemui masalah di dalam metode tersebut karena

saya belum 100% mempraktekkan metode tersebut karena

kendala itu tadi.

(The thing about Scientific Approach, designing lesson

plan, and the other were not a problem for me. Or maybe I

haven’t found any problem related to that method because

I havent’t implemented that method completely (100%)

because of those obstacles.)

Untuk Kurikulum ini belum mempelajarinya karena kalau

dulu waktu semasa kuliah ada sebuah mata kuliah namanya


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Micro Teaching itu, disitu kita menggunakannya masih

KTSP. Jadi Kurikulum 2013nya tergolong masih baru.

(I hadn’t learned about this curriculum because when I

was in Micro Teaching class, one of my courses in my

campus, my friends and I still used KTSP. So, 2013

Curriculum was a kind of new curriculum for me.)

Di LPD sudah dipelajari kayaknya. Cuma untuk penerapan

dan mengaplikasiannya belum, waktu itu kan ada kelas

Micro Teaching, cuma waktu di Micro Teaching masih

pakai KTSP.

(It seemed that I had already learned about it in LPD. But,

I hadn’t learned about the implementation because in my

Micro Teaching class we still used KTSP instead of 2013

Curriculum.)

Sebenarnya saya tidak begitu paham tentang Scientific

Approach, saya hanya mengetahui bahwa pendekatan ini

digunakan pada K.13 (Reflection)

(honestly, I don’t really understand about the concepts of

Scientific Approach. the thing that Iknow is that this

approach is used in 2013 Curriculum (Reflection))

2 The

respondents

found lack of

facilities when

implementing

Scientific

Approach

akses buat nyari contoh di internet misalnya ke lab gitu tu

aksesnya agak susah dan itu tadi takutnya malah siswanya

nggak fokus kan karena internet, terus jadinya kayak tadi,

saya berikan tugas kaya tadi.

(It’s difficult to find out the internet connection, for

example in the laboratorium. Because of that problem, I

think the students would not focus on the lesson. So, I gave

those assignments.)

Kalau menurut saya di perpus itu juga tidak banyak buku-

buku yang membantu, selain itu komputer di perpus juga

hanya satu, jadi kebanyakan kegiatan itu, hampir semua

kegiatan dilakukan di dalam kelas.

(I think most of the books in the library were not really

helpful for the class’ activities. Besides, there was only a

computer in the library. So, most of the activities were

done in the classroom.)

Ke perpus gitu juga enggak, karena kondisi perpusnya juga

waktu itu lagi renovasi jadi buku-buku pun ngga bisa

dipinjem tu lho. Jadi nggak bisa.

(I didn’t go to the library when I was teaching because the

library was underconstruction at that time. We couldn’t

borrow the book, so I couldn’t teach there.)


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itu kalau ke lab komputer enggak karena juga terbatas

banget, mereka bisa nggunain lab komputer itu terbatas

banget tu lho

(We didn’t go to computer laboratory because it was so

finite. The students couldn’t use the computer laboratory

freely.)

Kalau dari hal lain mungkin fasilitas sekolah mungkinya,

perpustakaan itu, karena itu baru renovasi jadi nggak bisa

dipake, terus lab. Komputer juga sangat terbatas sekali

pemakaiannya gitu.

(The other thing was about school facilities. The library

was underconstraction so it couldn’t be used. Then, the use

of computer laboratory was also very limited.)

Seperti kelas yang tidak mumpuni dan fasilitas yang

kurang. Seperti kalau kita mau menampilkan video, nah

tapi di dalam kelas tidak mempunyai fasilitas proyektor,

(For the example were the classroom condition which was

not really good and the lack of facility. When I wanted to

show a video, there was no projector in the classroom.)

Kemudian, fasilitas di kelas itu tidak mumpuni dan tidak

mendukung, nah jadi mau tidak mau kita harus mengganti

metode-metode yang sesuai dengan Kutilas tersebut

dengan model mengajar lawas itu lho mbak.

(Then, the classroom facility was not enough and it

couldn’t support the classroom activities. So, the only

choice was we had to change the methods which were

appropriate with the quality there. It looked like the old-

fashion teaching method.)

