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ENGLISH TEACHERS’ BELIEFS AND PRACTICES OF SCIENTIFIC

APPROACH (SA) IN ENGLISH TEACHING: A CASE OF SMA

BOYOLALI

A THESIS

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

English Education

By

A R I Y A T INIM. S 891302007

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

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ABSTRACT

Ariyati.S891302007, 2015: English Teachers’ Beliefs and Practices of ScientificApproach (SA) in English Teaching: A Case of Indonesia. Thesis. Surakarta.English Education Department of Graduate School, Sebelas Maret University,2015.

The objectives of this study are to explore the teachers’ beliefs in SA; toreveal how the beliefs are reflected in classroom practices; and to figure out thefactors affecting their beliefs and practices of SA to the teaching of English.

This research was conducted at Boyolali from August 2014 to November2014 with four experienced English teachers from four senior high schools. Thisqualitative research applied case study. Data were garnered from classroomobservation, face-to-face interview, and documentation. Interactive models fromMiles and Huberman was used to examine the data.

The findings show that (1) the participants believe in the conception of SA.They also believe that SA is important and gives impact to students’ progress.They believe that by applying SA, the target of language learning is acquired. Asto learning procedure, they believe that scientific steps are conducted in sequenceby combining some steps for each. (2) Teachers formulate their beliefs ofapplying the five-scientific steps by integrating all steps by keeping the sequence.Teachers argue that target of language learning can be attained by some ways,namely presence of theoretical and practical support, teachers’ guidance,providing variety of media and motivation to students. As regard classroominteraction, teachers let students apprehend the knowledge by working group anddecide to combine English and L2 as means of communication. (3) There are fivefactors which influence teachers’ beliefs and practices of SA, namely learning andteaching experience, teachers’ motivation, sharing with colleagues and facility.This study concludes that teachers believe in the importance of SA, therefore theyimplement it in classroom. Anyway, there are factors which make the beliefs arenot fully implemented.

It is recommended that teachers need to learn more about how to beeffective teachers and learn 2013 curriculum as well. Adjustment of the documentis necessary done by the policy maker. The school policy provides appropriatebudgeting for the teachers’ professional development, learning facilities as localtraining. Further researcher is recommended to explore more the concerns.


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Keywords: Teachers’ Beliefs, Teachers’ Beliefs and Practices, ScientificApproach

MOTTO

SUCCESS NEEDS BRAVERY, PRESEVERANCE AND PRAYING

(Ariyati, 2015)


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DEDICATION

I dedicate this thesis to my mothers and my husband of their prayer and support

this endeavor

To my headmaster, head of education department and regent of Kotawaringin

Timur of their support to my study

To my brothers, sisters, teachers, friends of their prayer, advice, criticism and

material supported to this research


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ACKNOWLEDGMENT

I would like to thank to Allah SWT for his loving grace, provisions and

blessing to accomplish this thesis.

I also would like to express the gratitude to those for having given their

guidance, inspiration, and support to write this thesis:

1. The Dean of Teacher Training and Education Faculty for his legalization.

2. Dr. Abdul Asib, M.Pd., the Head of English Education Department of Graduate

Program for his support and approval for this thesis.

3. Prof. Dr. Joko Nurkamto, M.Pd., as the first consultant, for his great guidance

and advice.

4. Dr. Hersulastuti, M. Hum, the second consultant, for her great guidance, and

patience.

5. The principals of the schools for their permission to conduct this research.

6. The entire teachers and students who have been participated in this research.

I realize that this thesis is still far from being perfect. I welcome criticism and

suggestion for the improvement.

Surakarta, March 2015

Ariyati


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LIST OF TABLES

Table 2.1 The learning material for Senior High School provides by

Minister of Education and Culture Regulation number 59,

2014:491-493………………………………………………10

Table 3.1 The Time Schedule of the Study………………………….. 42

Table 3.2 Biographical information of participants ………………… 45

Table 4.1 Research Findings ……………………………………….. 53


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LIST OF FIGURES

Figure 2.1 The five components structure of belief ……………….. 31

Figure 3.1 Illustration of Interactive Model by Miles & Huberman

(1984:23)………………………………………………… 51


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LIST OF APPENDICES

Appendix 1.

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

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

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

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

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

Figures of Research ……………………………………..

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TABLE OF CONTENT

TITTLE PAGE ……………………………………………………………….

APPROVAL ………………………………………………………………….

LEGITIMATION …………………………………………………………….

PRONOUNCEMENT ………………………………………………………..

ABSTRACT ………………………………………………………………….

MOTTO ……………………………………………………………………...

DEDICATION ……………………………………………………………….

ACKNOWLEDGMENT ……………………………………………………..

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1) Learning goal …………………………………………………

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

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

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

2. The Nature of SA in 2013 Curriculum …………………………………

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

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

1) Observing ……………………………………………………...

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

3) Exploring ……………………………………………………...

4) Associating ……………………………………………………

5) Communicating ……………………………………………….

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

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

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

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

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

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

1. Teacher Professional Development to Improve the Science and Literacy

Achievement of English Language Learners (Hart.E, Lee:2003)……….

2. Korean Teachers’ Beliefs about English Language Education and Their

Impacts upon the Ministry Of Education-Initiated Reforms (Yook:2010)..

3. Mathematics and Science Teachers’ Beliefs and Practices Regarding the

Teaching of Language in Content Learning (Tan: 2011)…………………

4. Teacher Beliefs and Student Achievement in Technology-Rich

Classroom Environments (Glassett & Schrum:2009)……………………

5. Teacher beliefs and practice in science education (Savasci-

Acikalin:2009) …………………………………………………………….

6. The Relationship between Teachers’ Knowledge and Beliefs about

Science and Inquiry and Their Classroom Practices (Saad & Bou Joude:

2012)…………………………………………………………………….

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

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

1. Place ……………………………………………………………………

2. Time ……………………………………………………………………

B. Research Design ……………………………………………………………

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

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

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

2. Interview ………………………………………………………………

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

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

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

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

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

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

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

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

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

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

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

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

b. Importance ……………………………………………………………

c. Impact ………………………………………………………………

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

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

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

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

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

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

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

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

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

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

3) Media ………………………………….…………………………

4) Motivation ………………………………………………………

3. The factors Influence the Beliefs and its Implementation ……………..…

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

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

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

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

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

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

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

CHAPTER FIVE CONCLUSION, IMPLICATION AND SUGGESTION

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

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

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

REFERENCES ……………………………………………………………………

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

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CHAPTER I

INTRODUCTION

A. Background of the Study

The process of globalization leads people to the unpredictable situation,

which needs the well preparation to face it. The interconnectedness among

science, technology, job market and education guides students to have more

opportunities to be mobile. Consequently, many efforts have to be prepared to

have adequate learners. Since language has a role as the means of communication,

it has to be emphasized to enter the global work. In response, the nature of

language classroom changes, the teachers are also prepared to lead to the new

challenges.

Indonesian government answers those challenges by developing the

curriculum. Curriculum is the one of the educational resources that gives positive

contribution to the students’ development. According to Mulyasa (2013:5), five

main problems in education need highly priority to solve. The curriculum

development becomes one part of them. Those problems deal with the educational

quality development, the effectiveness of educational management development,

educational relevancy development, educational service distribution, and character

education. The government develops Educational quality by determining the goal

and educational competence standard. The effectiveness of educational

management development addresses to the competence and character based

curriculum arrangement. The educational development addresses to the society


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based education. The educational service distribution refers to the equitable

education. Moreover, character education grows the philosophical value and

develops all the nation character to all level of study.

In Indonesia, curriculum has already developed since 1964 up to now. Each

curriculum development has different point at issue. Around 1968, English

classroom teaching-learning practices dominated by grammar translation.

Curriculum 1975 focuses on learning English with audio-lingual method and

drilling. Structural syllabus took to be the syllabus of learning English.

Curriculum 1984 and 1994 has similar opinion about learning English. Both of

those curriculums say that learning English means learning English for

communication. In the early 2000s, the government introduced Competency-

Based Curriculum (known as KBK) for revising 1994 curriculum. KBK was

adapted communicative approach in which classroom practices adopted the genre-

based approach. The KBK was also known as 2004 curriculum and it was further

modified into 2006 School-Based Curriculum (known as KTSP) (Hamied, 2014:

14-17). KBK and KTSP have same formulation of competencies which are based

on the concept of communicative competence developed by Celce-Murcia,

Dornyei and Thurrel (1995:13). Since the last two years, the government has

decided to implement the 2013 curriculum.

The government designs 2013 curriculum to anticipate the global change,

free trading, and the development of science and technology. To meet the

Indonesian education and the current needs of globalization era, the government

redesigns the pedagogical way of thinking as stated in Peraturan Menteri


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Pendidikan dan Kebudayaan No. 68, 2013. The new design are students-centered,

the interactive and collaborative learning, the multi-media learning pattern, multi

discipline and critical learning-pattern.

Besides those movements, there are some changes in 2013 curriculum. The

changes consist of competencies, subject matter, assessment and learning

approach (Badan Pengembangan Sumber Daya Manusia Pendidikan dan

Kebudayaan dan Penjaminan Mutu Pendidikan, 2013). Previously, a certain

subject matter supports certain competencies, but now each of subject matters

supports all competencies (attitude, knowledge and skill). There is also change of

learning assessment from assessment by using test to authentic assessment.

As regards learning approach, the previous process standards focused on

exploration, elaboration and confirmation (known as EEK). Anyhow, the new

curriculum emphasizes on scientific approach (SA) as the single approach in all

layers of education. SA focuses on five activities, namely observing, questioning,

experimenting, associating and communicating (Peraturan Menteri Pendidikan

dan Kebudayaan No. 81A:2013).

As to the teaching-learning process, implementation of SA is compulsory in

all level of study. This approach is also used to all subjects include English

(Mulyasa, 2013:172). Due to SA is new approach in Indonesian ELT, the

adaptation to implement this approach is inevitable. To take the sudden shift

assuredly is not a simple process since the literature of application of this

approach is rarely. The policy creates teachers’ reaction since the beginning.


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The term of scientific approach (SA) sounds so familiar to particular

subjects such as science. The learning steps provided by SA are compatible with

those in science. In language context, SA is still debatable. In previous

curriculum, teachers have been familiar to genre based approach (GBA), which

intends to develop the students’ communicative ability. Now, they have to apply

the new approach, which have not been familiar in English teaching. Teachers

meet with conflicting thoughts about how to make integration between SA and

language teaching. Consequently, teachers express confusion when they try to

implement this new approach (Agustien, 2014:46). This becomes problem since

what teachers do in classroom practices must be linear with the curriculum

expectation.

Assuredly, teachers’ beliefs of SA recommended by curriculum play

important role to their involvement in practice. Richardson (1996:103) defines

beliefs as “psychologically held understandings, premises, or propositions about

the world that are felt to be true”. Johnson (1994:439) says that beliefs have

impact to both perception and judgment that effects what teachers say and do in

the classroom. It is supported by Pajares (1992) who says that teachers’ beliefs

have a greater influence than the teachers’ knowledge on designing lesson plan,

on the decision they make and on the practices in classroom.

The implementation of SA is determined by the teachers’ beliefs in SA.

Nevertheless, such kind of the study is rarely found in Indonesia, especially the

study that focuses on teachers’ beliefs in SA in English teaching. Therefore, it is


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necessary to conduct a research dealing with teachers’ beliefs and practices of SA

in ELT for Indonesian context.

The research was conducted at Boyolali. The writer chose to do the research

in this city because she had worked there as an English teacher for six years. The

teaching experience in this city enabled her to build relationships with the local

educational officials who provided the way to conduct this research in some

schools at this city.

B. Problem Statement

1. What are the teachers’ beliefs in SA in English teaching at Senior High

Schools at Boyolali?

2. How are their beliefs of SA reflected in classroom practices?

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

English teaching?

C. Objectives of the Study

1. To explore the teachers’ beliefs in SA in English teaching at Senior High

Schools at Boyolali.

2. To explore how their beliefs of SA in English teaching are reflected in

classroom practices.

3. To find out the factors which influence their beliefs and practices of SA in

English teaching.


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D. Benefits of the Study

1. For the writer

The study is expected to be the resource to conduct the other studies which

relate to the same area.

2. For the teachers

The findings will contribute to the teachers with useful views to the teaching

practices.

3. For the curriculum developers

The finding will give evaluation of the implementation of that approach and it

gives references to develop the curriculum.


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CHAPTER II

LITERATURE REVIEW

The chapter describes the main concept of the study. The concepts described

in this chapter do not intend to create hypothesis or argue the existing findings. It

is provided to give the depiction of the theoretical underpinnings, which build the

understanding to recognize the theoretical map of the variables involved in this

study.

A. Theoretical Description

1. The Nature of 2013 Curriculum

a. The Concept of 2013 Curriculum

2013 curriculum is designed to adjust the globalization era and development

of science and technology as the external factor and internal factor such as the

attainment of eight competence standards and the growth of the total amount of

inhabitants. As an instrument, a curriculum has contribution to anticipate the

development in those various fields, include in education. Richard says that

(2001: xi) development of curriculum is an essentially activity since it seeks to

improve the quality of language teaching through the use of systematic planning,

development, and review practice in all aspects of language program.

The development of curriculum is programmed to adapt science and

technology development, and it is a part of educational activity to make the

materials up to date. Furthermore, Richard (2001:2) says that:

Language curriculum development is an aspect of a broader field ofeducational activity which is focuses on determining what knowledge, skill,


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and values students learn in school, what experiences should be provided tobring about intended learning outcomes, and how teaching and learning inscholar educational systems can be planned, measured, and evaluated.

To anticipate the challenges, there are three propositions that are going to do

by the government. The propositions are the following:

1) To change the way of thinking. The change includes:

a) The learning pattern focuses on the students.

b) The learning pattern is interactive.

c) The learning pattern develops in networking.

d) The learning pattern is more emphasized on active activity (it is supported

by the SA that is applied in learning process).

e) The collaborative learning pattern

f) The multimedia based learning pattern.

g) The users based learning pattern.

h) The multi-discipline based learning pattern.

i) The critical based learning pattern

2) To strengthen the curriculum management.

The designing curriculum provided in 2013curriculum is started from deciding

the competence standard, the national education goal, and the need. After

completing the construction of competence, curriculum is designed. The new

curriculum does not let the teacher make syllabus. The central government

holds the authority to design syllabus. It gives the wider opportunity to the

teacher to teach with fewer burdens.


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3) Deepening and broadening the learning material.

By deepening and broadening the learning material, the curriculum developers

are able to select the useless to the learners’ need. They also can maintain the

materials that appropriate to the need of the learners and add the important

material (Minister of Education and Culture Regulation number 69, 2013).

b. Characteristic of 2013 Curriculum

The 2013 curriculum has some characteristics as stated in Minister of

Education and Culture Regulation number 59, 2014:3. The characteristics are the

following:

1) Developing the balance among spiritual aspect, social attitude, knowledge and

skills. The students are expected to implement those at school and their

environment.

2) Placing the school as the institution, which provides learning experience in

order that students are able to implement that experience at their society and

make society as learning resource.

3) Providing sufficient time to develop students ‘attitude, knowledge and skills.

4) Developing the competence that is stated in core competence and broken down

into basic competence of each instruction.

5) Developing the core competence becomes organizing elements of basic

competence. All basic competence and learning process are developed to get

core competence.

6) Developing basic competence based on accumulative principle, reinforce and

enrich inter-subjects and inter-level of education.


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c. The Element of 2013 Curriculum in English Teaching

1) Learning goal

As stated by the government, the learning goal of English teaching in 2013

curriculum is to develop the students’ communicative competence about factual

and procedural knowledge by using various spoken and written text with

systematic language features. The curriculum also has purpose to implement the

nation character at school, home and society (Minister of Education and Culture

Regulation number 59, 2014:483).

For the sake of those goals, all learning aspects consist of learning goal,

learning material; learning process, media, learning resource and learning

assessment aim to support the language use. In that context, language features are

regarded as tools to get the goal.

2) Learning Material

The English learning material provided in 2013 curriculum is addressed to

Junior High School, Senior High School and Vocational School. Adjusting with

the focus of this research, the learning material for Senior High School provides

here.

Table 2.1 The learning material for Senior High School provides by Minister ofEducation and Culture Regulation number 59, 2014:491-493.

KOMPETENSI RUANG LINGKUP MATERIa) Menunjukkan perilaku yang

berterima dalam lingkungan

personal, sosial budaya, akademik,

dan profesi;

b) Mengidentifikasi fungsi sosial,

struktur teks dan unsur kebahasaan

a) Teks-teks pendek dalam wacana

interpersonal, transaksional, fungsional

khusus, dan fungsional berbentuk

descriptive,recount, narrative, factual

report analytical exposition, news

item, dan procedure pada tataran


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dari teks pendek dalam kehidupan

dan kegiatan Peserta didik sehari-

hari;

c) Berkomunikasi secara interpersonal,

transaksional dan fungsional

ninetang diri sendiri, keluarga, serta

orang, binatang, dan benda, kongkrit

dan imajinatif, yang terdekat dengan

kehidupan dan kegiatan Peserta didik

sehari-hari di rumah, sekolah, dan

masyarakat, serta terkait dengan

mata pelajaran lain dan dunia kerja;

d) Menangkap makna, menyunting, dan

menyusun teks lisan dan tulis,

dengan menggunakan struktur teks

secara urut dan runtut serta unsur

kebahasaan secara akurat, berterima,

dan lancar.

literasi informasional;

b) Penguasaan setiap jenis teks mencakup

tiga aspek, yaitu fungsi sosial, struktur

teks, dan unsur kebahasaan, yang

ketiganya dininetukan dan dipilih sesuai

tujuan dan konteks komunikasinya;

c) Sikap mencakupmenghayati dan

mengamalkan perilaku jujur, disiplin,

tanggungjawab, peduli (gotong royong,

kerjasama, toleran, damai), santun,

responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari

solusi atas berbagai permasalahan;

d) Keterampilan mencakup

mendengarkan, berbicara, membaca,

menulis, dan menonton, secara efektif,

dengan lingkungan sosial dan alam

dalam dalam lingkup pergaulan dunia;

e) Unsur-unsur kebahasaan mencakup

penanda wacana, kosa kata, tata bahasa,

ucapan, tekanan kata, intonasi, ejaan,

tanda baca, dan kerapian tulisan tangan;

f) Modalitas: dengan batasan makna yang

jelas.

3) Learning Procedure

As stated before, curriculum provides the SA applied for all subjects,

include English. It is stated in Minister of Education and Culture Regulation

number 59, p. 2014:495, “To implement competence-based curriculum, English

applies competence-based approach, genre and scientific”. Competence-based

approach requires learning of attitude, knowledge and skill. Genre-based approach


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serves as basis for material decision and building communicative skill. Scientific-

based approach is the basis for deciding the learning steps to get new knowledge

and communicative skill by applying five scientific steps namely observing,

questioning, experimenting, associating, communicating.

Observing gives priority to meaningful learning. It means that learning

activities must be related to the real context. The teacher provides particular

objects, in which students observe the objects. Observation process includes some

activities as following: listening teacher’s explanation, reading the text, observing

social function, observing the generic structure, language features of the text, and

the writing form. Questioning motivates the students to ask questions about their

curiosity of the objects or materials they have. It has purpose to construct

students’ knowledge. This activity is carried out by group discussion. There are

some activities, which are able to be undergone such as questioning of the

sentence pattern diversity, the content of a discourse as identifying main idea,

reference, detailed information of a text, and so forth. Experimenting refers to the

practice to get authentic learning result. The activities recommended are role-play,

simulation and other structured activities. Associating refers to the learners’

ability to arrange various ideas, events and save them as chunk of memory.

Teacher through manipulated situation can design the learning activity in this

stagein-group activity. Many activities can be carried out in this stage, such as

analyzing text, categorizing, grouping, summarizing and comparing various

expressions, discussing the content of a discourse, and getting feedback from

teacher. Networking deals with the activity to communicate the authentic learning


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result to others. The activities can be demonstrating, writing and publicizing the

work through wall magazine or learning journal, etc.

Curriculum also suggests teacher to apply other learning models in language

teaching. There are three models proposed in English curriculum, namely

discovery learning, project based learning and problem based learning (Minister

of Education and Culture Regulation number 59, 2014:512-524).

1) Discovery Learning

The steps have to be carried out in learning are the following:

(a) Creating stimulus

The activity is carried out when the students observe phenomenon by reading,

listening, watching. The phenomenon observed can be both simple

phenomenon and complicated one.