Jadi memang banyak distraction yang mereka dapat, karena

kebetulan sekolahnya itu sempit, nah jadi lalu lalang orang

dan kebetulan sekolahnya tepat di pinggir jalan raya, jadi

bising, dan siswa kebanyakan tidak bisa fokus dan tidak

bisa mengikuti proses pembelajaran dengan tenang

(Because the school was quite constrained, there were

many distractions that were faced by the students. There

were many people who passed the classroom and it was

quite noisy because the school was located in the side of

the main way. So, most of the students couldn’t focus on

and follow the lesson well.)

Cuma hambatannya tu sebenernya kemarin tu, di kelas A tu

sempat ada anak yang ngrusakin LCD jadi kan saya ngasih

video sama power point itu kan, jadi karena viewernya


94

nggak bisa kaena sobek ya jadinya makin lambat karena

harus cari akses lain misalnya mengajak mereka ke lab

komputer. Terus di lab komputer malah gak fokus ada yang

main game di komputer kaya gitu.

(The obstacle was at that time, one of my students in class

A broke the LCD so that I could not show them the video

and power point slides. So, because of the broken viewer,

my class was not effective. It run slower because I had to

look for another way in conducting the class, asking them

to go to the computer laboratorium foe example. Then, in

computer laboratorium, most of the students could not

focus in the lesson because they played the computer

games.)

Kadang-kadang saya juga berniat untuk menggunakan

teknologi tapi kadang-kadang sarana yang tersedia itu tidak

cukup memadahi.

Iya perpus, terus kemudian di sekolah saya mengajar itu, di

tempat saya PPL, sebenernya setiap kelas sudah punya

proyektor, tapi kadang-kadang proyektornya itu tidak

berfungsi, kemudian audio sih, lebih ke tata ruangnya sih

yang kurang memadai, kalau audionya kurang memadai

juga nanti akan menjadi kurang baik.

(Sometimes, I had thought in using technology, but the

facility was not sufficient.

Yes, in the library. But then, in the school where I taught

and had my school practice program, actually each of the

classes had already ha the projector. But, sometimes it

could not be used. The other things were the audio and the

layout of the class which was not really sufficient. If the

audio was not sufficient then it would influence the

activities in the class.)

Minimnya fasilitas sekolah untuk mendukung proses

pembelajaran. (reflection)

(The lack of facility in order to support the teaching and

learning process (reflection))

3 The

respondents

had

misconception

of Scientific

Approach

Nanti kalau masih salah saya kasih feedback gitu dan

nggak semua maju, cuma setengah dan tugasnya

dikumpulkan.

(Later on, when the students still made mistakes, I would

give feedbacks for them. Besides, not all of the students got

the chance to perform their work in the class, only half of

them. Then, the assignments would be submitted.)

misconception of communicating stage


95

Biasanya ya saya kasih soal-soal singkat misalnya kaya

matching, kaya gitu, terus misalnya nampilin soalnya itu di

slide gitu kan terus saya balik lagi tanya ke mereka siapa

yang berani jawab, sapa yang mau jawab, siapa yang bisa

jawab gitu.

(Usually, I gave brief questions for the students, matching

for example. Then, I showed the questions in the slides and

I asked the students again who could answer those

questions.) misconception of collecting information

stage

Ya biasanya kan habis mencoba gitu hasil dari pekerjaan

mereka tu ditampilin dan dipresentasikan gitu, jadi kan

saya tahu hasilnya dan saya bisa memberikan feedback dari

hasil pekerjaan mereka.

(Usually, after trying activities, the students’ works would

be showed and presented in the class. So, I could know the

result and give the feedbacks based on their works.)

misconception of collecting information or experimenting

stage

Biasanya habis mencoba gitu hasil dari pekerjaan mereka

tu ditampilin dan dipresentasikan gitu, jadi kan saya tahu

hasilnya dan saya bisa memberikan feedback dari hasil

pekerjaan mereka.

Tapi misalnya kalau pertemuan pertama ya saya bilang hari

ini kita akan memasukki materi baru yaitu deskriptif teks

kaya gitu.

(But, as the example, when it was a first meeting, I would

tell the students that we would learn new topic, which was

descriptive text for example.) misconception of

associating stage

Kalau mengasosiasi prosesnya kan habis saya nyuruh

mereka bikin text descriptive, nah terus saya suruh mereka

buat menandai adjective yang dipakai. Terus nanti mereka

maju, terus menceritakan text descriptive mereka terus soal

generic structurenya sama apa adjectivenya tadi.

(In association activities, after I asked the students to write

a descriptive text, I asked them to label the adjectives in

that text. Then, I asked them to showed their work in front

of the class and told their friends about their own text and

its generic structure and adjectives.) misconception of

associating stage


96

Mengkomunikasikan biasanya sama mengasosiasi. Ya itu

ya kayak ngasih feedback terus ya itu hanya kasih feedback

terus biasanya ngasih kesimpulan. Kesimpulannya nanya

mereka atau nyuruh mereka bikin apa gitu yang mencakup

hal- hal yang tadi itu. Jadi seperti project, waktu itu buat

deskripsi soal barang kesayangan mereka.

(Communicating activities is usually done together with

associating. The example is like giving feedbacks for the

students and then stating the conclusion. For the

conclusion, teacher may ask the students or asked them to

make any projects which were related to the topic. The

example of the project is I asked them to make a

description about their favorite things at that time.)

misconception of associating stage

Saya kurang tegas sama mereka terus suara saya kurang

keras, kemudian kurang kreatif dalam membuat kegiatan.

Jadi mungkin mereka ngobrol sana sini tuh karena

mungkin kegiatannya mungkin kurang menarik bagi

mereka seperti itu.

(I was not really firm to them. Besides, my voice volume

was not loud enough. Moreover, I was not really creative

in designing activities. So, one of the reasons why students

tended to be busy with themselves was maybe because the

acivities were not really interesting for them.)

misconception of Scientific Approach principles

Mengeksplorasi biasanya mengerjakan soal sih kalau saya.

Biasanya sih kalau saya mengerjakan soal atau diskusi-

diskusi dengan teman lalu kerja kelompok.

(Usually I asked the students to do some exercises in

exploration process. I asked them to do the exercises or

have discussion with friends and followed by group

discussion.) misconception of experimenting or

collecting information stage

..jadi saya usahakan atau seminimal mungkin mereka

menggunakan HP. Jadi informasinya dari saya.

Kebanyakan sumber informasinya itu dari saya.

(I tried to minimize the use of cell phone. So, mostly, I was

the source of knowledge.) misconception of

experimenting or collecting information stage

Jadi biasanya saya minta mereka untuk membuat sesuatu

seperti project. Misalnya membuat teks atau misalnya


97

menyusun sesuatu.

(Usually, I asked them to make a project. As the example is

making text or arranging something.) misconception of

communicating stage

kebanyakan yang bertanya gurunya sih, bukan siswanya

gitu. Jadi kayak kalau mbalikin role biar mereka yang

nanya tu itu yang susah.

(Teacher asked the students most of the time, not the

students who asked the teacher. So, it was difficult to make

the students asked something.) misconception of

questioning stage

kalau eksplorasi gitu diawal-awal sudah ada diskusi

tentang materinya kan, udah dijelasin, saya njelasin mereka

kadang-kadang juga nanya, nah di pas penjelasan itu

kadang mereka juga nanya

(In exploring step, there had been a discussion about the

material in the beginning. I had explained to the students

and they usually asked some questions related to the

material when I was explaining.) misconception of

collecting information or stage

Di tahap mengasosiasi sebernernya aku agak bingung sih di

sini, itu mengasosiasi tu ngapain tu lho, antara

mengasosiasi memperbanyak informasi atau apa ya.

Kegiatannya seperti mbahas soal yang sudah dikerjakan.

(I was little bit confused with associating step, what can we

do in this step. It was confusing whether I had to enlarge

the information or any other activities. The activity was

just like discussing the tasks which had been done

before.) misconception of associating stage

Jadi kita cuma ngasih materi, kalau ada yang bingung

ditanyakan, kalau nggak ada yang bingung kita kasih soal,

kemudian dalam soal itu, menurut saya pribadi, sudah bisa

menilai bahwa siswa tersebut sudah mampu atau tidak

dalam materi ini.

(So, we (teacher) just gave the material, and the students

could ask the teacher when they were confused on some

matters. If there was no student who was confused with the

material, the teacher could give the tasks. Then, I think, we

could assess whether the students had already understood

the material or not based on the tasks.) misconception of

Scientific Approach principles


98

setelah mengamati siswa membaca dan siswa mencoba

memahami materi dengan diri sendiri, saya menanyakan

garis besar inti materinya itu apa. Kemudian, saya juga

menanyakan kesulitan-kesulitan yang dihadapi

(After observing step, the students read and tried to

understand the material by themselves. I only asked the

main point of the material. Then, I asked the difficulties

which were faced by the students.) misconception of

associating stage

Untuk proses selanjutnya biasanya saya mengasih,

memberi soal-soal yang bersangkutan dengan materi,

vocabulary tetep karena menurut saya itu penting gitu.