(b) Preparing problem statement

Opportunity to identify problems dealing with a text is provided in this stage.

Students are invited to select one and then create hypothesis formulation.

(c) Data collecting

Students answer the hypothesis to collect data or information. Students can

collect data by watching video, interviewing with participants, conducting

research by their own self, and so on.

(d) Data processing

Data is analyzed after being collected. Data is classified into categories, and

usually it is called coding for generalization. From generalization, students

are expected to get new knowledge about the alternate answers.


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(e) Data verifying

In this stage, students are motivated to find out new concept by accurately

investigating the fact to prove the hypothesis. Teacher gives opportunity to

students to find out the new concept.

(f) Creating conclusion

Conclusion is the process of creating conclusion. It is based on the

verification result.

Choosing this discovery learning, surely, has to ponder to the following

points. Here are the considerations as what curriculum provides:

(a) The students classically have high initial skill to speak and write.

(b) The class has not quite a few students.

(c) The teacher focuses on comprehension.

(d) The suffice facility such as learning resource, media, learning tools must be

provided.

2) Project based learning

The learning steps of this model are the following:

(a) Teacher gives assignment by providing question in which the topic must be

relevant to the expected competence.

(b) Designing project plan

The plan consists of rule of the game, deciding activity, which responds the

essential question in the first step. Teacher and students conduct the plan

collaboratively.

(c) Arranging the schedule


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Teacher and students design activity schedule collaboratively. They do some

activities in the step, such as making timeline to complete the project,

deciding the deadline, guiding students to create their own way to conduct the

project, asking students to explain such way.

(d) Teacher controls the students’ activities and progress of the project.

Teacher guides and facilitates students in each process. Teacher is able to

provide monitoring rubric to record the students’ activity.

(e) Examining the finding

Examining aims to give feedback to the students’ comprehension about the

project evaluate the students’ progress; measure the achievement of learning

standard, assist teacher to design the next learning strategy.

(f) Evaluating the students’ activity

Teacher together with students reflect toward their activities and their work

individually and collaboratively. Teacher invites students to tell their feeling

and experience during the process of completing the project. By improving

their way to complete the work and answer the question provided at the first

step, students and teacher get new inquiry to improve.

Project based learning has some requirements to the classroom practices.

(a) Students are accustomed to problem solving activities.

(b) There is learning facility to support learning process.

(c) There is monitoring of activity schedule.

(d) There must be clarity of the assignment and the expected result of students’

work.


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3) Problem based learning

There are some activities of problem-based learning as the following:

(a) The orientation of learning steps is focus on problem.

To start learning, teacher explains the learning goal and activities are going to

do. Teacher also informs the way to evaluate the learning process. Those are

necessary to lead students to the process.

(b) Teacher organizes the learning activity.

After orienting students to focus on particular problem, teacher groups the

students to discuss their own. The next activities are both teacher and students

decide the specific sub-topic, research activities and research schedule.

(c) Teacher assists both students’ individual research and students’ collaborative

research.

In this step, teacher urges students to collect data and carry out experiment in

order to get well comprehension on a matter. It aims to assist students to

compile the sufficient information to create their own ideas. Teacher also

helps students to collect information from various sources. Here, the teacher

motivates students by using questions in order that they think about a matter

and many resources to get the problem solving. Students invite to create

hypothesis, explanation and the solution last.

(d) Developing and communicating the work

That investigation, then followed by creating work and displaying the work.

The work is able to write report, video, multimedia display, etc. The students


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show the work under the organization of the teacher. Teacher, parents, peers

are able to be involved to be evaluator.

(e) Analyzing and evaluating the process of problem-solving

This is the last stage of problem-based learning. Teacher assists students

analyze and evaluate their own investigating process.

4) Learning Assessment

Learning assessment is necessary to know the students’ progress. For

students, assessment helps them to recognize their weaknesses and strengthen in

learning process. By knowing those, students are able to decide the appropriate

way to treat well. The 2013 curriculum provides the ways to assess the attitude,

knowledge and skills of students (Minister of Education and Culture Regulation

number 59, 2014:528-541).

a) The assessment of attitude

The assessment of attitude can be carried out by observation, self-assessment,

and peer-assessment.

b) The assessment of knowledge

The assessment of knowledge is done by applying three modes, namely

handling written/spoken test; conducting observation toward discussion,

question-answer and dialogue; giving assignment.

c) The assessment of skill

The assessment of skill is done by using some techniques, namely work-

performance, portfolio and written assessment.


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2. The Nature of SA in 2013 Curriculum

a. Definition of SA

In general, many writers in their field of researches have applied the term of

SA. They sometimes use the term of scientific approach in different ways, such as

scientific method, inquiry science. The different terms do not reduce the main

principle of them.

Stoddart, et al (2002: 665) introduces the term of inquiry science in their

paper. Although the term sounds different from SA, it is necessary to recognize it

since it principally has the similar meaning to SA. Baker and Saul (1994) as

quoted in Stoddart, et al ( 2002: 666) define inquiry science is the approach that

engages students in the exploration of scientific phenomena, and language

activities are explicitly linked to the objects, process hands-on experimentation,

and naturally occurring events in the environment. It is supported by National

Research Council (1999) which has opinion that inquiry science promotes

students’ construction of meaning through exploration of scientific phenomenon,

observations, experiments, and hands-on activities (Stoddart, et al, 2002:665).

Blackwell and Martin (2011) also acknowledge the term of SA in their book

entitles A SA to Scientific Writing. They define SA as a framework of systematic

approach, which consists of 1) rationale (background of the study); 2) objectives

(the particular goals of the study); 3) the activity (experiment and analysis of the

data); 4) findings (result from that experiment); 5) implications (conclusion of the

findings) (p.10-11). Furthermore, Lee (2001:469) says that SA is the approach


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includes questioning, finding and synthesizing information, designing

investigations, monitoring scientific procedure, drawing valid conclusion.

Drawn from those definitions, those experts define SA as the activity, which

designed systematically to get the goal. There are some systematic steps, namely

observation, question, experiment, associate done to get conclusion.

There is still different perspective among the language experts in Indonesia

about the placement of SA in the sense that whether it is regarded as approach or

method. The writer with her dully perspective tries to translate the curriculum

message about what is actually SA addressed.

Drawn from the learning principle provided in 2013 curriculum, it is shown

that this curriculum is under the influence of constructivism. Constructivist theory

as Vygotsky has interest in language development. Vygotsky believes that

interaction with other people by using language plays an important role in the

process of attaining the level of students’ conceptual understanding (Vygotsky,

1978 in Muijs & Reynolds, 2008:26). By using language, the content of

interaction can be meaningfully translated. This theory is compatible with

systemic functional linguistics theory (Halliday & Matthiesen, 2004, Eggins,

2004) from which the 2013 curriculum is developed (Agustien, 2014:40). The

theory regards language as a source of making meaning, for interacting with

others and for communication. Language as a resource for making meaning means

that from language, students do not only learn the system of language but also

how language works in practice (Mickan, 2014:5). Students are able to negotiate

their meanings by selecting of wording of text suitable for social context.


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Negotiating meanings to others means that students interact with others, so that

the communication emerges.

Furthermore, Derewianka (2011) as quoted in Agustin (2014:40) bears a

meaning for that theory as a functional approach, which views how language

works to make us possible to do everything in daily life. Derewianka, then,

provides some things which students need to know. Those deal with what students

need to know about how to use language for attaining different purposes, sharing

ideas about their experience of the world, making connections between these

ideas, interacting with others, constructing coherent text in spoken and written

modes.

The English curriculum is linear with this theory. English language teaching

in Indonesia focuses on how language works to enable students do many things in

life by using English (Minister of Education and Culture Regulation number 59,

2014: 483). It means that students have to have particular purpose when they

share ideas to others. The sharing will be properly conveyed if the ideas delivered

by using appropriate lexico-grammatical and ability to make connection between

clauses or sentences to create coherent text that can be clearly understood

(Agustin, 2014:41). To get successfully communication, learners need to practice

and make it as habit. In this context, the language features are tied as the tool to

language practice and the learning aspects are carried on to support the practice

beyond the classroom.

Hosnan (2014:35) says that SA is relevant with the learning theory proposed

by Vygotsky, Bruner, and Piaget. Those names are not new to the education field.


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They clearly express the main of constructivism conception that nowadays

emerges as the greatest influence of educational practices (Brown, 2004:11).

Teachers give warm welcome to the core idea of constructivism since it gives

priority on students’ learning. The conception is now recognized as social

constructivism in which the ideas of Vygotsky, Bruner, and Piaget live.

Vygotsky beliefs that social environment has important role to students’

cognitive development. Social interaction can help students to know and create

meanings from the things they discover. In his theory he introduces zone of

proximal development (ZPD) as the core influential concept in pedagogical field.

ZPD is the area where the guidance should be given to the students when they

have difficulties to master a material they find until they are independently able to

learn. The teacher needs to provide suitable learning environment, which helps

students to develop the skill on their own. He also views that the effective way to

develop skill is cooperative learning. It means that connection with peers to help

each other must be built and connection among students and teacher as caregiver

must be maintained (Muijs & Reynolds, 2008: 26-27).

Bruner (1986), furthermore, develops the concept of Vygotsky’s ZPD, by

creating scaffolding concept (Foley, 1993:1). He beliefs that learning process

must be carried on in appropriate social interaction. It is linear with what

Vytgotsky says that social interaction has influential role of learning (Schunk,

2012:242). There are four main themes of the learning theory of Bruner (Hosnan,

2014:35). Firstly, students learn if only they think. Secondly, applying the

cognitive process in discovery, students will meet with intellectual satisfaction.


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Thirdly, the only mode to learn the techniques to discover thing is by providing

the opportunity to discover. Fourthly, by carrying out the process of discovery, the

students’’ recognition will get. Those are really appropriate with the cognitive

process required by science- based learning.

Piaget has less distinction with what Vytsgotsky thinks about the role of

social interaction in learning. According to Vytgotsky, the social interaction

precedes learning. Anyhow, Piaget places learning precede social interaction.

Piaget believes that involvement of mental and physical process is necessary to

understand the world. He applies the term schema, which describes both the

mental and physical actions involved in understanding and knowing the world

(Cherry, 2014:1). The schema of children will develop into the schema of adult.

The process of shift is called adaptation. He suggests that the adaptation can be

carried out through accommodation and assimilation. Through accommodation

and assimilation, the students can construct new knowledge from their experience.

In addition, to make balance between accommodation and assimilation, children

go through mechanism called equilibration. All the process needs teacher’s

guidance and the active role of students in learning. That is important in learning

process.

The writer agrees with Hein (1999:4-4) who provides the guiding principles

applying those theories in learning process.

1) Learning is an active process. Learning is not passive absorption of

knowledge, but it involves the active role of students to get knowledge.


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2) Learning has to provide mental activities and physical action. Physical action

is not enough to support learning, therefore the activities which engage

students’ mind is also necessary.

3) Learning involves language. Language is mediation in learning. Interaction

between students with their environment is mediated by language (Vygotsky

as quoted in Schunk, 2012:242). The language is expected to be the mediation

of cognitive shifting.

4) Learning is social activity. Learning is associated with the communication

with other people such as teacher, peers, family. It is not limited in classroom

but also beyond the classroom.

5) Learning is contextual. Learning is not isolated from the learning situation.

Learning cannot be separated from human’s life.

6) One needs knowledge to learn. Teaching must be related to condition of

students and provide the way to learn based on the students’ previous

knowledge.

7) Motivation is key component of learning. Motivation is necessary in learning

to make students have positive thinking to learning task. Kyriachou (2012:52,

58) suggests two ways to enhance students’ motivation. The first way is

providing questions or problems to create students’ motivation to learn. The

second way is providing direct feedback.

The curriculum adapted those theories of language and language learning

and the science- framework defined before. That adaptation is known as SA. It is


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showed in the curriculum document, which provides systematically steps done by

the students to get the new knowledge of how language used in the environment.

b. SA in English Teaching

2013 curriculum has destination to create the independent learners and fully

motivation to learn (Minister of Education and Culture Regulation number 68A,

2013). In line with that destination, the learning process in lesson plan is designed

to develop the students’ motivation, interest, curiosity, creativity, initiative,

inspiration, autonomy, learning skill and learning habit. In this context, the

government beliefs that SA is suitable to be approach in learning process.

SA is applied to all level of study to hold learning process. This approach

also is used to all subjects include English. (Mulyasa, 2013: 172). The learning

process must touch the three competences, namely attitude, skill and knowledge.

Attitude relates to the question of “why”. Skill refers to the question of “how”. In

addition, knowledge deals with the question “what”. This curriculum elaborates

the steps of developing language teaching and learning activity by using SA as

following:

1) Observing

The goal of observing is introducing text, which is going to learn. Activities

conducted in this step rely on the five senses as seeing, hearing, watching,

listening, and reading the material in the form of interpersonal, transactional and

functional text and the aspects of the text namely social function, text structure,

language features. Thus, the alternative activities in this stage are able to be

activity like watching conversation video, watching simple movie, read a


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storybook, newspaper, magazine, brochures, leaflets, banner, and poster written in

English.

In this stage, teacher has some rules, include:

a) Teacher assists students to list items to know to get comprehension and

produce the target text.

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

c) Teacher makes some items in the input salient.

(Priyana, 2014:292).

2) Questioning

Questioning is the process of constructing knowledge about social function,

language features, text structure. The goal of this stage is to develop the students’

curiosity and critical thinking. It is the concept of asking about the social function

of a text and the generic structure through group or class discussion (Minister of

Education and Culture Regulation number 59, 2014: 497). The activities carried

out in this stage are:

a) Teacher provides opportunity to students to conduct question-answer.

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

observation.

c) Encouraging students to propose temporary answers based on their

knowledge.

(Priyana, 2014: 294).

The role of the teacher in this stage is the following:

a) Teacher assists students to make questions.


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b) Teacher provides a number of questions from which the students can start

with. (Priyana, 2014: 292).

3) Exploring

Exploring activity is the activity to internalize knowledge and the skill

learned by the students. The learners’ language ability is trained through this stage

by doing some activities as role-play, simulation, presentation, discussion, and

playing game. The activities carried out in this stage are the following:

a) Students collect the fact, which is going to communicate.

b) Students explore and construct experimenting in order to get vocabularies,

structure and other language features for communicating the fact.

c) Teacher pays attention, gives feedback, or asks the peer’s presentation in

order to enrich the understanding of text.

d) Students communicate the statements orally.

e) Students write each statement in the students’ own notebook.

(Minister of Education and Culture Regulation number 59, 2014:498)

The activities are able to be done by conducting role play, simulation,

presentation, discussion, and playing game.

The role of teacher in this stage is providing worksheet and learning

resource for students (Priyana, 2014: 292). Worksheet is necessary to help

students to explore the material. And learning resource is going to assist students

to collect the information to answer their formulated questions.


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4) Associating

Associating activity is the process of developing the ability to classify and

compare ideas and phenomena to be a part of memories. For English, in this step,

the students are guided to classify and compare text based on the social function,

text structure, and language feature and connect information inter-texts for

enrichment to create text. The activities can be role play, rewriting, and

communicating the fact.

The role of the teacher in this stage is to help students to see pattern to

answer question in stage two and help to draw conclusion (Priyana, 2014:292).

5) Communicating

Communicating aims to develop ability to express or present all the

knowledge and skill learned or not, spoken or written. In this activity, not only

knowledge and skill will be presented but also the problems and success in the

learning process. This activity describes completely students’ ability of attitude,

knowledge, and skill. The activity that can be conducted in communicating

process are presenting their works in front of the class, writing a report, publish

their writing wall magazine or social media.

The teacher has role to give feedback and correction, and enrich the

knowledge that students construct (Priyana, 2014:291). Feedback and correction

are the teachers’ respond to students’ construct of new knowledge.

Based on the previous explanation, the writer defines SA as the basic

conception which forms the background of formulating learning method based on

scientific steps.


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3. Teachers’ Beliefs

a. The Nature of Belief

Writers have defined the term, beliefs, in different ways. Savasci-Acikalin

(2009:2) states that although educational literature has paid great attention to

beliefs, there is still no clear definition of it. As Pajares (1992:307) argued, “the

difficulty in studying teachers‟ beliefs has been caused by definitional problems,

poor conceptualizations, and differing understandings of beliefs and belief

structures”. A recent study (Mansour, 2009:35) indicates that because teachers‟

beliefs tend to be more experience-based than theory-based, “beliefs can neither

be clearly defined, nor do they have a single correct clarification”. Thus, different

writers give different definitions for belief. However, to make it clear, the single

definition is necessary.

Pajares (1992:316) defines belief as an “individual’s judgment of truth or

falsity of a proposition, a judgment that can only be inferred from a collective

understanding of what human beings say, intended, and do.” Richardson

(1996:103) defines belief as psychologically held understandings, premises, or

propositions about the world that are felt to be true”. Rokeach (1972:113) as

quoted in Savaski-Acikalin (2009:2) defines beliefs as “any simple proposition,

conscious or unconscious, inferred from what a person says or does, capable of

being preceded by the phrase ‘I believe that’. Yero (2002: 21) infers beliefs are

judgments and evaluations that we make about ourselves, about others, and about

the world around us [and] . . . generalizations about things such as causality or the

meaning of specific actions”. In addition, Fishben and Ajzen as quoted in


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Kavanoz (2006:3) state that belief is “representation of the information someone

holds about an object, or a persons’ understanding of himself and his

environment. Standen (2002) as quoted in Bingimlas & Hanrahan (2010: 416)

defines beliefs as personal assumptions about relationships, knowledge, society;

professional beliefs about teaching and learning; beliefs about change and

development. Furthermore, Tatto and Coupland (2003: 123) say that belief is

conviction of the truth that the most of the conviction is relied on examination of

evidence by individuals or by social group for their validation.

Anyhow, Pajares (1992: 324-326) summarizes the findings of research on

beliefs as follows:

1) Beliefs are formed early and none to be self-perpetuated, none to be persistent

against the contradiction caused by time, experience, reason and schooling.

2) Epistemological beliefs play a key role in knowledge interpretation and

cognitive monitoring.

3) Belief substructures, such as educational beliefs, have tobe understood in terms

of their connections not only to each other but also to other, perhaps more

central, and beliefs in the system.

4) By their nature and origin, some beliefs are more incontrovertible than others.

5) The earlier belief incorporates into the belief structure; the more difficult it is to

change.

6) Beliefs change during adulthood is a relatively rare phenomenon.

7) People’s beliefs strongly affect their behavior.


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8) Beliefs cannot directly observe or measure but it must infer from what people

say, intended, and do.

9) Beliefs about teaching well establishes by the time a student at college.

b. The Component of Belief

Rokeach (1972) as quoted in Savasci-Acikalin (2009:3) states that belief has

three components. The components are cognitive, affective and behavioral. A

cognitive component addresses to person’s knowledge about what is true or false,

desirable or undesirable. Affective component talks about a positive or negative in

an argument. Behavioral component leads to action when it is active. He makes

the same between the structure of belief and atom in the way of belief is

organized. According to this theory, some beliefs compose the core of the system

and the central beliefs are more necessary and resistant to change. Attitude, values

as the part of belief can also relate to central strand of the web. The strength of the

web is probably understood by their functional connections to other beliefs and

structures. This connectedness lets one to take action.

Roseman (1994) proposes five components of belief to give wider

perspective of belief structure provided by Rokeach. These components are

evaluative, behavioral, identification, normative and explanatory. According to

him, evaluative component will describe alternative outcomes differing in

desirability. It provides motivation for handling the belief strongly. Behavioral

component is a means for controlling the outcomes. Each part of activities and

outcomes connect to other particular groups or individual who has particular

features and identification component denotes this activity. Identification


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component works to know whether the new outcome can affect the other

groups/individuals or not. To determine whether the outcome effectively works or

not, the normative component then works. The normative component provides

confidence that the new outcome will be the winner in the difference environment

of imputed morality and legitimacy. The explanatory component is going to

describe how the proposed activity can create the expected outcomes. The

opposing argument needs this explanatory component to respond (Chan, Leung,

1999:8).

Roseman’s idea of the organization of belief seems to be richer than

Rokeach. Roseman can describe how to provide fuller organization of beliefs

components. He also is able to show the clear relation of those components from

the specific belief to specific behavior.