Kemudian, kalau materi seperti materi ekspression gitu

saya menyuruh mereka membuat role playa atau dialog

kecil. Mereka juga aktif ngomong itu lho, nggak cuma

baca, nggak cuma ndengerin, tapi mereka juga berperan

aktif untuk ngomong. Satu dua kelas sudah bisa sebagian,

tetapi, beberapa kelas masih sulit untuk diajak ee belajar

menggunakan metode role play. Seperti itu.

(For the next step, I usually gave some questions or tasks

which were related to the topic. Still, I also focused on the

vocabulary because I thought that was an important part

for the students. Then, if the material was about

expression, I asked the students to make a role play or

simple dialogue. The students had to be active in speaking,

not only reading or listening but also speaking in the class

activities. One or two classes had already done that step

but some other were still difficult to use a role play as the

learning method.) misconception of associating stage

Materi yang dibahas di dalam kelas itu dari sayasemua.

(All of the materials which were discussed in the classroom

came from me.) misconception of collecting information

stage

Setelah kita mengeksplorasi, saya mengkomunikasikan

seperti kalau ada materi-materi yang kurang atau siswa

yang bingung, nah, itu ada interaksi antara saya dan siswa

tu lho. Jadi pembahasannya lebih intens gitu, nggak cuma

dari layar terus ke semua siswa, tapi saya biasanya muter

satu-satu

(After having exploring step, I communicated with the

students if there was some materials which were not really

clear or made them be confused. So, in doing the

communication, there was an interation between the


99

students and I. It made the discussion be more intense, it’s

not only came from the projector to the students but also

from me as a teacher when I went around the

classroom.) misconception of communicating stage

jadi saya muter satu-satu, saya tanya satu-satu, saya tanyain

gimana, saya komunikasiin jadi mereka juga

mengkomunikasiin dengan saya. seperti itu.

(So, I came around and went to the students one by one. I

asked them personally, one by one, how about their

understanding. I communicated with them so that they

woul communicate with me.) misconception of

communicating stage

Di proses menanyanya biasanya memberikan pertanyaan,

tentang apa yang berkaitan dengan materi itu tentang itu

yang dari itu apa kaitannya dengan materi yang akan

dibahas ataupun pertanyaan-pertanyaan yang berkaitan

dengan topic dari materi itu

(In questioning step, I usually gave some questions related

to the previous material and the next material that we were

going to learn. Or, the questions might be related to the

topicof that material.) misconception of communicating

stage

“Ini kok nggak ada yang nanya” Biasanya saya langsung

lanjut ke tahap selanjutnya.

(I would say, “There is no one who is willing to ask?’

Then, I usually moved to the next step.) misconception of

questioning stage

Nah biasanya malah kebalikannya, yang sering nanya

malah gurunya, jadi mereka malah cuma jawab, jawab,

jawab. Untuk tanya balik kadang ya masih mereka itu

jarang untuk tanya bali, seperti itu.

(On the contrary, usually what often happened in the class

was the teacher was the one who often asked questions and

the students would answer again and again. They rarely

asked back the teacher.) misconception of questioning

stage

Proses mencoba itu prosesnya saya laksanakan setelah saya

pengenalan materi, itu tadi saya berikan kesempatan

kepada siswa untuk eksplore lebih lanjut tentang

pemahaman mereka dengan mengimplemantasikan teori-

teori yang udah diberikan. Jadi misal saya kan mengajar


100

narrative text, jadi setelah memberikan contoh dan

memberikan prosedur pembuatannya, saya memberikan

kesempatan kepada siswa untuk eksplore lebih dalam

tentang, “silahkan kalian membuat narrative text sesuai

dengan imajinasi kalian,”

(I did the trying steo after the introduction of the material.

I would give them more chance to explore more about their

understanding in implementing the theories which had

been given before. So, for the example was when I taught

narrative text, I gave an example of a narrative text. Then,

I gave them the procedure about how to make it and I gave

them chance to explore more by saying, “Now, please

make a narrative text based on your imagination.’)

misconception of experimenting or collecting information

stage

Kalau kemarin enggak saya memberikan kesempatan

kepada mereka untuk mencari informasi terlebih dahulu.

Jadi informasi dari saya.

(At that time, I didn’t give them any chance to look for the

information. So, all of the information came from me.)

misconception of experimenting or collecting information

stage

Kalau di kesempatan lain gitu saya juga enggak pernah

nggak memberikan kesempatan kepada siswa untuk

mencari informasi dari sumber lain misalnya daari internet

dari perpus atau dari sumber lain

(In another chance, I never missed in giving them a chance

to look for the information from other sources, from the

internet or the library for the examples.) misconception

of experimenting or collecting information stage

Mengasosiasi biasnaya saya kaitkan dengan kegiatan

sehari-hari dalam kehidupan nyata jadi misalnya saya

jabarkan, teks kan misalnya narrative teks, saya kan ngajar

tu materinya saya narrative text, nah biasanya tuh saya

kaitkan dengan kalau narrative text kan soal ini, kalau

jenis-jenis text lain tu manfaatnya untuk apa, saya jabarkan

seperti itu, saya ajarkan untuk mengasosiasikan.

(I usually realted associating step with daily activities in

our real life. As the example was I elaborated a text,

narrative text for example, and its differences with other

kind of texts. So, I taught the students to associate between

one text or topic to the other.) misconception of

associating stage


101

Kalau presentasi di dalam kelas tu masuk dalam tahap

mencoba jadi proses mencobanya tu saya bagi menjadi dua

jadi mencoba yang tertulis dan mencoba yang praktik.

(When the students presented in front of the class, it meant

that it was trying step. so, I divided the trying step into two

kinds, written and practical.) misconception of

experimenting or collecting information stage

4 The

respondents

had poor

capacity in

making

students active

Harapan saya mucul pertanyaan-pertanyaan dari mereka,

tapi ya ada sih yang tanya tapi nggak sebanyak yang saya

kira pada awalnya gitu, jadi cuma satu atau dua yang

bertanya.

(I wish that the students would ask the questions. In the

reality, there were some students who asked questions but

not as many as my prediction. There were only one or two

students who asked the questions.)

Banyak yang jawab tapi yang jawab itu mereka serentak

jadi kaya humming gitu lho. Terus nanti setelah saya bilang

tunjuk tangan coba, tapi setelah saya nyuruh mereka tunjuk

tangan ya hanya beberapa yang tunjuk tangan padahal tadi

pas jawab bareng-bareng tu kayaknya semua bisa jawab

gitu lho. Setelah disuruh tunjuk tangan ya cuma beberapa

yang berani.

(There were many students who could answer, but they

tended to answer the questions together. So, it’s just like

humming. Then, I asked them to raise their hand if they

would answer, but only few of them who raised their

hands.)

karena yang terasa, karena saya mengajar di SMK atau

gimana, tapi menanya itu bahkan kadang-kadang kalau kita

memberi pertanyaan pun siswa belum tentu bisa menjawab,

apalagi kalau siswa yang harus menyusun pertanyaan, gitu.

(Maybe it was because I taught vocational school. But in

the asking process, when I gave some questions to the

students, they could not answer those questions. Moreover,

it would be more difficult for the students if they had to

make the question.)

Jarang sekali ada mereka yang bertanya, Miss ini kalau

gini, gini yaa? Kalau misalnya teksnya kaya gini berani

gini yaa? Itu jarang sekali.

(I rarely found the students who asked, “Miss, should it be

like this? If the text is like this one, so what should it be?”)

jadi kadang-kadang juga hanya siswa-siswa tertentu yang


102

mau menjawab.

(So, sometimes there were some particular students who

would like to answer my questions.)

jadi ya susah untuk memberikan persepsi awal, kaya

membangun persepsi yang sama mengenai materi yang

akan dibahas.

(So, it was hard to give the first perception. It was like

developing new perception related to the topic which was

going to be discussed.)

Jadi mereka baru mau jawab kalau sudah ada pertanyaan

awal atau pertanyaan dari gurunya. Tapi kalau misalnya

diberikan kesempatan untuk bertanya langsung gitu belum

ada.

(So, the students would like to answer when there had been

questions from the teacher. When the teacher gave chances

for them to ask, there was no student who was willing to

aks questions.)