The idea about the belief component or structure develops so far. Chan and

Leung (1999: 9) propose five components of belief, namely cognitive, affective,

evaluative, identification, and conative. Furthermore, they synthesize the

components’ beliefs theory of Rokeach (1968), Roseman (1994) and Pajares

(1992) to create the belief structure. He proposes a hypothetical belief structure as

the following (1999:10)

Figure 2.2 The five components structure of belief

Cognitive

EvaluativeIdentification

AffectiveConative BELIEF


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The cognitive component addresses to the component, which processes the

knowledge element of belief. Here is the Piaget’s concept of schemata is taken.

One is able to assimilate or accommodate new information unless the information

is compatible with the existing belief. The effective component works when one

cannot accept and accommodate the new information. This process undergoes

since there is no congruence between the new information and the existing belief.

Therefore, emotional condition gives significant impact to one’s perception of

new information. The strength of emotional condition will meet with experience

embedded in existing belief. Stronger feeling is usually possessed by experience

related to ‘self’. Identification component works to recognize which people or

object which is affected. If the self is involved, it will connect the new

information with existing belief belongs to a person. The new information, which

is incompatible with the previous belief, is going to modify in order to

accommodate the new belief of information. In this case, emotion influences the

way one figures out the contradictory information.

When one assimilates the new information, evaluative component conducts

the decision to try it. Evaluative component is going to compare the value of

existing belief and the new information. The component will evaluate the

effectiveness of the outcome of the existing belief and the new one. The ‘self’ can

be strong and weak. The weak condition in which one is not involved in the new

information will lead students to consider the possible outcome by trying the new

information. In this step, the conative component takes place.


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Drawn from the views about component of belief, the writer tends to apply

the belief component proposed by Chang and Leung in this research. They

provide wider description about the beliefs components and the way components

work. There is clearly description about the connection among the components. In

specific situation, one’s belief is most likely to change. Their theory about how

the components work is fuller than previous theories.

Based on the nature and the component of belief, writer defines belief as

personal judgment/conviction of the truth inferred from collective understanding

of what are said, intended, done about particular object. The particular object in

this research deals with scientific approach (SA) which is recommended by 2013

curriculum as new approach in language learning viewed from cognitive,

affective, identification, evaluative and conative dimensions.

c. Teachers’ Practices

The current studies about teachers’ beliefs have also brought the report of

teachers’ practices (Kuzborska, 2011; Incecay, 2011; Khader, 2012; Saad and

BouJoude, 2012). Richardson (1996) as quoted in Keys and Bryan (2011:635)

says that teachers’ practices are the reflection of their beliefs. Teachers bring their

views, which interfere with their classroom practices.

A number of studies have found the inconsistencies between teachers’ belief

and their practices. Some factors are presumed to give impact to the fact. Hiep

(2007) says that the factors consist of large class sizes, belief in students and

teachers’ role, students’ low motivation, and teachers’ limited skill in creating

communicative activities (as quoted in Orafi, 2008: 48). Peacock (2001) as quoted


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in Cheong Min Yook (2010:5-6) says that teaching experience and teacher

education are other factors which have impact on teachers’ beliefs and have

powerful image on what teaching should be like. Orafi (2008) in his research

about language teaching in Libya has found some contextual factors dealing with

how teachers’ implement the curriculum in this country. Those are the lack of

understanding about the curriculum expectation, the mismatch between the focus

of exam and the aims of curriculum, the absence of proper training, the ineffective

role of inspector (p.224).

Those researches provide the different factors, which contribute to teachers’

practices. Regardless to the differences, the researches show that those factors

have important involvement in affecting teachers’ classroom practices.

d. Teachers’ Beliefs and Practices

Teachers' beliefs have become an important issue in research on teaching.

Van Canh and Barnard (2009:247) state that teachers’ beliefs and instructional

practices have increasingly attracted educational writers’ attention. Orafi (2008:

43) shows description that interest in teachers' thinking expanded throughout the

1980s and the 1990s on the assumption that it is very crucial to understand how

teachers conceptualize their teaching. In ELT, research on teachers' beliefs

emerged in the mid-1990s. The research has focused on the importance of

teachers’ beliefs in language teaching. Freeman and Richards (1996: 1) argued for

the need to consider teachers' views about teaching in order to understand

language teaching:

In order to get better understand language teaching, we need to know moreabout language teachers: what they do, how they think, what they know, and


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how they learn. Specifically, we need to understand more about howlanguage teachers conceive of what they do: what they know about languageteaching, and how they think about their classroom practice.

Teachers’ beliefs are thought to have influence on the classroom practices

(Kuzborska, 2011: 1). Language teachers’ beliefs as well as the comprehension of

teaching have important role in teaching practices. Bingimlas & Hanrahan (2010:

416) indicate that a teacher belief is one of the factors that influence the

implementation and establishment of new activities in the classroom. It is

supported by Briscoe (1991) as quoted in Orafi, 2008: 43 who conducted a case

study to investigate a chemistry teacher's attempts to implement more student-

centered practices focusing on problem-solving relevant to the use of chemistry in

daily life. Briscoe concluded that teacher's perception of his role as a "knowledge

giver" disturbed his attempts to incorporate cooperative learning into his

classroom. Similarly, Smith (1996) conducted research on the influence of

teachers' beliefs on the pedagogical decisions. The result of the study proved that

teachers’ beliefs had significant impact on how the teacher design and organize

curricula, lesson tasks and instruction. Smith (1996: 214) concludes, "Teachers'

decisions revealed an eclectic use of theory but an internal consistency between

individual beliefs and practices". According to Yero (2002), beliefs give influence

on how teachers and pre-service teachers behave. Here is her statement about

teachers’ beliefs and practice:

If teachers believe a program they have been told to use is based on a solidfoundation, and if the program is based on beliefs similar to their own, theywill notice ways in which the program works. If they believe it is a waste oftime, they will notice evidence supporting that belief. (P. 24)


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Beliefs have important role in language teaching. According to K. Johnson

(1994), there are three basic assumptions on teachers’ beliefs: First, teachers’

beliefs have impact to both perception and judgment that affects what teachers say

and do in the classroom. Second, teachers’ beliefs have important critical role in

how teachers learn to teach, and how they translate the beliefs into classroom

practices. Third, triggering teaching practices and professional teacher preparation

programs are able to gain by understanding teachers’ beliefs (p. 439). Richards,

Gallo, and Renandya (2001: 41) also summarize the roles of teachers’ beliefs.

They cover the following roles: “(a) Teachers’ beliefs play a central role in the

process of teacher development; (b) Changes in teachers’ practices are the result

of changes in teachers’ beliefs; and (c) The notion of teacher change is

multidimensional and is triggered both by personal factors as well as by the

professional contexts in which teachers work.”

In teaching context, teachers’ beliefs play important role. Teachers’ beliefs

give impact to the classroom practices and the teachers’ professional growth

(Kuzborska, 2011: 102). Furthermore, Kuzborska says that teachers’ beliefs

influence their goal, procedures, materials, classroom interaction patterns, their

roles, their students, and the schools they work in. In addition, Ghaith in Khader

(2012: 73) defines teachers’ beliefs a scholastic conception of several dimensions

related to the beliefs in education and teaching, curricula and the teaching

profession in general, and that such beliefs form the “education culture” which

affects pedagogical objectives and values. Melketo (2012) supports that definition.

Melketo says that teachers’ beliefs are the teachers’ pedagogic beliefs regarding to


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convictions about language and the teaching and learning of it. The beliefs reflect

in their learning approaches, selection of materials, activities, judgments, and

behaviors in the classroom. Smith (1996) says that teachers' beliefs have

significant impact on how the teacher design and organize curricula, lesson tasks

and instruction.

Drawn from the researches, teachers’ beliefs give crucial impact on

teachers’ practices in many ways. They show that teachers’ beliefs are able to

influence the nature of teachers’ practices in classroom.

B. Review of Related Studies

1. Teacher Professional Development to Improve the Science and Literacy

Achievement of English Language Learners (Hart.E, Lee :2003)

Hart and Lee (2003) conducted a research that has goal to enable teachers to

promote science and literacy achievement for culturally and linguistically diverse

elementary students. This paper has two objectives: (a) to examine teachers’

initial beliefs and practices about teaching English language and literacy in

science and (b) to examine the impact of the intervention on teachers’ beliefs and

practices. The participants of the research are 53 third- and fourth-grade teachers

at six elementary schools in a large school district with a highly diverse student.

The results of this research are:

a. At the end of the year, teachers expressed more elaborate and coherent

conceptions of literacy in science instruction.

b. They provided more effectively linguistic scaffolding in an effort to enhance

students’ understanding of science concepts.


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c. Teachers require continuing support in the form of professional development

activities in order to implement and maintain reform-oriented practices that

promote the science and literacy achievement of culturally and linguistically

diverse students.

2. Korean Teachers’ Beliefs about English Language Education and Their

Impacts upon the Ministry Of Education-Initiated Reforms (Yook: 2010)

Yook conducted this study that expanded ESL/EFL teachers’ beliefs by

investigating the relationship among Korean teachers’ beliefs about English

language education in Korea, sources of their beliefs, their perceptions of the

Ministry of Education, Science, and Technology (MOE)-initiated reforms in

English language education, and the degree of implementation of the reforms in

their classroom teaching.

The findings of the study are:

a. The major participants had beliefs to apply communication-oriented

approaches (COA) to English language teaching recommended by the MOE.

b. Major sources of the participants’ beliefs seemed to be their experiences as

learners in overseas English programs and domestic in-service teacher

education programs with practical curricula.

c. The teacher participants’ perceptions of the reforms’ general direction were

largely consistent with their COA-based beliefs, but their perceptions of

specific reform policies and measures were dictated by their concerns with

realities of EFL education and their positions.


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d. Their negative perceptions of reform policies were the main obstacles to the

implementation of the reform policies and measures in their classroom

teaching.

3. Mathematics and Science Teachers’ Beliefs and Practices Regarding the

Teaching of Language in Content Learning (Tan: 2011)

This study examined secondary mathematics teachers’ and science teachers’

implementation of a language of instruction policy in Malaysia, which made

English the medium for mathematics and science instruction. The study explored

the math and science teachers’ beliefs about the use of English as the medium for

learning and about how these beliefs influence their classroom practices. The

result of the study indicates:

a. Teachers’ beliefs about their respective roles as only content teachers or only

language teachers limit students’ language learning opportunities.

b. Factors such as curricular requirements, exam pressure and time constraints

also shape classroom interactions, and have implications for student learning

as well.

c. The findings reveal the lack of collaboration between content and language

teachers, and the need for sustained professional development concerning

content and language integration for both groups of teachers.

4. Teacher Beliefs and Student Achievement in Technology-Rich Classroom

Environments (Glassett & Schrum:2009)

Glassett and Schrum conducted this research to examine how participants

incorporate the technology and the professional development into their


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classrooms, and examined student achievement over the two years through

randomly matched classrooms without the technology program. It also examined

the ways in which pedagogical beliefs and practices evolved from participation, if

at all. Results indicate a change in the pedagogical stance of the educators

involved and a small positive impact on student achievement.

5. Teacher beliefs and practice in science education (Savasci-Acikalin:2009)

The first purpose of the study was to clarify the definitions and nature of

beliefs and knowledge in order to understand the relationship between teacher

beliefs and practice. The second purpose of this paper is analyzing research

studies in terms of their weakness and strengths with some recommendations for

further research.

The findings of the research indicate that the relationship between teacher

beliefs and practice is controversial and has a complex nature.

6. The Relationship between Teachers’ Knowledge and Beliefs about Science

and Inquiry and Their Classroom Practices (Saad & Bou Joude: 2012)

This study intended to investigate relationships between teachers’ attitude

toward science, knowledge and beliefs about inquiry, and classroom teaching

practices. The study answered three questions, namely, what are teachers’ beliefs

and knowledge about inquiry? What are teachers’ teaching related classroom

practices? Do teachers’ knowledge and beliefs about inquiry relate to their science

classroom practices? The result of the study showed that:

a. Most teachers have limited views of nature of science and unfavorable beliefs

and attitudes about inquiry.


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b. There is no consistent relationships between teachers’ beliefs, views of nature

of science, and classroom practices.


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting of the Research

1. Place

The writer conducted this research with four Senior High Schools at

Boyolali, Central Java. The schools consist of one non-governmental school and

the rest of them are governmental schools. Two of the schools are at urban area

and the rest are at rural area. The writer took the schools based on the

consideration that they had already implemented 2013 curriculum for two years.

The schools had been applying the new curriculum since one year ago. The

duration of the application gave much more information regarding with the

teachers’ beliefs in and practices of SA in their classes. In addition, the choice

was intended to get the different description about the implementation of SA at

those schools.

2. Time

The writer conducted this research with participants from August 2014 until

November 2014.

Table 3.1 The Time Schedule of the Study

Time ActivitiesDecember 2013 Preliminary Study and Title ConsultationJanuary – March 2014 Writing Research ProposalApril 2014 Seminar ProposalMay-June 2014 Instrument ConsultationAugust – October 2014 Collecting and Analyzing DataNovember - December 2014 Writing the Research ReportDecember2014 Submitting the Report


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B. Research Design

Research design is very important to the writer to conduct the research in

appropriate way. Adler, et al (1989) as quoted in Iheanacho (2013:57) says that

the appropriate methodology is going to determine the material we can study and

the possible conclusion we can acquire.The writer conducted this research by

using qualitative approach in the type of case study. Merriam defines case study

as “an intensive, holistic description and analysis of a single instance,

phenomenon, or social unit” (1998:27). By applying it, the writer can investigate

the phenomenon, single instance, or social unit.

Furthermore, Merriam (1998: 29) states that case study has some attributes. The

attributes are:

1. It is the process of investigating the phenomenon. The process can be viewed

from two ways as stated by Reichardt and Cook in Merriam (1998:33). The

first way of process is monitoring and the second one is causal explanation.

Monitoring, here, consists of describing context and population, discoveringthe extent to which the treatment or program has been implemented, providingimmediate feedback or feedback of a formative type and the like. The secondmeaning of the process is causal explanation: discovering or confirmingprocess by which the treatment had the effect that it did.

2. It is particularistic, descriptive and heuristic.

Particularistic means that case study emphasizes on certain situation, event,

program or phenomenon. Descriptive means the product of the study is rich

and thick description of phenomenon. Moreover, heuristic means the case

study focuses on illuminating understanding of phenomenon.

The writer conducted this research under the qualitative approach in the

form of case study. Merriam (1998:33) argues that case study is appropriate to the


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research, which focuses on process. In this research, the writer described the result

of interview process about teachers’ beliefs in SA and observation about the

process of how the beliefs were reflected in classroom practices and described the

factors, which affected the implementation of SA in classroom.

C. Data Sources

Data source is necessary in any kind of research to get data. The

comprehension and accuracy of data source is going to give impact toward the

depth of information will be achieved. For the purpose of this research, the writer

obtained the data from participants, event, and document.

1. Participants

The writer selected the participants through purposive sampling. This

technique of sampling is common in qualitative research. Besides, the choice

of this technique of sampling is based on “the assumption that investigator

wants to discover, understand, and gain insight and therefore must select a

sample from which the most can be learned” (Merriam, 1998:61). In line with

those considerations, the appropriate criteria must be provided. Burns and

Grove (2003) in Iheanacho (2013:60) give those characteristics as the

following:

a. Participants who have experiences relating to the phenomenon that is

investigated.

b. Those, who are verbally fluent and able to communicate their feelings,

thoughts, and perceptions in relation to the research,


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c. Those, who have the same language as the writer, since this will obviate

the possible loss of semantic nuisance owing to the need to translate from

one language to another,

d. Participants, who express willingness to be open to the writer

Thus, the writer took the participants based on those requirements. In

addition, the participants were four English teachers from four schools at

Boyolali who implemented SA during the two years. The following table

shows the teachers’ biographical information, which includes their names,

academic qualification, years of experience, total numbers of teaching

training, and years of teachers’ organization experience.

Table 3.2 Biographical information of participants

Participant(Pseudonym)

P1 P2 P3 P4

Academic qualification Bachelor’sdegree

Bachelor’sdegree

Bachelor’sdegree

Bachelor’sdegree

Years of teachingexperience

27 years 15 years 9 years 10 years

Numbers of training 20 8 3 7

Years of teachers’organization experience

27 years 15 years 4 years 9 years

The writer also took data from twenty students from those schools. The

writer employed data from students as the secondary information. The writer

employed data from students to affirm the existing data obtained from

teachers.

Lincoln and Guba (1985) say that “Naturalistic sampling is, then, very

different from conventional sampling. It is based on informational, not

statistical considerations. Its purpose is to maximize information, not to

facilitate generalization.” Vanderstoepand Johnston who says, “The goal of


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qualitative research is to present a range of perspectives or information on a

topic”, supports it. This explanation gives description that the total number of

participants in purposive sampling is more determined by the informational

rather than statistical consideration.

2. Event

The event involved was classroom-teaching activities in which the English

teachers employed SA.

3. Documents

Documents were the secondary data resource of this research. Documents

included in this research were cover teachers’ lesson plan and material,

transcript from interview and observation.

D. Technique of Collecting Data

Technique of collecting data is intended to get data from the participants.

This writer took observation and interview as the main techniques of collecting

data.

1. Observation

Observation is carried out to get data from the data sources. According to

Stake (2010:90), “many qualitative writers prefer observation data to other kinds.”

The information from observation can be seen, heard, or felt directly.

Furthermore, he says that “the eye sees a lot (and misses a lot), simultaneously

when, where, and why (as newspaper people aparticularly relating them to the

story or the asthat is, to the research question. “It is in line with what Vanderstoep

and Johntson say that observation (especially direct observation) becomes the

common qualitative research technique (2009; Cresswell, 2009). Direct


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observation is the way of collecting data in which the writer carries out

observation directly (Cresswell, 2009).

In this research, the writer chose the role of passive participant. The writer

only observed and recorded the learning process without actively involving in the

participants’ learning activities. Each of teachers was observed at least twice and

each observation was conducted in two lesson hours (2 x 45 minutes).

2. Interview

Interview is very essential data source since it relates with humanity affairs

(Yin, 2013: 111). It has to be reported and illustrated through the view of

participant about the data that is going to get. The writer applied face-to-face

interview technique, via mobile phone, and group interview in this research.

Cresswell (2009) explains that face-to-face interview is interview carried

out directly between the writer and participants. This method has a number of

advantages (Singleton, et al, 1993:260-261). The advantages are the following:

a. The first is the interview schedule is flexible. Interview schedule includes

instruction to the interviewer, questions, and the response options. The

interviewer has freedom to change the interview schedule. For instance, when

the research objectives need open-ended questions, which require respondent

to answer the questions by using their own words, the writer can shift the

options. Furthermore, the interviewer is able to skip the certain question,

which makes the participants confused to complete the questionnaire.

b. The ability of interviewer to clarify or restart questions which does not

understand at first. An interviewer is able to help participants to clarify the

answer by saying “I’m not sure exactly what you mean.”


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In this research, teachers conducted the interview to teachers by applying

face-to-face interview and taking data from them by making a call and sent short

message when the additional data was necessary or there were crucial concerns,

which needed confirmation from the participants.

This research applied focus group discussion to get data from students. Data

attained from students to investigate the students’ feeling, responses of what

teachers had already done in classroom practices. The writer took this kind of

interview as the alternative for data collection in a short opportunity. By using this

kind of interview, the process of collecting data was more effective. In practice,

four groups’ students from four schools investigated. Each group consisted of five

students. They interviewed in different places and times based on the mutual

agreement among the writer, teachers and students.

The writer conducted pilot interviews for trying out the questions with three

participants. This try-out intended to take practices and selected the inappropriate

questions. Therefore, after trying out, the writer made some corrections of

confusing questions, which needed rewording, selection questions, which created

useless data and reframed to make the questions more probing. In practices, each

of teachers was interviewed around one hour. It was conducted by using L2 and

audio-recorded with the agreement of the participants, except one teacher who did

not consent to be recorded. Based on this situation, the writer conducted interview

with noting the key points of what was being stated by the teacher. The interview

took place in the comfortable and conducive room at each school.


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3. Review of document

Document can be the important data source in this research. The document

reviewed in this research was lesson plan. The document analysis in this research

was a secondary data document. Cresswell (2009) conveys some advantages of

document review, namely:

a. The document enable the writer acquires the textual words from the

participants.

b. Document is able to get any time.

c. Document provides quality information since it is produced well.

d. Document is simply able to economize the time to transcript.

E. Trustworthiness

Data taken from the data sources must be trusted in its steadiness and truth

to get the confident result. It is highly important in the research to be employed in

professional fields. The consumers of the research must be prompted to belief that

the result is trustworthy by expending the validity and reliability (Merriam,

1998:198).

In qualitative research, there are eight basic strategies to enhance credibility

(internal validity) (Cresswell, 2009). The strategies are: triangulation, using

member checking, using rich and thick description to convey the findings, bias

clarification, presenting negative or discrepant information, spending prolonged

time in the field, using peer debriefing, reviewing of the research. All of the

strategies have different ways to investigate the data. Triangulation and member

checking were applied in this research.


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1. Triangulation

Merriam (1998:204) defines triangulation as the strategy to enhance the

internal validity by using multiple investigators, multiple sources of data, or

multiple methods to confirm the emerging findings. Qualitative research

commonly applies triangulation. It aims to increase the validity of the data. There

are four kinds of triangulation (Patton, 1990). It consists of data triangulation,

investigator triangulation, methodological triangulation, and theoretical

triangulation.

In this research, the writer employed data triangulation. Data triangulation

led the writer to collect data from different sources. It gave impact to make the

data stable. The truth of the data taken from one source could be examined by

comparing it with the similar kind of data taken from other sources. The writer

took.

In this research, the writer took data from some different kinds of sources,

namely participants, activities of the participants, and the document. The

participants consisted of teachers and students from different schools. The data

relied on those who probably had different perspective and experience. Activities

of the participants, especially teachers’ activity were carried out by observing

their classroom practices. The writer also applied document as data source. By

digging up the data from different sources, the trustworthiness achieved as well.

2. Member checking

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

According to Lincoln and Guba (1985:314), member check is testing of data,

analytic categories, interpretations, and conclusion by the member of those stake-


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holding groups from whom the data were originally collected. Member checking

was conducted in a way that the transcribed results were sent back to the

participants. They were invited to read the transcript and determine whether they

had the same views with the transcribed result or correction were needed.

F. Technique of Analyzing Data

This research applied Interactive Model proposed by Miles and Huberman

(1984:22) to analyze the data. There are three main stages of analyzing the data,

namely data reduction, data display, drawing conclusion and verification. Miles

and Huberman depict the process of analyzing data in the following picture.

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

1. Data reduction

Data reduction as the first stage of analyzing data is very important since the

available data is very complex. Data reduction is employed with purpose to

acquire the clearer depiction of the data. It also helps the writer to do the next

collecting data. In this research, the writer conducted this stage by

summarizing all of the acquired data. Then, the writer selected the necessary

Datacollection

Datareduction

Datadisplay

Conclusions:drawing/verifying


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and principal proposition to make the next analyzing process easier. The writer

also made coding, and created themes. This reduction process was going

simultaneously until the final report ready to arrange.

2. Data display

Display refers to a group of constructed information that enables to get

conclusion and action. Different from quantitative research, qualitative research

lets the writer to display the data in the form of short explanation, chart,

graphic and so forth. In this research, the writer displayedthe data after data

reduction completed. The writer compiled the data in the systematic and

understandable form. Thus, the writer was easier to analyze the data. In this

research, the writer conducted such activities starting from arranging the result

of data reduction systematically to be more understandable. After carrying out

the arrangement, intensive data analyzing was carried outto know the

interaction of the data to get the temporary conclusion.

3. Conclusion drawing/verification

The preliminary conclusion acquired is probably able to shift if the conclusion

does not support with strong evidence. That is why, in this stage, the

writersteadied the data and examined the truth of the available information in

the next collecting data. This process is highly necessary to ensure the

credibility of the conclusion.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of three sections. The first is the findings of the

research. It is based on the research questions stated in the first chapter. Therefore,

this chapter covers three parts: (1) English teachers’ beliefs in SA; (2) the

reflection of teachers’ beliefs in teaching practices; (3) the factors, which

influence their practices of SA. The second section discusses about the writer’s

response to the findings. The third section is talking about the limitation of this

research. In addition, the conclusion of research findings is provided below.

Table 4.1 Summary of Research Findings

Research Questions Themes1. What are the teachers’ beliefs in SA in

English teaching at Senior High Schoolsat Boyolali?

1. Conception of SA2. Importance3. Impact4. Expectation5. Learning procedure

2. How are their beliefs of SA reflected inclassroom practices?

1. General Application1.1 Implementing the scientific steps

integrally2. Learning Activities

2.1 Integrated Scientific steps2.2 Classroom Interaction Mode

3. The way to get the target3.1 Theoretical and practical support3.2 Teacher’s guidance3.3 Media3.4 Motivation

3. What are the factors that influenceteachers’ beliefs and practices of SA inEnglish teaching?

1. Learning experience2. Teaching experience3. Teachers’ motivation4. Sharing with colleague5. Facility


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A. Research Findings

1. Teachers’ beliefs in SA

Drawn from the data obtained, this chapter covers the teachers’ beliefs in SA.

The findings are based on the analysis of the data from interviews, which are

divided into five themes.

a. Conception of SA

The findings start from the definition of SA. Based on the interviews, most

teachers define SA as the learning method designed systematically in order to get

learners who are able to construct the concept or principal through scientific steps.

They say that the steps consist of observing, questioning, collecting the data,

analyzing the data, making conclusion and communicating the new concept to

others (T1, T2, and T3). Here is the definition of SA provided by T3 as the

representation.

Pendekatan imiah dalam pembelajaran bahasa Inggris, itu adalah sebuahmetode pendekatan yang digunakan dalam proses pembelajaran yangmempunyai tujuan untuk mempermudah proses kegiatan belajar mengajarsehingga tujuan yang ingin dicapai itu bisa tercapai, sehingga kegiatannyatertata lebih jelas. Prinsip pendekatan ada 5 tahapan, yaitu mengamati,menanya, mengekplorasi, mengasosiasi dan mengkomunikasikan. (I.03/T3).

T4 has different perspective about SA. T4 beliefs that SA is approach since

she laid SA as basic conception to design learning method. Anyhow, she agreed

that the scientific steps consist of observing, questioning, experimenting,

associating and communicating. The basic conception, here is similar with

umbrella proposition. (I.04/T4)


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Based on their beliefs that SA is learning method, they elaborate the method

into some scientific steps and activities. All teachers believe that the steps consist

of observing, questioning, experimenting, associating, and communicating. Each

of steps has its own activities. T1 explains in depth about the observing step. He

does not only mention the activities but also the teachers’ role and the target

competencies. Other teachers do not do the same things. Anyway, they have same

key statements that the activities of observing consist of listening, watching,

reading text (T1, T2, T3 and T4). One indicates that three main activities in

observing are listening, watching and reading text (I.04/T4).

As regards the second step (questioning), all teachers believe that students

must be prompted to ask question. It does not mean that teacher is not involved in

this step. Three teachers (T1, T3 and T4) emphasize on how to provoke students

to ask. Anyway, they did not mention the way to do that. Here is one excerpt from

T4: “Yang kedua, menanyakan, dari bahan yang pertama kita berikan tadi

diharapkan supaya murid-murid dapat mengajukan pertanyaan.” (I.04/T4)

Meanwhile, T2 believes that both students and teacher have same role to ask

question. She does not only focus on students but also teacher.

Teachers believe that experimenting focuses on how students explore their

new knowledge and skill through completing exercises. T2, T3 and T4 do not talk

more about experimenting. Anyway, T1 talks in depth. According to T1,

experimenting invites students to do exercises, get the answers of the tasks by

reading various learning sources; observing events or objects; and interviewing

with the informant. In his view, teacher must provide questions and feedback to


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students. As observing, T1 proposes some competencies in experimenting

(I.01/T1).

Relating to associating, T1 and T4 have same view that associating is the

learning step in which teacher invites students to analyze data, make category or

comparison among the information of the text. T2 agrees with T1 and T4 that

associating asks students to analyze data/information. But, she does not explain

more about how to analyze the information. She indicates: “Mengasosiasi adalah

siswa mengolah informasi yang terkumpul.” (I.02/T2) T3 has different

interpretation of associating. T3 says that teacher asks students to do exercises and

helps them to construct a concept based on the particular material (I.03/T3).

Teachers believe that communicating is the step in which students share their

works to others. It can be done individually or group. According to T1, students

have opportunity to present their work in communicating. Their works are the

whole knowledge they have got since the beginning of the lesson (I.01/T1). This

belief is endorsed by others.

All teachers believe that group work is beneficial for students. T1 believes

that group work provides chance for students to share with others. Anyhow, T1

said that he did not ask students to make a group since the beginning of the lesson.

He argued that students sometimes needed to work individually (I.01/T1). Similar

to T1, T2 believes that group work gives chance to students to share their

problems to their friends. Different from T1, T2 believes that group work is better

to be done since the beginning of the lesson (I.02/T2). Similar to T1 and T2, T3

and T4 believe that group work is the forum to share and speak to others to solve


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the problems. As T2, T3 and T4 believes that group work is carried out in all

steps.

All teachers believe that learning process by applying SA has principle. T1

laid the principles on the curriculum. He mentions seven principles, namely

students-centered, creating students self-concept, avoiding verbalism, enhancing

the students’ critical thinking, increasing students and teachers’ motivation,

training students to communicate and the validation of students’ concept

(I.01/T1). T2 mentions two principles of SA; students must be active and teachers

as facilitator (I.02/T2). Linear with T2, T3 and T4 have similar focus on the

principles of SA. T3 says that the principles of SA in learning put the students as

active learners and teachers as facilitator (I.03/T3). Meanwhile, T4 agrees with T3

that the principles of SA consist of prompting students to be active in order to

develop their competence and teacher as facilitator to guide students (I.04/T4).

Drawn from the interview, teachers believe that the principle of SA is focusing on

student-centered. Teachers agree that students must be active and teacher as

facilitator and motivator.

Students in all groups mention that they are involved in learning process

through question and answer activity. They also say that discussion make them

active during learning process since they are able to share with others (I.01/SMA

1- K; I.02/SMA 1- B; I.03/SMA BK; I.04/SMA 1- A).

b. Importance

All teachers believe that SA is important in English learning. They believe

that this approach can help students to communicate since this approach provides


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activities, which require students to communicate to others. Three teachers (T1,

T2 and T3), view the importance of SA from student’ viewpoint. They seem to

provide the different points about the importance of this approach. Anyhow, they

mention the word ‘communication’ as the main similar emphasis of applying SA

in language learning. From the interview, those three teachers report that SA is

able to enhance the students’ communicative skill. Here is one of the excerpts

provided by T1 when he is asked to mention the importance of SA, “Pendekatan

ilmiah dalam pembelajaran bahasa Inggris sangat penting untuk meningkatkan

kemampuan siswa dalam hal masalah ilmiah dan bisa mengkomunikasikannya

dengan baik.” (I.01/T1)

Most teachers are happy and urged to apply SA well. Teachers’ happiness to

take SA is shown by T1, T2, and T3 when they respond their feeling. T1 argues

that the learning activities provide opportunity for students to learn by their own

selves and under teacher’s guidance if necessary. T1 reports that by implementing

such kind of activities, the students’ learning attainment is more than his

expectation (I.01/T1). At another occasion, T2 says that she is happy with SA

since it challenges and motivates them to create a way to make students enjoy in

learning (I.02/T2).T3 provides same arguments that SA prompts teachers to create

the joyful way in learning. He argues that way is necessary since students have

different competence so the creation and modification is possible to do (I.03/T3).

T4 is not satisfied to the learning result since she feels that SA only gives little

progress to students’ creativity, activity and self-confidence. Anyway, she agrees

that by applying SA, students are more active, creative and have higher self


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confidence to speak, as she states, “Walaupun hanya sedikit, anak lebih kreatif,

lebih percaya diri, lebih berani bicara dan lebih mandiri.” (I.04/T4)

They mostly believe that SA is good for teacher and students. For teachers,

SA is able to urge to learn the material, assert the function of teacher as facilitator

and to learn how to make students interested in learning process, such as deciding

the appropriate learning method. For students, SA motivates them to learn. The

following responses explain their feeling.

Penggunakan pendekatan konsep ilmiah ini adalah konsep pendekatan yangbagus, dimana guru juga belajar dan mencari metode yang paling baik untukmenyampaikan ke siswanya. (I.03/T3)

Perasaan bersemangat, rasa senang hati yang agak tinggi dan merasa sangatpuas ketika anak-anak bisa melaksanakan apa yang diperintahkan olehkurikulum atau pada RPP, terlebih jika siswa bisa beyond our imaginationartinya melebihi apa yang kita bayangkan atau inginkan. (I.01/T1)

Students mostly agree that SA gave energy to learn more. They say that

activities are demanded by SA motivated them to learn. It is as stated by students

from group two. Moreover, they agree that learning by using SA can make them

active and enhance their critical-thinking (I.02/SMA 1-B).

Regardless to the difference views about their feeling, the similar point is the

teachers are urged to apply SA well.

c. Impact

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

students’ progress. Applying SA can enhance their self- confidence to

communicate, motivation to learn, make them more active and autonomous. T1

points that this new approach influences the students’ mindset. He argues that his

former teaching tends to teacher- centered in which teachers dominate the learning


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process. In his view, this new approach supports students to speak or write

something. He also indicates that the five steps introduced by SA motivate

students to learn. Students with high spirit are happy to learn by using SA.

Students are more confident and creative to construct the material by their own

selves (I.01/T1). Furthermore, other teachers (T2, T3, T4) say that SA make

students more active and confident to communicate and more independent to

learn. That belief is inferred from their following responses:

Siswa menjadi lebih percaya diri untuk berekspresi terutama menyampaikanide mereka secara lisan dan tertulis. Mereka juga menjadi lebih aktif, kreatifdan mandiri karena pendekatan ini menuntut seperti itu. (I.02/T2)

Siswa lebih kreatif dan lebih berani berbicara dalam bahasa Inggris. Kreatifdalam mencari sumber dari materi yang kita berikan dan lebih percaya diriberbicara dalam bahasa Inggris, walaupun salah. (I.04/T4)

In the other occasion, students say that learning English by SA is able to

motivate them to learn. It also enhance their self-confidence, critical thinking,

activity and creativity (I.01/SMA 1-K; I.02/SMA 1-B; I.03/SMA BK; I.04/SMA

1-A).

d. Expectation

Teachers comment on the question about their language-learning expectation.

Each teacher indicates that he or she has same perception about the expectation,

namely enhancing students’ communication skill. They believe that SA can assist

the attaining of that expectation. One teacher says:” In general, the language-

learning target consists of two points, namely students can communicate both

spoken and written. To conduct writing students need scientific activities as

observing, questioning, collecting information, etc which lead students to speak


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and write as well.” (I.01/T1) Another teacher argues that by implementing the

five scientific steps such as observing, questioning, etc students had opportunity

to practice the language skills as writing (I.03/T3).

To get the learning target, all teachers speak in depth about some ways they

believe to do. All teachers believe that teacher’s guidance is necessary. For them,

teacher’s guidance helps students to know what they have to do on particular

subject matter. Students need to facilitate to learn since they are not able to learn

by their own selves. For example, one argued:”Teachers’ guidance is necessary

since we cannot let students complete the tasks by their own selves. They need

guidance.” (I.01/T1)

Most of teachers also state that media is another way to attain the target. They

talk a little bit of media. Anyhow, the core principal of how media works is

clearly shown from the interview. They (T2, T3, and T4) agree that applying

variety of media made students easier to catch material. One indicates that media

development is necessary to make students easy to learn so that the learning can

run well (I.02/T2).

The teachers then are asked to describe the involvement of theoretical and

practical support to get the expectation. All teachers say that theoretical and

practical support was necessary. They argue that there have to be equilibrium of

both supports. The key difference in the ‘theoretical and practical support’ here is

not only the meaning of those terms but also the kind of activities involved. For

example, one teacher explains that theory and practice intertwined. He gives

further description that theory is the basic to practice (I.03/T3). Other (T1, T2, T4)


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add that teacher have to provide explanation of material and students practice the

material based on the previous explanation.

Last but not least, motivation is often mentioned by teachers in interview.

They believe that motivation to learn is essential in learning process. Motivation

gives positive impact for students to catch the material easier and enhance the will

to learn. For example, T4 showed cause-effect relationship between motivation

and learning. He explained that students who had higher motivation would easily

take the learning material (I.04/T4).

e. Learning Procedure

All teachers believe that all scientific steps are procedurally carried out as

curriculum demand. The steps start from observing, and then followed by

questioning, exploring, associating and communicating. Teachers must carry out

the steps in sequence. Anyhow, there is opportunity to apply those integrally. It is

based on their consideration that language teaching is different to scientific lesson,

which can be procedurally done (I.01/T1, I.02/T2, and I.04/T4). Language is

flexible and must intertwine among the language element and skills. Relating to

such concern, T1 argues that the incorporation among those steps and language

teaching is possible due to the flexibility of the way to language teaching

(I.01/T1).

In the sense of modification of the learning approach, all teachers believe that

modification is necessary. Modification is carried out to minimize students’

boredom and enhance students’ motivation to learn. All teachers say that the

modification lays on the learning technique when they are asked about that. One


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teacher indicates that she will modify the learning approach to minimize the

students’ boredom and motivate them to learn (I.04/T4). Other teachers agree with

this statement. As example, T3 shows his agreement:

Modifikasi itu sebenarnya justru point yang penting dari adanya konsepwalaupun hanya konsep, jika kita tidak modifikasi nanti kegiatannya justrumalah monoton atau malah bosen dengan kegiatan, jadi siswa sudah bisamenebak kegiatan selanjutnya. Jadi modifikasi pendekatan perlu asal kitatidak terlalu melenceng jauh dari target awal atau tahapan-tahapan yangsudah diterapkan diawal. (I.03/T3)

As regards the interaction tool, all teachers believe that the combination of

English and L2 are the best choice. T1 argues that curriculum let teacher combine

them in classroom interaction (I.01/T1). T2 has different argument of combining

those interaction tools. English must be taught by using the language itself.

Anyhow, she considers that her students do not have sufficient capability to

absorb the material delivered in target language. Therefore, she prefers combining

English and L2 to English itself (I.02/T2). T3 and T4 also consider students’

ability as the main reason of combining those languages.

2. Teachers’ Practices of SA

This section shows the teachers’ practices of SA in language learning based

on the observation of their teaching practices and analysis of lesson plan.

a. General Application

Based on the result of previous section, all teachers believe that SA is

important in English teaching and gives impact to students’ learning progress.

They believe that applying SA assists students to have communication skill both

spoken and written. All teachers would then apply SA integrally with keeping the


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sequence. Those beliefs then lead teachers to implement the learning activity

which represent the process of how students get knowledge by SA with language

skills involved there. The activities consist of observing, questioning, exploring,

associating and communicating which integrally and simultaneously applied.

Teachers will carry out some actions to get main target. The actions cover

teachers’ guidance, providing theoretical and practical support, media and

motivation.

b. Learning Activity

1) The Integrated Scientific Steps

Based on the result of the observation, the conclusion is that all teachers

implement the scientific steps integrally. Teachers combine some steps in each

scientific step. The integrated implementation of the steps created activities,

which covered language skills (reading, listening, writing and speaking). T1 is

consistent to implement the five scientific steps, which started from observing,

questioning, experimenting, associating and communicating. The shift of each

steps were clearly shown. Anyhow, he blends more than one-steps for each

general scientific step (0.03/T1). The clear depiction is going to provide here.

T1 asked students to listen a text from recorder. Teacher invited students to

ask some question provided in observation list. Teacher checked the students’

answer by providing question and answer about the content, social function. Some

steps worked in the process of observing, namely observing, questioning and

communicating. Some language skills also happened, namely listening, writing,

and speaking also reading. In experimenting, T1 asked students to do some tasks


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from students’ book and worksheet. He provided different text to the previous

one. The questions in the tasks were around content of the text, text structure,

social function and language features. Teacher checked the students’ answers and

gave feedback so questioning and communicating happened in the stage. There

were some steps worked in experimenting. They were observing, experimenting,

questioning and communicating. In addition, the language skills embedded in the

steps were reading, writing, speaking, and listening. In associating, teacher invited

students to analyze the content, the arrangement of the text to find out the

differences and similarities of those texts. Students were carried out this work

collaboratively so the communication among them happened. Speaking, listening,

reading and writing appeared. Teacher invited students to present their work in

front of classroom. He also asked others to guess the name of the person. When

students presented the works and the guessing activity happened, language skills

embedded were speaking, listening. This depiction showed that T1 carried out

learning with integrated scientific steps with language skills were integrally

covered.