Siswanya cukup aktif, namun ada beberapa kondisi diaman

siswa kurang aktif dan saya harus menggunakan beberapa

alternative cara agar mereka dapat terlibat aktif dalam

kegiatan pembelajaran. (reflection)

(The students were quite active, but there were some points

when the students became not really active and I had to use

some alternative ways to make them be actively involved in

the learning process. (reflection))

Sulit mengajak siswa untuk aktif dalam kegiatan

pembelajaran (siswa pasif) (reflection)

It was hard to make the students be active in the learning

process (passive students) (reflection))

Mengajak siswa untuk aktif juga menjadi salah satu

kesulitan yang dihadapi ketika menerapkan Scientific

Approach. (Reflection)

(…making the students active is also one of the problems

that I have in implementing Scientific Approach

(reflection))

tapi, di kenyataannya di sekolah tempat saya tu sangat sulit

dan susah untuk mengajak siswanya untuk aktif, untuk

aktif dalam proses pembelajaran di kelas

(But, actually in my school, it’s so hard to ask the students

to be actively involved in the activities.)


103

Siswanya tu kurang berantusias dalam mengikuti proses

pembelajaran mengajar.

(The students were not really enthusiastic in joining the

teaching and learning process.)

Mereka enggak sering nanya-nanya cuma beberapa siswa

mungkin Cuma satu dua tiga orang yang memang bener-

bener fokus dan memiliki antusias untuk belajar ya sering

tanya,

(They rarely asked questions, there were only some

students who were willing to ask the questions. There were

only around two or three students who truly focused on the

activities and were enthusiastic in studying, so the often

asked questions.)

Nah itu hanya satu dua tiga orang saja. Yang lain ya tetap

saja fokus dengan HPnya mereka masing-masing.

(So, there were only two or three students. The other kept

focusing on their own cellphone.)

Kebanyakan siswa-siswi di tempat PPL saya, sangat

kurang antusias dalam belajar, dan kurang aktif di dalam

kelas. (reflection)

(Most of the students in my school where I taught for my

school practice program were not really enthusiastic in

studying. They were not really active in the classroom.)

kalau yang mereka kelasnya yang males dan sebagainya,

mereka kadang Cuma satu dua

(Sometimes, they were quite lazy and the other similar

thing.)

Kalau ngomgong langsung enggak sih, kembali lagi

mereka harus dipancing dulu.

(They could not directly say or answer the questions, they

needed to be lured.)

Seringkali siswa kurang bisa mengikuti alur yang telah

dipersiapkan dalam proses mengajar. Terlebih pada bagian

menanya, siswa memiliki antusias yang kurang untuk aktif

dalam kelas.(reflection)

(Most of the times, the students couldn’t follow the plot that

had been prepared before in teaching and learning

activities. Moreover, in the questioning step, the students

were not really active in the class. (reflection))


104

Appendix 8

Self-reflection Protocol

Self-Reflection Blue Print

No Questions Explanation

Aff

ect

(1) Ceritakan pengalaman Anda

saat menjalani PPL.

(2) Apakah Anda menemui

kesulitan saat menjalani

PPL? Bila iya, ceritakan

kesulitan dan masalah yang

dihadapi.

(3) Menurut Anda, mengapa

kesulitan tersebut bisa Anda

temui?

(6) Apakah Anda menemui

kesulitan saat menerapkan

pendekatan ini? Tuliskan

masalah-masalah yang ANda

alami saat menerapkan

Scientific Approach.

According to Welch (1999) affect is

one of component to make reflection.

It is about the exploration of people’s

feeling and emotion. In this

component, the interviewer or the

instructor can explore the information

and experience where the respondents

have encountered in some situation. In

addition, this also could be about

anger, joy, confusion, and frustration.

Beh

av

ior

(4) Bagaimana Anda

menghadapi kesulitan

tersebut?

(8) Apa saran Anda untuk

mahasiswa lain, mahasiswa

yang akan PPL dan USD

mengenai penerapan

Scientific Approach agar

mereka bisa mengantisipasi

masalah yang mungkin

terjadi?

The next reflection’s component is

behavior. Welch (1999) says that in

this component, the reflection maker

should make questions which let the

respondents tell the experience

chronologically. Hence, it is actually

conceptualized as action. In this

component, the respondent should tell

or describe how they can behave when

encounter something.

Cog

nit

ion

(5) Apakah Anda mengetahui

Scientific Approach?

Jelaskan yang Anda ketahui

tentang Scientific Approach.

According to Welch (1999), the last

component of reflection is cognitive.

“cognition or content is

conceptualized as the information,

concepts, skill, or term examined in

the course,”


105

Appendix 8

Sample of Self Reflections

Self Reflection of Reseaarch Participant DT


106


107

Self Reflection of Research Participant GS


108


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