T3 started the lesson by observing two videos, which showed the way to self-

introduction. Teacher checked the students’ comprehension of the content of the

text by handling question and answers. Communicating worked here. Questioning

also emerged since teacher guided students to show the order of introduction.

Associating also appeared in observing when teacher provided information about

the differences of the way of introduction between native-speaker and non-native-

speaker. In experimenting, T3 asked students to do two tasks. The first was


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practicing the introduction with a friend. Then, the next task was students made a

self-introduction by making use of models of introduction provided. Questioning

happened in experimenting when students asked some questions about

vocabularies, and communicating surely worked. As the last step, communicating

covered presentation of students’ works. In this step, observing and associating

were done. Observing was carried out when teacher invited students to see another

way to introduction. Moreover, when teacher informed the other way to self-

introduction, the associating worked. This description of what had been done by

T3 showed that he integrally implemented SA in language learning (0.06/T3).

The case emerged when T2 and T4 applied SA in learning. They applied the

five steps integrally but one-step, associating, was missing.T2 started the lesson

by inviting students to observe a text from students’ book. T2 asked them to get

meaning of some vocabularies and pronounce them in correct way. Questioning

emerged when T2 asked students to answer the question about some vocabularies

from the text. Students were then asked to complete the observation list, which

covered the content of the text collaboratively. Students discussed their answers

with peers and communicating in the sense of there was spoken interaction,

emerged. The shift of observing, experimenting, questioning was not clear. They

applied integrally. The change from previous steps to the last step

(communicating) was clear when T2 invited students to present their works

(0.04/T2).

T4 started the lesson by discussing the social function of some utterances in

observing. After informing the learning goal, T4 asked students to do some tasks


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collaboratively. In this experimenting teacher provided learning resource from the

students’ book. She guided students in the step; unfortunately, the observation

could not be fully conducted in experimenting since students completed the work

as homework. It was caused by the time-constraint. At the next meeting, teacher

checked the students’ works by inviting them to present. Communicating had

been carried out since the students present the work and spoken interaction

happened. At the end of learning, teacher gave instruction to students to write

down their learning journey in journal. Once again, associating was missing

(0.08/T4).

Dealing with the case, students of group 1 and 2 did not mention the activity

of associating after completing some tasks. When they were asked the kind of

learning activity after experimenting, they mentioned presentation of their work. It

means that associating was not carried out during learning process. To strengthen

this situation, here is the serial of questions and answers of group 1 as the

representation.

Group 1(I.01/SMA 1-K)

P :Setelah mengerjakan teks, apalagi kegiatan yang anda alami?Siswa 1 :Kami mempresentasikan di depan kelas.Siswa 2 :Kalau sudahselesai, kami presentasiSiswa3 :Kadang ditunjuk jugaSiswa 4 :Presentasi, ditunjuk kalau belum selesaiSiswa 5 :Mempresentasikan di kelas

During the observation, modification did not appear. All teachers carried out

the existing learning techniques provided by curriculum. T3 tried to applied song

in closing activity. He did not do that in the main activity in which the

implementation of SA was created.


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Most students from group 3 and 4 said that teacher applied video and some

mentioned that sometimes-audio recorder was also used (I.03/SMA BK,

I.04/SMA 1-A). Meanwhile, most students from group 1 and 2 agreed that

teacher made use of text from students’ book to be observed (I.01/SMA 1-K,

I.02/SMA 1-B). Students in all groups mentioned discussion more than once. The

result of interview with students showed that modification in learning technique

did not occur.

2) Classroom Interaction Mode

Drawn from observation, all teachers conducted the peer collaboration or

working group to do the tasks. T2, T3 and T4 asked students to make a group

from the beginning of the lesson. T1 did not always ask students to make a group.

He did that in particular time as when students came to the duty to complete the

task about creating dialogue. Collaborative learning emerged in learning process.

It is the key component of curriculum and implemented in the learning steps.

All teachers combined English and L2 as means of communication in

classroom interaction. Anyhow, the use of L2 and sometimes L1 still dominated

in-group interaction. Only few students tried to communicate by using English.

Teachers did not urge students to make English as habit. As evidence, one teacher

preferred using L2 to English as indicated by T3. He mostly applied L2 in

classroom learning to make students easier to absorb the material (0.07/T3). The

way the teacher communicates assuredly gives impact to the way the students

communicate with their friends. Other teachers tried to communicate by giving


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more portion to English than L2 as done by T1, T2 and T4. Nevertheless, they did

not prompt students to imitate their ways to communicate.

c. The Way to Get the Target

1) Theoretical and Practical Support

During the observation, most teachers (T1, T3, and T4) provided theoretical

activity as well as the practical one. T1 conducted theoretical activity in

observing, experimenting, and communicating. Meanwhile, T3 did that at the step

of observing and communicating. T4 also provided theoretical activity during the

step of communicating. T1 started the lesson by asking students to observe video

about complimenting and showing care. During watching the video, students

answered some questions available. Teacher checked their understanding of the

text by handling question and answer about the text. During the activity, teacher

also gave explanation about the social function of the text.

The case emerged in T2’s learning process since she did not give theoretical

support to make students easier to understand the material (0.04/T2). T2 invited

students to complete the task. She asked them to find out the main idea and

supporting idea based on the text. Teacher asked students to read and comprehend

the example by their own self. After that, she invited them to present the work

without giving feedback. Teacher then asked students to make conclusion of the

work by their own self. Students collected the work after completing the task. In

addition, she closed the lesson by inviting students to conclude the lesson together

and asking them to write the learning journey in learning journal.


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3) Teacher’s Guidance

During the observation, teachers guided students along the learning process.

There were some types of guidance were provided. All teachers guided students

by giving questions. Anyhow, T1, T3, T4 also carried out explanation on difficult

material to help students. T1 and T3 in some opportunities also guided students by

repeating the previous explanation, video, or text from recorder when students met

with difficulties.

In another occasion, students from all groups provided statement that during

learning process teachers guided them. The guidance was presented to help

students solve their learning problem in particular material. All students

mentioned that question and answer activity was the dominated way to guide

them. When students from group one were asked to respond the question about

teachers’ guidance, they indicated that teacher helped them by giving question and

answer (I. 03/SMA BK).

4) Media

All teachers applied media during learning process. The media consisted of

auditif media as recorder, visual media as whiteboard and audio-visual media as

video. T1 applied auditif media in observing. He started lesson by asking students

to listen to the text about describing people to recorder. Students were invited to

complete the tasks in observation list based on the text from recorder (0.03/T1).

T1 and T3 used video in observing. T1 instructed students to observe a text

about complimenting and showing care. Teacher asked students to find out the

content and identify social function of the text. Teacher showed the video more


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than once to assist students to get the answers (0.01/T1). T3 also used video in

observing and associating embedded in communicating. In observing students

were asked to observe video which talked about introduction. They identified the

content of introduction, social function of the introduction, and the way to

construct introduction. T3 also returned the video more than once to help students

easier to understand the text (0.06/T3).

Students, in another occasion, asserted that video and audio-recorder were

applied by T1 and T3 during learning process. Students from group three (the

students of T3) said that teacher often asked them to observe video and listen to

the text from audio-recorder. Students from group two (the students of T1) stated

that they were often invited to watch video. Then, teacher asked them to observe

the video (I.02/SMA 1-B).

T2 and T4 used whiteboard as a learning media. They applied the board from

the beginning of the lesson until the end. T2 also took another visual media in the

shape of origami paper. This paper was used in the warming up activity. T2

distributed the papers and asked students to observe and write down the things

were available in classroom.

5) Motivation

Drawn from the observation, all teachers (T1, T2, T3 and T4) motivated

students to be active in classroom activities. The main formulations of motivation

presented by teachers are providing the learning focus in the form of question and

giving feedback. As evidence, T1 always started the lesson by leading students to

detect the learning material by using questions. He also gave direct feedback to


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correct the students’ works (0.01/T1). Similar with T1, other teachers (T2, T3 and

T4) had done those ways to motivate students.

As regards lesson plan, the writer found the detailed information of scientific

steps in teachers’ lesson plan. In all lesson plans, the five-scientific steps are

clearly drawn in main learning activities. All teachers tried to cover all scientific

steps well. In general, all teachers designed the learning activities, which were

integrated with scientific steps. Based on the lesson plan, they had same

perception that observing leads students to the main text. Teacher created

questioning to ask everything the students want to know such as the differences of

some expressions or texts, comparing the use of particular expression in two

countries or more. Experimenting was provided to give opportunity to exercise

and treatment to their error. Associating was created to give students to

categorizing text based on the characteristics, sorting out the text. Communicating

covers the activities of presenting the students’ work and telling their problems

during learning in journal.

Drawn from the lesson plans the writer views there is misplacement of some

activities in questioning and associating. Teachers still took the activity of

comparing two things in questioning. Curriculum takes the activity of comparison

as part of analyzing text in associating. The evidence is drawn in document of

curriculum. Questioning step focuses on social function, language features and

text structure. Because of the misplacement, associating and questioning overlap.

Associating does not depict the activity as curriculum demand. In practice, two


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teachers did not do associating activity (T2 and T4). In addition, students also said

that this step was not carried out (students from group 1 and 2) in their classroom.

3. The factors which give impact to teachers’ beliefs and practices of SA

Based on the results of the research, five factors give impact to the

implementation of SA. The factors are learning experience, teaching experience,

teachers’ motivation, sharing with colleagues, facility.

a. Learning Experience

They believe that learning experience gives impact to their beliefs and

practices. Teacher learning experience influences the effectiveness of language

learning. In addition, they say that it also give impact to the teachers’

absorption of new knowledge. Their existing learning knowledge make English

teacher easier to provide the material. As one of the evidences, T1 points that

the teachers’ existing educational backgrounds complete their new information

(I.01/T1).

b. Teaching Experience

All teachers have same beliefs that experience gives impact to their beliefs and

how the beliefs are reflected in classroom. They mention that experience is

necessary to take the new information and complete the knowledge, which

delivered to students. Experience has big impact in shaping their beliefs and

practices.T2 indicates,” Experience enriches the method and technique applied

in learning process. It also gives impact to the way the teacher receives new

information and delivers it to students.”(I.02/T2)


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c. Teachers’ Motivation

Most teachers mention that teachers’ motivation affect students’ motivation.

Teacher with high motivation will enhance students’ motivation than teachers

with lower one. The spirit performed by teacher gives positive impact to

students’ learning motivation. Students follow the positive or negative energy

provided by teacher. Here is one of the excerpts of teachers’ respond about this

concern:

Sangat berpengaruh. Dengan motivasi siswa yang tinggi, maka pembelajaranakan berhasil dengan baik, motivasi siswa itu kadang-kadang dipengaruhi olehgurunya juga. Guru yang penuh semangat dan motivasi tinggi, siswa nanti jugaakan bermotivasi tinggi, karena mengikuti guru yaitu, jadi guru disini sangatberpengaruh sekali terhadap meningkatkan motiva sisiswa. (I.01/T1)

d. Sharing with colleagues

Most teachers believe that sharing with their colleagues affect their beliefs

which are reflected in classroom practices. Most teachers believe that sharing

with colleagues is the factor, which helps them to know the news about

curriculum development, about appropriate learning method for their students

(T2, T3, and T4). Information which they have got from communication with

their friends influences their beliefs and further their practices.

e. Facility

Teachers agree that supporting facilities give impact to the success of learning.

SA needs various supporting facility for learning such as projector, tape-

recorder as part of facility (T1, T4, T3). T3 also agree if school had language

laboratory (I.03/T3).


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Based on the research findings, teachers believe that SA is defined as the

learning method designed systematically in order to get learners who are able to

construct the concept or principal through scientific steps, which consist of

observing, questioning, experimenting, associating and communicating. All

teachers believe that those steps are conducted in sequence. They also believe that

curriculum lets them combine some in each steps. Teachers believe that there are

two main principles of SA, namely students must be active and teachers have role

as facilitator and motivator. The mix of those steps as well as implementation of

those principles creates positive implication for language learning to students’

progress, namely enhancing students’ motivation to learn, self-confidence to

speak, making them active and autonomous. This impact is congruent with their

beliefs about the importance of SA in English teaching. Teachers believe about

the importance of SA, especially dealing with the communicative skill is

compatible with the expectation of teachers, namely attaining students’

communicative competence.

In practice, teachers have a formula to combine the steps of SA by keeping

the sequence. They carry out the learning activities, which represent the process of

the way the students get knowledge to attain the communicative ability. In the

process, the peer collaboration and the use of mix between English and bahasa are

the prevailing mode in all teachers’ classroom practices. To get the students’

communicative ability, teachers provide some ways. They are the presence of

theoretical support from teachers and opportunity to practice the theory; teachers’

guidance; providing variety of media and motivation to students. Theoretical


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support (modeling) provides wider view about the material that is going to be

accommodated by students. This process of teachers’ assistance is necessary to

help students to undertake the difficult tasks or problems. Teachers’ assistance is

mostly done is in the shape of questions, which focus on content of text, social

function, text structure, and language features. In addition, variety of media is also

able to help students in learning. All those activities are intertwined and going to

motivate students to learn.

Some inconsistencies between teachers’ beliefs and practices appear. A

number of factors are involved to shape such cases. They are learning experience,

teaching experience, teachers’ motivation, sharing with colleague, and facility.

Teachers believe that SA is important in English teaching, therefore they

want to implement it in their classroom practices. Anyhow, there are a number of

factors which make the implementation of their beliefs is not maximal. The

factors are learning experience, teaching experience, teachers’ motivation, sharing

with colleagues and facility.

B. Discussion

Drawn from the research findings, teachers believe that SA is important in

English teaching. This belief leads them to implement it in classroom practices.

Anyway a number of factors hinder the teachers’ implementation of their beliefs.

Consequently, the beliefs are not fully implemented well. This research finds five

factors which are involved in this relation, namely learning experience, teaching

experience, teachers’ motivation, sharing with colleagues and facility.


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This finding is supported by the previous research. Beach (1994) as cited in

Navaro (2014:11) says that teachers’ beliefs and practice are not only mutually

informing, but also that contextual factors play important role in facilitating

teachers’ ability to put their thoughts into action. In other words, the mismatch

between belief and behavior is often mostly as the result of context. Borg (2003:

81) who reviews the research on what language teachers think, know, believe and

do also theorizes that the extent to which teachers implement their beliefs is

determined by contextual factors. Although Borg uses the term cognition in his

paper, the researcher thinks that his review is proper to be reference due to belief

is part of cognition (Borg, 2003:81).

Concerning to the finding of the research, the following section provides

depiction about this concern.

1. Learning Experience

Teachers believe that learning experience gives impact to their beliefs and

practices. They say that their existing knowledge acquainted from their previous

study completes the new information. The marriage of the previous and new

knowledge creates new conception about a concern. This makes teachers easier to

deliver the material to students due to the complete information they have got.

This concern implies that learning experience is involved in shaping teachers’

beliefs and practices.

This belief is supported by Nespor (1987:84) who says that belief lives in

episodic memory of which the content is generated by earlier experiences,

episodes, or from cultural sources of knowledge transmission. In another word,


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experiences have important role to shape belief. Furthermore Al Naqeeb

(2012:84) points out that teachers’ decision making and their behavior in

classroom practice are determined by the belief.

Numrich (1996:138) says that teachers’ own learning experience affects

their decisions about teaching and learning which reflected in classroom practice.

Numrich conducted a study with novice ESL teachers. He invites the teachers to

write diaries about their teaching practices. The finding shows that teachers decide

to receive or avoid to particular instructional strategies based on their experience

as learners (Borg, 2003: 88). For example, as regard the former, Numrich reports

that:

A review of teachers’ language learning histories in conjunction with theirdiary entries showed clearly that the effect of learning an L2 was oftencarried over to their teaching of an L2. The theme of integrating culture intothe language lesson was the most popular among this group of teachers.Those who had had positive learning experiences in studying culture as theylearned another language were motivated to introduce elements of U.S.culture in their teaching of ESL (p. 138).

How the learning experience affects classroom practices is also depicted by

Johnson (1994) as cited in Borg (2003:88). He shows the relation of teachers’

existing experience, pre-service ESL teachers’ beliefs, and classroom practices.

He has found that pre-service ESL teachers’ beliefs are mostly based on images

from their prior formal language learning experience which are dominated in their

teaching practices.

Borg (2003:88) also supports for the belief that learning experiences shape

teachers’ beliefs and practices. In his paper, he reports that:

Teachers’ prior language learning experiences establish cognitions aboutlearning and language learning which form the basis of their initial


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conceptualizations of L2 teaching during teacher education, and which maycontinue to be influential throughout their professional lives.

Based on that statement, language learning experiences have role to establish

teachers’ cognition (belief) and function as guidance for teachers in classroom

practice.

The finding of this research also shows that role of learning experience

relates to classroom practices. As evidence, T1 who joins with several trainings

about the new curriculum seems more consistent to curriculum expectation than

three other teachers. T1 is consistent to carry out the learning process by using

five-scientific steps as intended by curriculum.

2. Teaching Experience

Teachers in this research theorize that experience of teaching gives impact

to their beliefs and how the beliefs are reflected in classroom. They say that the

longer they teach the more information they have. Teaching experiences intended

by teachers in this research is relating to learning technique and decision making

to overcome the learning situation. The teaching experience leads teachers to

decide what they must do in classroom practices.

Borg (2003:95) says that there is no research which focuses on the issue

about the relation of teaching experience and cognition (belief). Anyhow, several

researches show the impact of experience on cognition (belief). For example,

Crookes and Arakaki (1999) examine the sources of ESL teachers’ idea. The

finding points out the prior teaching experience is most often mentioned as the

source that determines the teachers’ decision making on what they do and avoid

during learning process.


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Borg (1998) as cited in Al Naqeeb (2012:87) says that teacher's pedagogical

system is shaped by educational and professional experiences in his/her life. The

study shows that the teacher's experience leads them to recognize communicative

methodology and their beliefs in the methodology have impact on their practices.

Neuhaus and Vogt (2012:27) also find the contact between teaching

experience and teachers’ beliefs. They get the data from 614 biology teachers to

investigate the relationship between teaching experiences and their biology-

specific beliefs. The result of the study shows that after the first five years of

teaching, teachers’ beliefs remain stable. The change of beliefs happened in the

first years of professional experience. It means that teaching experience gives

impact to teachers’ beliefs in the first teaching chance in which the prior

experience meets with the new one. Furthermore, the belief will be stable

afterwards.

This research also shows that teaching experience influences teachers’

practices as the reflection of their beliefs. For example, teachers believe that the

scientific-five steps can be carried out integrally with keeping the sequence. They

argue that it is based on their consideration that language teaching is different to

scientific lesson, which can be procedurally done. Language is flexible and must

intertwine among the language element and skills. Relating to such concern, they

argue that the incorporation among those steps and language teaching is possible

due to the flexibility of the way to language teaching. Their decision to combine

all steps is the reflection of prior experience. When it is conflicted to the new way


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of teaching, the new belief in combining the existing and new knowledge emerges

and reflected in classroom practices.

3. Teachers’ motivation

Teachers believe that teachers’ motivation gives impact to students’

motivation in learning process. Teacher with high motivation will enhance

students’ motivation than teachers with lower one. The spirit performed by

teacher gives positive impact to students’ learning motivation. Students follow the

positive or negative energy provided by teacher.

This belief is supported by Bernaus, Wilson and Gardner (2009) who

investigate the relationships among motivational characteristics of the class, the

use of teaching strategies as viewed by both the teacher and the students, and the

level of the teacher’s motivation. The result shows that teacher motivation is

influential in the use of strategies as perceived by the students and can influence

their attitudes toward the learning situation and motivation (p.33). If teachers are

motivated, students are more actively involved in class activities and feel more

motivated.

Wudthayagorn (2000) as quoted in Ushida (2005:69) says that teacher can

be influential in affecting students’ motivation and attitudes and in creating a

learning community in which students can study a language with less anxiety. In

another word, teacher has important role in shaping students’ motivation to learn

and creating the joyful learning community for students. The result of the study

shows that students have positive behavior toward the instruction in case they like

the teacher enjoy the class, and are satisfied with learning process. Teachers


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82

decide the way to deliver the material to students. They also decide how to make

students do some learning activities. All activities done by teachers influence the

way the students study and build communication with classmates. All of the

activities create learning culture and further, influence the students’ motivation to

be actively involved in learning process.

The results of those researches are confirmed in this study. During

observation, teachers indicate their motivation to carry out learning process well.

Teachers decide the way to make students involved in learning. Teachers always

lead students to come into the learning goal and material by providing questions.

They construct the students’ knowledge by inviting their responses on the

questions. The way the teachers provoke students to answer the questions

influence the students’ motivation to be active. Feedback and reinforcement from

teachers makes students confident to give response. The positive feedback and

encouragement from teachers tend to enhance students’ self efficacy and then

motivate them to be actively involved in learning (Bandura, 1997).

4. Sharing with colleagues

Teachers believe that sharing with their colleagues affect their beliefs which

are reflected in classroom practices. Teachers get new knowledge by sharing

about how to teach, how to decide the learning method, the new curriculum and

other concerns relating to language learning. They absorb the new information

and meet with their existing knowledge. The existing knowledge can be probably

developed or even sustained.


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83

Vonk (1991: 64) says that complex interaction between individual and the

environment can creates change in teachers’ thinking about the profession and

their conduct. By communicating with colleagues, change begins to shape. The

change of teachers’ thinking is then reflected in classroom practice.

Teachers’ voices on their beliefs in SA and how the beliefs are reflected in

classroom practices are the result of their interaction with their friends. Teachers

in this research say that they take time to interact with friends and discuss their

teaching through MGMP (teachers’ deliberation) or teacher training. Two teachers

do not completely joint with teacher training about the new curriculum. Anyhow,

they make use of MGMP and interact with their colleagues who have involved in

teacher training. Through the interaction they get new knowledge about many

concerns relating to new curriculum and teaching. The interaction becomes the

crucial factor which influences their thinking about curriculum (especially the

new approach) and their behavior in classroom practices.

Joyce and Showers (1992) as quoted in Harwell (2003:4) support the

finding. They say that ‘changes in teachers’ beliefs are more likely to occur in

settings in which teachers consider learning a communal activity.’ Teachers’

knowledge grows due to their interaction with other teachers and it affects to their

practices and their students’ behavior improves accordingly. This is due to verbal

or social persuasion as suggested by Bandura (1995). People do something as

persuaded by someone else that he/she is able to do.

5. Facility


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Teachers point that available facility supports the implementation of SA

which is convergence with their beliefs. The presence of learning facility supports

the learning process. The facility assists teachers to expedite the material

transmission. As example, to make students easy to catch the content of a text in

listening, the available facility such as earphone, tape-recorder is necessary. The

tools assist teacher to deliver the learning material and students to absorb the

material.

This is compatible with Schneider (2002:17) who states that decision about

school facilities affects the daily performance of teachers and students who

employ them. The choice of facility is based on tradition, available technology,

working experience and changing needs of the times. The sort to decide the good

facilities can be done through the mix to get the facilities which have positive

effect on academic outcomes. Schneider tells us that teachers have to seriously

decide he appropriate facilities. Many considerations can be used to create the best

decision about the facility.

Teachers in this research mention the facility on learning equipment such as

projector, tape-recorder. Anyhow, language laboratory is also mentioned in the

interview. Though teachers do not cover all kinds of facilities, the following

previous research is appropriate to support their belief about the significance of

facility in classroom practices.

Brenes (2006) conducts research on the role of the audio-language

laboratory in language teaching. Based on his research, he points that technology

(language laboratory) has been affecting a large number of fields of study and


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language teaching is one of those. Language laboratory as a teaching tool assists

students to improve their language skills. Language laboratory provides additional

practices to learners to particular areas to be emphasized. The presence of it

makes the learning process goes well.

During the observation, teachers who conduct learning process by applying

the learning tools such as projector, tape-recorder, laptop can more successfully

provide the joyful situation and the material clearer than others who do not do the

same thing. The students are more involved in the learning situation which makes

them far from anxiety to be active.

The result of this study also informs that teachers’ beliefs in SA influence

their classroom practices. The relation of them is showed in the following

depiction. Practically, teachers implement some part of their beliefs as intended.

As regards their beliefs in the definition of SA, teachers are consistent to

stay in their belief that SA is defined as method which consists of five-scientific

steps. In practice, they move the learning activities around such steps. They do

not employ the other methods which are suggested by curriculum such as project

based learning, discovery learning, etc.

The influence of their beliefs is also shown from their strategy to combine

the steps with keeping the sequence. In practice, teachers are consistent to

implement the beliefs. They have different combination of the steps. Anyhow,

they basically have same agreement that the mix is necessary in learning.

Teachers believe that peer work is necessary to make the learning situation

active. The group and classroom discussion is showed from observation and stated


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86

in their lesson plan provides atmosphere to contact with others. Teacher does not

give material or information directly and ask the correct answers to questions. To

construct knowledge and skills, students are invited to work collaboratively with

peers and under teacher mediation.

Based on informal interview, all teachers believe that the mixing of English

and L2 is better for their students since they have different school background and

language learning experience. Curriculum lets teacher to apply L2 and English in

learning process. The fact that most teachers apply the English and L2 during

learning process shows that the mixed language helps students to be easier to

absorb the material.

Teachers’ believe that they have some ways to get the learning expectation.

The ways consist of providing theoretical and practical support, guidance, media

and motivation to students. In practice, all the ways are carried out by teachers

during the learning process. Teachers give theoretical support provides views

about material which is furthermore going to be practiced by students. Teachers

also assist students when they meet with difficulties. Vygotsky (1978) calls the

area in which teachers have role to guide students’ difficulty is zone of proximal

development (as quoted in Schunk, 2012:243). Teachers employ variety of media

to support learning. They use available media at their schools such as tape

recorder, slide-projector. To trigger students’ motivation to be active in classroom

activities, teachers provide some ways. In practice, teachers provoke students’

eagerness to be involved in learning by providing questions and also feedback.


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87

Concerning with the role of teachers’ beliefs in classroom practices, Pajares

and Ajzen (1992, 1985) as quoted in Lumpe, Haney, Czerniak (2000:276) state

that teachers’ beliefs guide their decision-making. Furthermore, the decision-

making determines their behavior. It means that teacher or people act based on

their beliefs. Johnson (1994: 439) views that there are three basic assumptions on

teachers’ beliefs: first, teachers’ beliefs have impact to both perception and

judgment that affects what teachers say and do in classroom. Second, teachers’

beliefs have important critical role in how teachers learn to teach, and how they

translate the beliefs into classroom practices. Third, triggering teaching practices

and professional teacher preparation programs are able to gain by understanding

teachers’ beliefs.

However, a number of studies have drawn the inconsistency between

teachers’ beliefs and their classroom practices. For example, Saad and BouJoude

(2012) investigated relationship between teachers’ knowledge and beliefs about

science and inquiry and their classroom practices. Finding showed that most

teachers had restricted views of the nature of science, unfavorable beliefs and

attitude of inquiry. The finding also revealed that there was no consistent

relationships between teachers’ beliefs, views of nature of science and classroom

practices.

This research also shed light on the mismatch between teachers’ beliefs and

practices. Teachers believe that the students must be active during learning

process and teachers guide them and have a role as facilitator. In practice, all

teachers tend to teacher-centered. As demonstrated by T1 and T3 for example,


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88

their efforts to help students to solve the problem do not give sufficient time to

them to think by their own selves.

The inconsistency is also showed by two teachers when they implement their

belief that five-scientific steps must be completely covered in learning. In

practice, one-step –associating- is missing. That missing, surely, becomes

problem that may need attention because curriculum has already informed that all

steps have to conduct.

For further checking, T2 and T4 have well-designed lesson plan. T4

completely involved all steps in her lesson plan. In the same time, T4 took the

activities in questioning based on the available lesson plan. Another case is she

does not conduct the associating activity during learning process. Meanwhile, T2

also completely takes all steps in the lesson plan. Anyhow, T2 has misperception

about the kinds of activities that have to be done in associating. Curriculum

informs that associating is the activity to develop the ability to categorize,

compare many various ideas and event (Education and Culture Minister

Regulation Number 59: 499).T2 takes activities which contrast to what is

provided by curriculum. The fact gives a view that teachers interpreted and

implemented the curriculum according to their beliefs that are not compatible with

the curriculum recommendation.

Teachers believe that learning technique modification is believed to motivate

students to learn. Talking about technique means that talking about what teachers

do to implement the method specifically. Anthony (1963) in Richard and Rodgers

(1993: 16) says that technique emphasizes the factual moment practices according


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to certain method. All teachers provided learning technique variety in classroom

practices as discussion, role-play, jigsaw, etc. Anyhow, writer thinks that

modification in the sense that there is new technique in learning did not appear in

learning practices since those techniques are available in curriculum (Education

and Culture Minister Regulation Number 59, 496-499). This indicates that

teachers implement their beliefs which are not compatible with curriculum

expectation.

Teachers believe that SA is important in English teaching and this new

approach influences the students’ progress. It enhances students’ motivation to

learn, their self-confidence to communicate. It also makes them active to be

involved during learning process and autonomous to solve their problem.

Confronting to practices, some of their beliefs are not well implemented. Teachers

strive to support students to be involved in learning by engaging the students in

open discussion. Teachers are successful to engage students to speak and think.

The findings show that students can answer the teachers’ questions. They also are

able to convey their work. Anyhow, teachers do not fully succeed to make them

communicate in English as expected by curriculum (Education and Culture

Minister Regulation number 59, 2014:483). The interaction in English is still

between teacher- students. In class or group discussion, students mostly use L2

and even L1. Teachers do not provoke them to exploit their ability to use English.

The writer views that teacher’ beliefs and practices of SA are partly affected

by the curriculum. The obligation to apply one single approach in language

learning invites teachers to adapt the model provided by curriculum. Though the


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consistency and inconsistency between their beliefs and practices emerge, all

teachers take the learning procedure from curriculum. Anyhow, there is still lack

of comprehension about curriculum demands. It means that though teachers

implement some parts of SA as intended; teachers’ practices in some cases do not

reflect the curriculum demands. The case of omission the step of associating;

misplacement of some activities in particular step done by all teachers are

sufficient examples which reflect the inconsistency of teachers.

Those depictions show that teachers’ beliefs in SA influence teachers’

practices in many ways. Some evidences also give contribution to identify the

consistencies and inconsistencies emerged in the relationship between beliefs and

practices. The consistencies and inconsistencies do not stand alone. They are

influenced by a number of factors.

In addition to linier with the findings, result of the study is also able to

consider. O’Sullivan (2004:640) conducts research that focuses on

implementation of curriculum. The research investigated 145 English teachers

who implement learner-centered approach in Namibian context. The result of the

research shows that there is inconsistency between what teachers are stated and

practiced. Most teachers claim that they implemented such approach in classroom,

meanwhile the lesson observation tells the different story.

This research does not mean to appraise the way the teachers implemented

the curriculum message relating to SA. Since, there is no one who fully believes

on how language be best taught. The teachers who participated in this research

had shown efforts to apply the new learning approach. They translated the


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curriculum message by their own beliefs and reflected those in classroom

practices. No one is able to give guarantee that the way the teachers teach is the

most effective one. In the context of applying SA, the effective teaching is

possibly able to attain as far as they implement what is intended by curriculum.

This research mainly aims to explore and describe the teachers’ beliefs and

practices of SA. The writer believes that the main research questions have been

answered since the writer tried to depict the relation of those beliefs and their

classroom practices. The government endorses the implementation of this new

curriculum starts from this year (2014). All schools from the different level of

studies try to conduct this policy. The new government then delays the

implementation in the same year with exception of the school that has conducted

it for late two years. Nowadays, this new curriculum is still in ongoing reviewed

by the new government. Regarding to this fact, the writer expects this research

may become the one plain contribution to the area of language learning approach,

especially in local context, in which research remains rarely.

C. Research Limitations

This research mainly explores English teachers’ beliefs in SA and how their

beliefs are reflected in classroom practices. This research also investigates the

factors which hinders the implementation of SA.

However, there are limitations in conducting the research. The first is dealing

with the schedule of the research. The time of the research mainly relates to the

school schedule. The delay of the research is inevitable since the writer has to


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make adjustment with the school programs such as examination, holidays and

Ramadhan month.

The second is dealing with the data collection which applies interview,

observation and document analysis. The researcher recorded interview,

observation, transcribed and analyzed the data all alone. Those activities,

especially transcribing is time-consuming. Future researchers who intend to apply

the case study should try to take an assistant to help them.

The third is the deep explanation of teachers’ beliefs has not been completely

done. Therefore, further researcher has to explore the teachers’ beliefs deeper in

order to get result that is more comprehensive.

The fourth is the competence of the writer to conduct qualitative research in

the shape of case study. This study is the writer’s first experience of conducting

qualitative research. Therefore, the writer spent too much time to understand the

nature of the research design and the way to conduct the research by using this

design. Furthermore, the researchers who want to apply this design should be

trained more.

Despite the limitation, the writer believes that the conclusions made in this

research are credible and represent the teachers’ belief and practices of SA and the

factors give impact to the implementation of that approach in language classroom,

since sufficient data acquired from participants support this research.


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CHAPTER FIVE

CONCLUSION, IMPLICATION AND SUGGESTION

This chapter presents the conclusion, implication and suggestion inferred

from the results of the research.

A. Conclusion

1. Teachers believe that SA is defined as the learning method designed

systematically in order to get learners who are able to construct the concept or

principal through scientific steps, which consist of observing, questioning,

experimenting, associating and communicating. All teachers believe that those

steps are conducted in sequence. They also believe that curriculum lets them

combine some in each steps. They believe that there are two main principles of

SA, namely students must be active and teachers have important role as

facilitator and motivator. The mix of those steps as well as implementation of

those principles creates positive implication for language learning to students’

progress, namely enhancing their self-confidence to communicate, motivation

to learn, making them more active and autonomous. Teachers believe that the

importance of SA is enhancing students’ communication skill. Communication

skill is compatible with the expectation of teachers about the target of language

learning by using SA, namely attaining the students’ communicative

competence.

2. In practice, teachers implement the steps of SA integrally with keeping the

sequence. They carried out the learning activities, which represent the process


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of the way the students get knowledge to attain the communicative ability. In

the process, the peer collaboration and the use of mix between English and L2

are the prevailing mode in all teachers’ classroom practices. To get the

students’ communication ability, teachers provide some ways. They are the

presence of theoretical support from teachers and opportunity to practice the

theory; teachers’ guidance; providing variety of media and motivation to

students.

3. There are some factors, which have impact on teachers’ practices of SA in

English teaching. They consist of learning experience, teaching experience,

teachers’ motivation, sharing with colleagues, and facility.

Research about teachers’ beliefs and practices of SA in English teaching

indicates that teachers’ ability to implement their beliefs in SA in classroom

practices is affected by a number of factors (learning experience, teaching

experience, teachers’ motivation, sharing with colleagues, and facility). Teachers’

beliefs in SA have impact to teachers’ practices. There are gaps between the

beliefs in SA and how the beliefs are reflected in their classroom practices. The

gaps are affected by those factors.

B. Implication

1. Implication for Research

The results of this research show a need for further research to investigate the

connection between teachers’ beliefs, their practices of SA in English teaching

and the factors which are involved in that relationship. There are still more

spaces to explore the necessarily information dealing with those concerns. The


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focus of the research can be wider, such as explore more deeply about the

effect of their beliefs on students’ achievement, the change of teachers’ belief

and practices of SA in Indonesian context. The further researcher can examine

the hypothesis which is created from this research.

2. Implication for Teaching

ELT in Indonesia is in the new era of curriculum reform. SA is introduced as

the single approach must be applied in all subjects, include English. Together

with the principal of language and learning, SA leads the ELT in Indonesia.

Curriculum integrates and intertwines competence, genre and science- based to

get the language-learning target (Education and Culture Minister Regulation

Number 59: 495). The learning principles provided by curriculum propose new

atmosphere for ELT in Indonesian context. The new English curriculum

represents the change of principals in language teaching and learning. The

change invites teachers to accommodate the new assumption of the new

teaching and learning approach. The findings of the research show that teachers

had already provided effort to translate the curriculum message according to

their beliefs and implemented in classroom practices. The positive effect

evokes is that teachers are getting more motivated to create the communicative

learning activities through various media (video, recorder, card), various

technique recommended by curriculum (game, role- play, discussion).

Anyhow, teachers meet with their lack of understanding of SA as demanded by

curriculum. The interview reveals that most teachers who participate in this

research look doubtfully to explain the meaning of each step and the kinds of


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activities involved in those steps. Only one teacher is more consistent to what

is intended by curriculum. This lack of understanding gives contribution to

how teachers implemented SA in language teaching. This concern needs to be

paid more attention. Teachers need various opportunities to learn about SA in

the context of ELT and also understand the meaning of each-scientific step

(adapted from Saad &BouJoude, 2012:126). By doing those, teachers will

more comfortable in conducting English learning by using SA. Therefore,

English teachers have to be supported to make necessary adjustment intended

by curriculum (Orafi, 2008: 231).

C. Suggestion

1. For teachers

English curriculum proposes new learning approach that has to be applied in

ELT. Curriculum implies that teachers have to learn to become effective

teachers to make them easier to implement SA in language teaching. Beliefs

and practices can change. The factors of the change are able to come from

inside or outside of the teachers. The result of the research tells that concern.

Therefore, teachers need to learn more about how to be effective teachers and

learn 2013 curriculum as well. Since the SA offers learning that needs media

development and various learning resources, teachers also need to dig up the

information about media; about the way to take learning resource effectively.

2. For policy makers

Drawn from the results of this research, teachers still meet with their lack of

understanding of SA, which reflected in classroom practices. It is necessary to


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be concerned. Conducting training for the teachers must be more effective.

This research does not focus on analyzing document of curriculum. Anyhow,

the findings of the research tell that the inconsistencies between what intended

by curriculum is contrary to teachers’ implementation of their beliefs in SA.

3. For school policy makers

School is the place in which the SA in directly applied. School has authority to

remove all barriers which prevent the implementation of SA in classroom

practices. The barrier can be the policy. It means that the school policy has to

scaffold the implementation of SA by deciding the appropriate budgeting for

the teachers’ professional development, providing learning facilities such as

local training about SA, learning media and other facilities, which support the

implementation of SA.

4. For further researcher

This research dealing with teachers’ beliefs and practices of SA remains the

sufficient space to explore. Regarding to the limitation scope of this research, it

is better for the further researchers who eager to conduct the similar area of the

research interest to explore more the concerns, which are fully investigated in

this research.


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Appendix 1 (Samples of Interview Transcripts)

Interview 2

Number : 02/T1Informant : Teacher 1 (T1)Time : August 30, 2014 08.00-09.00Place : Teachers office

Peneliti : Selamat pagi Pak.

Guru 1 : Selamat pagi.

Peneliti : Seperti permintaan saya kemaren, saya ingin menambahkan data yangbelum bisa tangkap khhususnya pada waktu observasi kemaren. Menurutbapak, pendekatan scientific approach dalam kurikulum 2013 khususnyapada pembelajaran bahasa inggris itu seperti apa pak ?.

Guru 1 : Ok. Proses pembelajarannya dalam scientific ini adalah dirancangsedemikian rupa agar peserta didik secara aktif menkonstruk konsep,hukum atau prinsip melalui tahapan-tahapan mengamati, merumuskanmasalah, mengajukan hipotesis, mengumpulkan data, menganalisis data,menarik kesimpulan dan mengkomunikasikan konsep, hukum atau prinsipyang ditemukan tersebut.

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

Guru 1 :Ya, seperti itu.

Peneliti : Kemudian pak, bisa dijelaskan mengenai prinsip-prinsip pendekatan ilmiahtersebut pak ?.

Guru 1 : Prinsip-prinsip pendekatannya menurut saya atau yang ada di buku itu,bahwa pembelajarannya berpusat pada siswa, pembelajaran iru membentukstudents self concept seperti itu, lalu berikutnya pembelajaran itu terhindardari verbalisme atau use of too manywords kayak gitu. Lalu yangberikutnya, pembelajaran ini memberika kepada siswa untukmengasimilasi dan mengakomodasi konsep, hukum dan prinsip. Yangkelima, pembelajaran ini mendorong peningkatan kemampuan berpikirsiswa. Berikutnya, pembelajaran ini meningkatkan motivasi siswa,meningkatkan motivasi mengajar guru juga. Lalu memberikan kesempatankepada siswa untuk melatih kemampuan dalam komunikasi karena inipembelajaran bahasa, lalu adanya validasi terhadap adanya konsep, hukumdan prinsip yang dikonstruksi siswa dalam struktur kognitifnya.

Peneliti : Yang dimaksud dengan verbalisme itu, apa pak ?.

Guru 1 : Verbalisme itu maksudnya guru terlalu banyak bicara, jadi yangmenggunakan kata-kata yang terlalu banyak, yang intinya tadi ya…berpusat pada siswa tadi, siswa mengamati sendiri, lalu MMM yang lainitu… menanya, mengumpulkan informasi, mengasosiasi, danmengkomunikasikan. Jadi hanya beberapa persen guru berbicara, jadihanya sebagai motivator, fasilitator. Jadi selanjutnya siswa sendiri yangakan melakukan semua dengan bimbingan gurunya.


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Peneliti : Kemudian, apa pentingnya pendekatan ilmiah tersebut dalam pembelajaranbahasa inggris ?.

Guru 1 : Pendekatan ilmiah dalam pembelajaran bahasa inggris juga sangat pentingkarena menurut penelitian dari PISA dari dan sebagainya yang banyaksekali itu ternyata anak-anak SD dan SMP kita itu setelah diteliti itukemampuan mereka sangat rendah dalam hal masalah ilmiah. Jadi ini lalupemerintah agaknya mau menyamakan itu agar kita tidak kalah dengannegara-negara lain, dari ASEAN pun menurut penelitian itu kita kalah,sehingga pendekatan ilmiah penting biar nanti mereka itu ketika dewasaketika kuliah misalnya, itu akan bisa melakukan sesuatu yang ilmiah tidakmenemui kesulitan.

Peneliti : Apa target pembelajaran dengan pendekatan ilmiah tersebut pak ?. Targetjangka pendek dan panjang.

Guru 1 : Secara keseluruhan target pembelajaran bahasa inggris itu terutama adadua, mereka mampu berbicara dan menulis. Sehingga untuk menulis ituperlu sesuatu yang ilmiah, seperti misalnya dalam menulis sebuah teksyang di genre-genre itu disana sudah ada aturan-aturan tertentu e… dananak-anak itu diajar secara ilmiah yaitu dengan cara mengamati, dengancara menanya, terus mengumpulkan informasi dan sebagainya itu sehinggananti pada akhirnya mereka bisa melakukan speaking dan writing denganbaik. Itu tujuan utamanya seperti itu.

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

Guru 1 : Ya… tentu saja di dalam RPP itu selalu mengandung indikator-indikatortertentu, jadi di jangka pendeknya ya… kalau dalam bahasa ya… bisaanyamereka diminta untuk mengetahui ide utama, informasi rinci baik tersiratdan tersurat. Itu tujuan pendeknya, sehingga misalnya jika mGuru ada UNnanti itu mereka dapat mengerjaka dengan baik.

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

Guru 1 : Pendekatan ilmiah ini sangat mempegaruhi cara berpikir anak. Kalau yangdulu itu kita mengajarnya tidak dengan cara mengamati dan sebagainya,ya… mungkin pakai itu tetapi pelaksanaannya mGuruterputus-putus, terusini sangat berpengaruh, mereka e… sangat bersemangat untuk itu, danagaknya memang ini menurut saya metode yang paling cocok karena gurutidak usah banyak memberikan materi-materi tetapi anak itu yangmengkonstruk materinya sendiri sehingga mereka menemukan sendirijawabannya itu, maka lalu disebut discovery-discovery seperti apa yangkita bisaa ajarkan itu, seperti discovery learning dan sebagainya. Jadimemang tepat setidaknya menurut saya.

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

Guru 1 : Tentu, pembelajaran yang baik itu adalah yang PAKEM atau PAIKEM itu.Jadi e… anak itu harus merasa senang dulu dan tidak tertekan denganpembelajaran itu, sehingga kadang-kadang kita modifikasi sendiri sedikityang penting tidak keluar dari prisip-prinsip pendekatan ilmiah itu. Dan


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yang paling sulit itu adalah kegiatan menanya, mereka itu sering tidak maubertanya.

Peneliti : Jadi modifikasi lebih pada tekniknya ya pak ?.

Guru 1 : Ya… ya… ditekniknya. Setiap guru mempunyai metode atau tekniksendiri-sendiri untuk membuat siswa itu menjadi nyaman dikelas begitu…Jadi mereka itu kita buat jadi mereka tidak tertekan dan mau mempelajariitu dengan senang hati dan dengan keiklasan tinggi tentu saja.

Peneliti : Itu lebih pada tahap questioning ya pak ?.

Guru 1 : Ya… Jadi pada e… questioning nya itu agak menyulitkan guru, dan sayabelum tahu bagaimana cara membuat mereka agar bertanya. Bisaanya kitabertanya kepada mereka terus, kalau tidak ada pertanyaan ya… teruskadang-kadang kita lompati, jadi pelajaran itu sudah mereka kuasai denganbaik.

Peneliti : Sebenarnya 5 tahapan itu isinya apa saja pak ?.

Guru 1 : Ada 5M disana memang, nomor satu mengamati begitu itu. Jadi agarsesuai wong ini mestinya kalau saya pikir-pikir bahasa itu agak sedikitperlu modifikasi untuk mengadakan kegiatan ilmiah ini, tetapi kitamodifikasi agak bisa, di silabus juga sudah ada itu jika dilihat pada tahapmengamati itu kegiatan belajarnya ya… membaca, mendengar, menyimakatau melihat. Melihat ini bisa dengan alat atau tanpa alat. E… kalaumelihat bisa dengan video atau tayangan video yang kita siapkan itu.Kemudian kompetensi yang dikembangkan ini bisaanya melatihkesungguhan, apakah mereka melihat atau mendengar dengan sungguh-sungguh atau dengan ketelitian yang tinggi untuk mencari informasi itu.Sehingga dalam mengamati ini, guru sudah menyiapkan pertanyaa-pertanyaan yang menuju kepada pembelajaran yang kita inginkan sepertiyang di indikator-indikator pertama masuk kita sampaikan itu.

Terus… pada kegiatan menanya, ini yang menanya adalah siswa. Jadi gurumember… menyudutkan siswa agar mereka bertanya, begitu. Cuma agaksulit bisaanya, tetapi kalau memang anaknya baik, dia bisa karena menanyaini bisaanya ditekankan pada fungsi sosialnya, struktur teksnya, kosa kata-kosa kata yang mereka tidak tahu, begitu. Jadi menanya ini, menanya padaitu atau kadang-kadang menanya pada ide-ide utamanya apa yang nantiakan kita kembangkan pada mengkomunikasikan. Kalau inipembelajarannya writing, misalnya jadi kegiatan belajarnya adalahmengajukan pertanyaan tentang informasi yang tidak dipahami dari apayang diamati dari bertanya factual sampai pertanyaan yang hipotetik.Kemudian kompetensi yang dikembangkan dalam menanya ini adalahmeningkatkan kreativitas, rasa ingin tahu, kemampuan merumuskanpertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdasdan belajar sepanjang hayat. Itu untuk yang kedua, menanya.

Kemudian yang ketiga itu mengumpulakan informasi. Kegiatan belajarnyaapa?. Ya… melakukan eksperimen, membaca sumber lain selain buku teks,mengamati objek atau kejadian atau aktivitas, wawancara dengan narasumber. Di setiap M ini, perlu ada pertanyaan-pertanyaan dari guru kalauperlu… dalam rangka memberikan feedback-feedback nya, kalau itumemang dibutuhkan siswa. Jadi guru tidak berdiam saja, tetapi berkeliling


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kelas, begitu. Selama mereka mengumpulkan informasi ya… kitaberkeliling saja, kita kGuru buku atau apa cari di perpust sebentar ataubagaimana caranya lah. Terus kompetensi yang dikembangkan itu adalahmengembangkan sikap teliti, jujur, sopan, menghargai pendapat orang lain,kemampuan berkomunikasi, menerapkan kemampuan mengumpulkaninformasi melalui berbagai cara yang dipelajari, juga mengembangkankebisaaan belajar dan belajar sepanjang hayat. Jadi mengumpulkaninformasi ini adalah yang utamanya membaca buku dari sumber lain atausumber lain, agar nanti lebih komplitlah karena bisaanya guru memberikanpertanyaan-pertanyaan pada ini… gitu.

A… berikutnya yang mengasosiasi atau yang menalar. Kegiatan belajarnyabisa beberapa, e… diantaranya satu mengolah informasi yang sudahdikumpulkan tadi baik terbatas dari hasil kegiatan mengumpulkan ataueksperimen maupun hasil dari kegiatan mengamati dan kegiatanmengupulkan informasi itu. Berarti menalar ini, a… tadi kegiatanmengumpul-mengumpulkan begitu. Terus nomor dua, pengolahaninformasi yang dikumpulkan dari yang bersifat menambah keluasan dankedalaman sampai kepada pengolahan informasi yang bersifat mencarisolusi dari berbagai sumber yang memiliki pendapat yang berbeda sampaikepada yang bertentangan, tentu saja. Lha…terus kompetensi yangdikembangkan itu apa ?. Yaitu mengambangkan sikap jujur, teliti, disiplin,taat aturan, kerja keras, kemampuan menerapkan prosedur dan kemampuanberpikir induktif serta deduktif dalam menyimpulkan.

Terus terakhir itu mengkomunikasikan. Ada beberapa kegiatan belajaryang perlu diketahui adalah dia itu menyampaikan hasil pengamatan,kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau medialainnya. Jadi bisa ditulis, bisa secara lisan, anak-anak disuruh kedepanberkelompok atau individu ini bisa. Mengkomunikasikan ini lalu anakmengatakan lagi apa yang dihasilkan dari seluruh kegiatan ilmiah yang dialakukan itu. Juga bisa di media, maksudnya di mading atau di apa gitu, lalukita bisa menilai, jadi…mengkomunikasikan nanti di kelas-kelas itu penuhdengan tulisan-tulisan anak, gitu. Lalu kompeteni yang dikembangkan ituapa ?. Yaitu mengembangkan sikap jujur, teliti, toleransi, kemampuanberpikir sistematis, mengungkapkan pendapat dengan singkat dan jelas,mengembangkan kemampuan berbahasa yang baik dan benar. Jadi di KIsatu dan KI duanya langsung inklud didalamnya, begitu.

Peneliti : Kalau yang khusus yang asosiasi atau menalar, skill yang dikembangkansebenarnya apa pak ?.

Guru 1 : Ini bisa dari kemampuan reading-nya. Mengasosiasi-menalar itukanmembaca dari sumber lain dan sebagainya itu. Lha bagaimana dia nantimengumpulkan informasi dari yang dia asosiasi atau dia nalarkan itu,kemudian menjadi pengembangan. Jadi kalau guru hanya memberikansedikit, mungkin dia dapat menambah-nambah yang lain dari sini. Jadi kitaasosiasikan atau kita nalar atau kita buat sebuah rumus tertentu, misalnya.Itu kira-kira.

Peneliti : Berarti semua keterampilan itu integrated ya pak ?.

Guru 1 : Iya. Pada proses mengamati itu, bisa sudah terjadi listening dan speaking.Terus pada mengumpukan informasi, mengasosiasi itu kemampuan


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membacanya kita butuhkan, karena mereka pasti membaca sesuatu dariinformasi atau sumber yang baru dan mereka mengasosiasikan sendiri,membuat rumus-rumus sendiri atau apa begitu. Lalu pada writing atauspeaking-nya itu pada keterampilan mengkomunikasikan itu. Jadi sudahintegrated, cuma dengan cara tindakan ilmiah.

Peneliti : Apa hal tersebut dinyatakan dalam krikulum, bahwa pembelajaran initerintegrasi ?.

Guru 1 : E… saya membaca dalam kurikulum itu kok tidak ada integrated-integratedseperti itu. Tetapi guru mempunyai e… kemampuan atau e… mempunyaihak untuk mengembangkan kurikulum itu. Jadi tidak semua metode dansebagainya yang dulu itu tidak semuanya dipakai, tetapi agar berjalandengan baik lalu kita pake juga. Dalam M5 ini disana juga bisa terdapatyang Three paste technique kalau perlu dimasukkan ya… dimasukkandulu. Lah dimasukkan dimana ?. dimasukkannya bisa di pasmengumpulkan informasi itu atau mengasosiasi. Semua diserahkan kepadaguru, yang penting bahwa metode ilmiah ini tetep dilaksanakan dengancara itu. Kalau memang harus kumpulkan informasi ya… dikumpulkandengan cara Three paste technique atau dengan cara apapun yang kira-kiracocok untuk itu.

Peneliti : Apa artinya pada setiap tahap guru diperbolehkan menggunakan teknikyang berbeda ?.

Guru 1 : Boleh, kan ada pengembangan. Jadi kurikulum harus dikembangkan olehguru itu sendiri sepanjang tidak keluar dari e… koridor-koridor yangditentukan pemerintah, tidak keluar dari silabus, tidak keluar darikurikulum yang ada, begitu. Agar tidak monoton, lalu sangatdimungkinkan sekali bahwa dengan cara mengintegrasikan keempat skilltersebut, jangan dipisah-pisah.

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

Guru 1 : Tidak. Saya membaca beberapa permen-permen itu kok tidak melihat kesitu, tetapi belajar bahasa inggris itu adalah belajar ngomong dan menulis.Tentu saja belajar membaca dan mendengarkan masuk didalamnya. Jadikita tidak bisa potong-potong, makanya dalam satu kali pertemuan itudisana minimal ada dua atau tiga skill itu. Misalnya yang pertama harusmendengarkan dulu, mendngar dari tape atau radio atau alat-alat yang lainyang bisa untuk memutar itu. Tadi pada mengkomunikasikan itu ya…mestinya ada speaking atau writing bahkan reading-nya, karena harusmenulis sesuatuatau membaca sesuatu.

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

Guru 1 : Kalau saya sendiri ya… perasaan bersemangat saja karena kita merasasangat puas ketika anak-anak itu bisa melaksanakan apa yangdiperintahkan oleh kurikulum atau oleh RPP itu. Jadi kita hanya memberimotivasi, memberi fasilitasi kepada mereka, kemudian mereka sendiri yangmengerjakan semua itu dengan bimbingan kita dan kalau mereka sudahberhasil membuat itu dan kadang-kadang mereka itu bisabeyond ourimagination artinya melebihi apa yang kita bayangkan. Anak-anak yangpinter lho… kita kan di SMA yang agak lumayan, jadi kadang-kadang


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

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

Guru 1 : Ya… iya. Yang jelas mereka lebih banyak berkomunikasi, kalau dulubisaanya teacher centre artinya guru yang banyak ngomong, anak-anak itungomongnya sedikit, tetapi sekarang ini begitu anak masuk lagsung merekaitu mesti ada sesuatu yang harus mereka omongkan atau harus merekatulis, itu yang paling baik. Dan untuk anak-anak yang baik danbersemangat tinggi untuk belajar mereka senang, tapi saya tidak yakinsemua guru akan menyenangi ini karena ada yang nyaman dengan yanglalu dan atau sekarang, gitu.

Peneliti : Kemudian agar pendekatan ini berjalan dengan efektif, apakah bapakmempunyai tips khusus ?.

Guru 1 : E… tips khusus tidak ada. Masing-masing guru mempunyai cara sendiri,mempuyai style sendiri agar membuat ini jadi efektif. Tetapi yang palingefektif, kalau saya… saya selalu membagikan kertas-kertas kerja yang e…potong-potong gitu, tidak saya jadikan satu dulu tapi misalnya satuhalaman itu terdiri tiga masalah, saya potong dan saya bagikan masalahyang pertama ini agar terjadi efektif. Kalau nanti penyelesaiannya di bukuyang lain… di kertas yang lain misalnya, begitu.

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

Guru 1 : Ya… iya. Jadi tetep diperlukan, kita tidak bisa langsung menyerahkansiswa sampai selesai begitu… karena mereka perlu bimbingan, tapi tidakceramah yang lama seperti itu.

Peneliti : Dari lima tahap tersebut, apakah bapak memberi porsi yang sama ataumemprioritaskan tahap tertentu ?.

Guru 1 : Tergantung… tergantung apa yang harus kita lakukan. Bisaanya padamengamati itu ya… 10 menit… 15 menit… kalau memang informasi yangharus dikumpulkan itu memang banyak dan agak sulit, bisaanya proses situagak banyak. Jadi ini tergantung, situasional, tidak harus ini sama… ndak.Megkomunikasikan ini kalau kita mau mengambil penilaian mereka danindividu, maka mengkomunikasikan ini kita beri waktu yang banyak. Satuanak perlu pidato dalam aktu 2 atau 3 menit, kita bagi saja… anaknyaberapa kali 3 menit… maka perlu sekian menit. Jadi sekali lagi situasional,kalau mengkomunikasikan itu hanya sekedar menulis dan kemudiandikumpulkan saja dalam bentuk tulisan dan tulisannya pendek sajaparagrafnya, misalnya pengumuman apa… itu ya… tidak butuh terlalulama.

Peneliti : Kalau tema atau subjek materi itu apa mempegaruhi porsi dalam setiaptahap itu pak ?.

Guru 1 : E… tidak juga. Tetapi bisaanya yang agak banyak itu padamengkomunikasikan, kalau memang kita menginginkan mereka harusberbicara di depan secara kelompok dank an harus kita akomodasisemuanya, kalau saya ya… bisaanya harus selesai semua, kalau tidak


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

Peneliti : Kalau pelaksanaannya, apa memerlukan dukungan secara praktis danteoritis pak ?.

Guru 1 : Teoritis terdapat dalam mengamati itu, jadi dalam mengamati itu bisa kitaberteori sedikit disana, tidak apa-apa nanti begini-begini, setelahmengamati itu… begini-begini, tetapi nanati pada mengamati itu merekadiminta untuk member teori sendiri, maksudnya misalnya kita baru saat ituuntuk menerangkan sebuah gramer, kita beri saja beberapa kalimat tanya,terus kita tanya kapan terjadi, sedang terjadi, kemarin atau besok. Jadikalau begitu…. mereka menyimpulkan saja, kita suruh menyimpulkan satuatau dua anak, kalau kurang tepat bisa ditambah yang lain. Guru nantitinggal member feedback, oh ya betul… atau kurang sedikit, kayak gitu itubisaanya saya lakukan di mengamati, karena di mengamati butuh agarlancar jalannya disana harus lengkap dulu, ngak bisa sembarangan sedikit,gitu.

Kalau kurang, trus… di mengumpulkan informasi itu atau di menanya jugabisa. Jadi kalau kurang jelas, mereka bisa menanyakan di menanya.Apakah di mengasosiasi atau di mengumpulkan informasi tidak bolehbertanya ?. Boleh saja, lha wong ini pelajaran… kalau tidak ada pertanyaanlha terus bagaimana nanti. Jadi guru boleh tanya jawab di situ, dimengumpulkan informasi boleh tanya jawab, di mengasosiasi ataumenalar… boleh tanya jawab, kalau memang anak bertanya atau kita butuhmereka membuat sebuah kesimpulan yang penting kita tanya saja mereka,agar mereka menjawab dengan benar, begitu.

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

Guru 1 : Iya. Bisa dikatakan seperti itu.

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

Guru 1 : Sangat. Model ceramah itu, kita datang trus menyuruh mereka itu… cobadengarkan dulu, nanti ada ini… ini… itu nanti kan tetep dengan ceramah,cuma sangat berkuranglah karena siswa yang mencari jawaban dariberbagai hal disitu. Jadi tetep harus ada metode ceramah itu, cumaberkurang porsinya tidak seperti dulu.

Peneliti : Jadi itu bisa diterapkan disemua tahap ya pak ?.

Guru 1 : Ya, boleh.

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

Guru 1 : Kalau dulu mereka itu tidak ngomong, karena tidak disuruh ngomong,karena gurunya yang ngomong, tapi sekarang setiap anak, setiap saya


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

Peneliti : Termasuk percaya diri siswa juga ?.

Guru 1 : Ya. Kita latih, anak-anak itu kita beri tahu, kita usahakan bahwa tidak perlumalu, bahwa ini nanti untuk kepentingan kita sendiri. Mereka kadang-kadang memang mGuru malu-malu dan tidak percaya diri, tapi dengan caradibisaakan tiap hari, mereka akan baik hasilnya dan percaya dirinya akantinggi.

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

Guru 1 : Iya, harus. Jadi kalau dengan cara ilmiah ini, 5M itu memang harus urut,ngak boleh bolak-balik, begitu.

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

Guru 1 : Ya, ngak pa-pa, harus dipadukan.

Peneliti : Mengapa bapak melakukan ?.

Guru 1 : Kalau memang kurang dan mereka butuh lebih lengkap lagi, kenapa tidak.Jadi mengumpulkan informasi kurang, trus ada tanya jawab lagi untukmengumpulkan informasi ini, kan boleh-boleh saja, asal tidak pertamalangsung mengkomunikasikan, gitu ya… yang pertama tetep mengamati,terus urut-urut sampai pada mengkomunikasikan.

Peneliti : Artinya dalam pelaksanaannya boleh memadukan ya pak ?.

Guru 1 : Boleh. Kalau dalam rangka menuju hasil akhir yang baik, tetep kitalakukan, toh… kita ini bahasa, jadi menurut pikiran saya, kalau kita paksa-paksa untuk 5M ini harus berjalan seperti itu… kalau seperti eksak itu…saya kok kurang setuju.

Peneliti : Tapi itu diperbolehkan menurut kurikulum ?.

Guru 1 : Kurikulum mengatakan tidak boleh, jadi kalau kurikulum tidak menyatakanseperti ini… berarti kita boleh. Cuma jangan terus keluar dari koridorilmiahnya itu.

Peneliti : Dalam pelaksanaannya bisaanya terdapat kendala-kendala, kalau menurutbapak, jumlah siswa di kelas itu apakah termasuk kendala dalampelaksanaannya ?.

Guru 1 : Jumlah siswa… tidak banyak masuk kendala, tetapi hanya sedikit, yangterpenting adalah kondisi sekolahan itu. Murid 32 atau 40-pun, kalaukondisinya baik dan mereka semangat belajar semua dan anak-anak inginbisa belajar bahasa inggris, tetep baik. Pada umumnya, semakin sedikitsiswa itu semakin baik, cuma sekali lagi tergantung pada semangat belajarmereka dan kemampuan mereka untuk mempelajari itu. Bagi saya, jumlahsiswa tidak berpengaruh, cuma pengaruhnya agak sedikit capek, karenangomongnya lebih keras, mungkin tidak bisa memenuhi semua keinginan,


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

Peneliti : Bagaimana dengan motivasi siswa ?.

Guru 1 : Wah sangat berpengaruh. Dengan motivasi siswa yang tinggi, makapembelajaran akan berhasil dengan baik, motivasi siswa itu kadang-kadangdipengaruhi oleh gurunya juga. Guru yang penuh semangat dan motivasitinggi, siswa nanti juga akan bermotivasi tinggi, karena mengikuti gurunyaitu, jadi guru disini sangat berpengaruh sekali terhadap meningkatkanmotivasi siswa.

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

Guru 1 : Ya, ya. Tentu saja sangat berpengaruh, jadi guru-guru yang lulusan S1,misalnya tentu saja akan kurang hebat jika dibandingkan dengan lulusan S2walaupun tidak semuanya, karena pengalaman yang mereka milikisebelumnya itu dapat melengkapi pengetahuan yang mereka perolehsehingga menjadi sempurna. Artinya begini, tergantung berapa lama,berapa lamanya mengajar, bisaanya guru itu semakin lama mengajarnya ituakan makin baik ilmunya, walaupun ini tidak semuanya benar, guru-guruyang baru lulus pun bisa sangat baik tergantung dari kemauan belajar dariguru itu, jadi kalau guru yang bersemangat belajar tinggi ya… bisaanyaakan lebih baik, walaupun tingkat pendidikannya hanya sekedar S1,semuanya diserahkan kepada masing-masing gurunya itu.

Peneliti : Berarti itu, termasuk pengalaman guru ?.

Guru 1 : Iya. Pengalaman ditambah dengan apakah mereka mau maju, maksudnyaapakah mereka mau lari dari zona aman, karena bisaanya makin tua guruitu, ya... sudah bisanya ini, begitu, tetapi tidak semua guru yang tua sepertiitu, memang ada yang mau belajar sebaik-baiknya.

Peneliti : Mungkin ada faktor lain yang mempengaruhi pelaksanaan scientificapproach dalam pembelajaran ini ?.

Guru 1 : Semua dikembalikan kepada sekolah, terutama bapak kepala sekolah.Bapak kepala sekolah itu, apakah getol sekali… mengembor-ngemborkanini, apakah dia itu hanya mengikuti arus gurunya… itu sangat berpengaruh.Atau mungkin guru itu sendiri, apakah dia itu ingin berubah atau tidak.Selama sekolah dengan semua komponennya tidak mau berubah dan sudahpokoknya ya… begini dulu, itu akan sangat terkendala. Jadi beberapaorang harus sangat bersemangat untuk ini, sehingga teman lain bisamengikutinya, kadang merasa malu jika tidak bisa seperti itu, misalnya. Itusaya kira.

Peneliti : Itu termasuk fasilitas ?.

Guru 1 : Fasilitas penting. Fasilitas ini sangat berpengaruh sekali, di sekolah-sekolah yang tape saja tidak ada, padahal maunya listening dan padamengamati itu di listening, maka guru sendiri itu yang harus ngomong…terus, jadi begitu. Jadi agak terkendala sedikit, paling tidak guru akanmerasa kecapekan, beda jika dibantu dengan adanya tape misalnya, ataualat-alat lain yang bisa.

Peneliti : Terakhir pak, kalau MGMP itu berpengaruh juga ?.


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Guru 1 : MGMP itu sepanjang dipakai untuk menempa masing-masing guru…efektif, tetapi saya lihat MGMP yang sekarang ini kok fungsinya tidakseperti itu. Mereka berkumpul hanya untuk membuat soal dan sebagainya,jadi kurang efektif. Tetapi kalau pengurus MGMP nya sangat kreatif, itubisa saja mengundang nara sumber atau apa untuk menyamakan persepsi,sehingga MGMP itu bisa bermanfaat untuk meningkatkan kemampuanmereka.

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

Guru 1 : Ada. Selalu ada, tetapi agaknya selalu dari temen-temen MGMP sendiri,jadi kalau MGMP di Boyolali itu belum pernah mengundang narasumberdari nasional misalnya, dari luar yang itu. Jadi kita sendiri, mereka agakberfikir bisaa-bisaa saja, tidak menimbulkan semangat yang tinggi karenatemannya sendiri yang ngomong.

Peneliti : Saya kira cukup pak, terimaksih.

Guru 1 : Ya.

Researcher comment

Based on the interview with T1, SA is defined as learning method, which applies thescientific steps, namely observing, questioning, exploring, associating, andcommunicating. Talking about the conceptualization of approach, and method, EdwardAnthony (in Richard and Rodgers, 1987:16) has clearly identified those terms. Accordingto him, approach is a set of correlative assumptions dealing with the nature of languageand the nature of language learning. Meanwhile, method is defined as overall plan for theorderly presentation of language material. Method is generated from a theory of languageand theories about how language is learnt. Drawn from the conceptualization of approachand method, the definition of SA provided by T1 seems not compatible. T1 recognizesSA as learning steps, meanwhile the approach meant by 2013 curriculum is linear withthe definition of approach provided by Anthony. In this context, there is a gap betweenteacher’s knowledge and what curriculum intended of SA.

Based on his believed, there are some principles of learning with SA. They arestudents’ centered, students’ self-concept, denying verbalisme, enhancing criticalthinking, enhancing teachers’ motivation, teachers as motivator and facilitator. T1 laysthe principles on curriculum. It is incompatible with Bruner learning theory who statesthat learning is an active process in which learners have to mean the new knowledge. Theprocess needs the activity of students. Teacher as facilitator is needed when students getdifficulties or need guidance to develop their competence.Vygotsky calls the area ofstudents learning activities is zone of proximal development (ZPD). Furthermore, Brunerdevelops the concept of scaffolding based on ZPD.The principles are compatible with thecurriculum demands.

Dealing with his definition of SA, teacher elaborates the learning activities in eachscientific step. Teacher invites students to watch, read, and listen to the text in observing.From the text, teacher asks students to explore the text by questioning to inform theirwork based on the resume of the text.In questioning, teacher prompts students to ask thesocial function, text structure, language features and the content of the text. Inexperimenting, teacher asks students to do tasks, find out the answer of the tasks/questions from various resources. Teacher gives feedback to respond the students’answer.


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In associating, teacher asks students to analyze the text, sort out and compare the two ormore text, which have same type. In communicating, teacher asks students to presenttheir work. Relating to language skills, T1 does not emphasize only one skill but all skills.What teacher thinks about the learning activities and the integrated skills embedded in thefive steps are compatible with the curriculum demand.

T1 thinks that SA is important to enhance students’ communicative ability.Thisapproach provides activities which require students to find something by their own selves.It urges them to be active, creative, and have higher self-confidence to speak. This beliefis compatible with the perspective of constructivism that students are required to be activein classroom to build creative thinking, self- confidence and problem solving abilities.However, teacher faces difficulties in applying this approach in language learningprocess. The difficulties lay on preparing the material since there is not stable guidance.In addition, T1 said that the handbook is not easy to understand and some parts are notcompatible with syllabus.

As stated before that applying SA in language learning brings positive impact tostudents. The positive impact is not far from the theoretical and practical support from theteacher and students. Students are going to exercise the theory or new knowledge, whichis discussed together with teacher and their friends. I think, the teacher wants to tell thatlearning is going to be carried out when the students practice what teacher explained. It islinear with one of the principle of social learning theory provided by Bandura (…….).The principle is modeling in which the students learn by imitating the other people’sattitude (teacher, peers, etc.) and vicarious experience.

According to T1, by applying SA in language learning the students are able tocommunicate to teacher and peers in classroom and the workplace. It is not far from oneof the impact of applying SA, namely enhancing students’ self-confidence to speak (seepar 4). Hymes (1972, in Richards and Rodgers, 2001:159) has judgment that developingcommunicative competence is the goal of language teaching. It means that learninglanguage does not only learn English as a system but also learn how to apply it in realcommunication. To get the target, T1 provides some ways, namely requiring teacher’sguidance, providing appropriate media, motivation.


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Interview 3

Number : 03/T3Informant : Teacher 1 (T1)Time : September 1, 2014 10.00 – 11.00Place : Laboratory

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

Guru : Pendekatan imiah dalam pembelajaran bahasa inggris, itu adalah sebuahmetode pendekatan yang digunakan dalam proses pembelajaran yangmempunyai tujuan untuk mempermudah proses kegiatan belajar mengajarsehingga tujuan yang ingin dicapai itu bisa tercapai, sehingga kegiatannyatertata lebih jelas.

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

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

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

Guru : Seperti di KTSP, guru banyak ceramahnya. Pemerintah melalui kurikulumsekarang mengkonsep siswa harus lebih aktif, sehingga peran guru sebagaimoderator atau pengarah kegiatan siswa. Jadi antara guru dan siswa itupaling tidak seimbang, jangan seperti konsep dulu hanya guru menjadisumber utama, sekarang siswa harus menjadi aktivisnya, bukan hanyapendengan, tetapi siswa harus aktif mencari dan dalam proses ini sayapribadi, saya tidak menganggap saya lebih pintar tetapi berusaha untukmenjadi patner kerja mereka untuk belajar. Jadi mereka tidak terbebaniuntuk kegiatan pembelajaran tersebut. Sama-sama saling menguntungkan,guru juga tersampaikan dengan tujuannya dan siswa juga tercapai dengantarget kita.

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

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

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

Guru : Betul, karena tiap-tiap materi itu mempunyai target, misalnya materi tentangreading… introduction sehingga tujuanya kita nanti tercapai yaitu seusuidengan tujuan dari RRP-nya, karena kita mempuyai rencana dalam


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pengajaran tersebut. Kita punya konsep bahwa target kita nanti harus ini,berarti paling tidak jika kita mempunyai 4 target, maka paling tidak 3 bahka4 target sudah tercapai.

Peneliti : Kalau target akhirnya pak ?.

Guru : Target akhir ya jelas siswa mampu melaksanakan apa yang kita dipelajaridari awal tadi. Bisa melalui dari observasi yang kita kGuru contoh dansebagainya, akhirnya siswa itu bisa mempraktekkan jika tujuan akhirnantinya mempraktekan, kalau bentuknya tertulis, ya siswa mampu menulissesuai dengan target tersebut.

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

Guru : Pengaruhnya jelas pertama ke guru. Guru ee.. proses kegiatanya bisa tertatalebih baik. Berbeda dengan KTSP dulu karena guru terlalu banyak omongterlalu sentris dengan ceramahnya, kadang materinya justru tidaktersampaikan dan siswa tidak bias ee…bekerja atau mencari tujuanutamanya tadi. Jadi siswa sekedar bengong mendengarkan, habis itu praktekhanya sekedar…ya sebentar, tapi kalau disini dengan proses belajar denganmenggunakan pendekatan ilmiah paling tidak 50 sampai 60 persen sekarangsiswa itu yang kegiatan aktif. Jadi guru hanya sekedar memfasilitasi kegiatansiswa tersebut.

Peneliti : Pak, seandainya diberi kesempatan melakukan modifikasi entah itupengurangan, penambahan atau pembaharuan pendekatan tersebut agar lebihdigemari siswa, apakah bapak juga akan melakukannya mungkin dari segitekniknya, atau yang lain pak.

Guru : Modifikasi itu sebenarnya justru point yang penting dari adanya konsepwalaupun hanya konsep, jika kita tidak modifikasi nanti kegiatannya justrumalah monoton atau malah kaku dan kalau itu kita terapkan setiap hari,setiap pertemuan hanya itu-itu terus takutnya siswa malah bosen dengankegiatan, jadi siswa sudah bisa menebak o… bar habis ini seperti ini, habisini seperti ini. Jadi modifikasi pendekatan perlu asal kita tidak terlalumelenceng jauh dari target awal atau tahapan-tahapan yang sudah diterapkandiawal, seperti itu.

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

Guru : Terutama pada observasi. Kalau menurut saya, moment yang paling tepatuntuk memunculkan motivasi anak dalam kita menyampaikan materi justrupada saat observasi, sehingga mungkin dari contoh-contoh yang kitasampaikan untuk pengamatan itu siswa lebih tertatik untuk mengikutipembelajaran dibelakangnya nanti sebagai pemicunya, ibaratnya seperti itu.

Peneliti : Apa kurikulum juga membolehkan untuk memodifikasi ?

Guru : Ketika saya mengikuti pelatihan pas jaman PLGP itu, sebenarnya tidak harusmenggunakan konsep itu, boleh kita mGuru menggunakan KTSP atauprosesnya atau konsepnya. Yang jelas yang harus digunakan yang utamaadalah metode yang ini, tapi tidak menutup kemungkinkan guru itu bolehmengubah sesuai dengan kondisi siswanya masing-masing.


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

Guru : Sesuai dengan pendekatan yang ada lima, kita menyesuaian dengan materi.Yang paling jelas kita harus menyesuaikan dengan materi. Ada mengamati,kita mengambil contoh kita mencari bahan atau alat pemicu agar siswa itubisa tertarik. Misalnya pada pengamatan bisa memutarkan video dariYoutube, atau kalau tidak ada sarannya kita bias berkonsep sendiri atau kitabias mengucapkan sendiri atau melakukan sendiri. Terus yang keduamenanya, kita berusaha memancing siswa itu kritis terhadap apa yang kitamunculkan pada waktu pengamatan atau fase mengamati. Sehingga dari apayang kita munculkan pada pengamtan siswa bertanya-tanya oo.. kok sepertiini tho, kok seperti itu tho.. mungkin seperti itu. Mengekplorasi, darimenyanya adanya tanya jawab dan sebagainya, siswa bisa punya gambaran,saya nanti setelah dapat pertanyaan seperti itu saya harus bagaimana, sayaharus bagaimana mereka punya gambaran. Untuk mengasosiasi, bersamadengan guru, siswa melakukan praktek. Kalau itu kegiatan perkenalanmisalnya, siswa habis diberi contoh yang pengamatan tadi, guru memintasiswa untuk melakukan atau membuat sesuatu seperti di contoh. Misalnyadiminta untuk membuat konsep ketika kita untuk memperkenalkan diri darinama, terus ada keluarga dan sebagainya mungkin cita-citanya besok, sepertiitu. Mungkin mengasosiasi ini bisa dilakukan dengan teman sebangku atauteman satu kelompk sesuai dengan materinya. Kemudian di tahapmengkomunikasi, setelah tadi di mengasosiasi mereka melakukan corat coretibaratnya ketika mereka di konsep terlebih daulu, pada tahapmengkomunikasi ini kita memancing siswa agar berani untukmenyampaikan apa yang sudah dikonsep tadi. Contohnya jika di asosiasitadi mereka diminta mencari menulis untuk memperkenalkan diri, nah..dimengkomunikasi kita bisa meminta siswa atau salah satu siswa untukmencoba mempraktekkan memperkenalkan diri di depan kelas misalnyaseperti itu atau beum berani didepan kelas ya… mencoba memperkenalkandiri dulu dengan 4 siswa bergantia secara berkeliling, mungkin seperti itu.Tahap-tahapnya seperti itu.

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

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

Peneliti : Trus.. kalau perasaan bapak sendiri gimana pak, setelah melakukanpendekatan ilmiah ini pak, menerapkan ini pak

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

Peneliti : E… ini pak, kalau menurut bapak penerapan pendekatan apa betul-betul biasmeningkatkan motivasi, keaktifan, kreatifitas terhadap siswa.


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Guru : Secara umum memang pendekatan itu tujuannya pasti meningkatkanmotivasi siswa njeh... baik itu yang e… kurikulum dulu-dulu pastimeningkatkan, tapi menurut saya yang paling penting itu justru adalahbagaimana peran guru dalam menyampaikan materi tersebut. Meskipun itugurunya tidak berpendidikan tinggi misalnya, tapi kita… asal guru itumampu memenej dengan baik, saya yakin motivasi siswa justru akan lebihbaik lagi.

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

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

Peneliti : Tentunya kita ingin supaya pembelajaran bahasa nggir menggunakanpendekatan baru ini berjalan efektif ya pak sesuai target, lalu e… sesuaipengalaman bapak ini cara agar integrasi antar atau implementasipendekatan ilmiah dalam pembelajaran bahasa inggris itu efektif, abagiamapak ? ada tips khusus atau bagaimana pak?

Guru : Kalau menurut saya pribadi karena materi kan sudah ada acuannya yabu…materi dan sebagainya, tinggal kita mengkonsep sesuaia dengan RRPyang kita buat sehingga apaun yang kita konsep itu kita usahakan agarberjalan dengan sebaik-baiknya misalnya cara penyampian kita, mungkinkalau anaknya mungkin habis capek kita bisa menyelenggarakan dengansedikit penyegaran lebih dulu diajak apalah seperti itu... sehingga untukintegrasi pendekatan ilmiah ini memang kita haru efektifkan dimulai daripembuatan RPP, penyampaian materi, penggunaan media dan bahanpengajaran yang sekiranya paling efektif sehingga proses pembelajaran bisaterintegrasi dengan baik.

Peneliti : Pak, apa selama proses mengawal implementasi ini, itu apa bimbingan gurudiperlukan ya pak

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

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

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


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Peneliti : Kembali ke tema tadi pak, ada yang saya tanyakan, berarti untuk materisemua sudah ada dari Pemerintah ya pak ?

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

Peneliti : Artinya, pak ?

Guru : Ya… tinggal mengikuti materi. Mungkin ya itu tadi, modifikasi kalaumungkin ada sedikit materi yang menyinggung ya… kita nanti membeloksedikit untuk masuk ke materi, karena mungkin bahasa inggris menjadimomok dan mungkin di SMP… mungkin belum sempat dijelaskan atau apa,kita sedikit menggok untuk penjelasan untuk materi sedikitlah yang pentingtidak terlalu jauh masuk ke situ.

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

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

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

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

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

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

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

Guru : Ya bu… betul. Memang kita kan sudah punya konsep menggunakan 5 tahaptersbut. Trus kita kembali juga, ada satu kesulitan ketika kita masukmenggunakan ini… kita mempunyai SDM yang mungkin kurang… kurangbagus atau paling tidak… kita memang harus menggunakan apa yang kitasampaikan di awal, tujuannya biar anak mGuru mengingat, karena mungkinapa yang saya samaikan di depan bahwa guru mempunyai kesulitan ketika


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menggunakan tahapan-tahapan tersebut, sehingga memang kadang kitame… mengulang atau me…apa namanya… memadukan konsep-konseptersebut. Tetapi secara umum konsep-konsepnya itu tetep disesuaikandengan tahapannya.

Peneliti : Dan kemngkinan untuk memadukan kelima tahap tersebut, apa jugadimungkinkan atau dibolehkan dalam kurikulum, pak ?

Guru : Kalau menurut saya itu sebenarnya tidak masalah njeh ya bu… karenamemang… ini kan memang konsepnya sudah ada, tapi kan e… input atauyang kita dihadapi siswa itu memang bermacam-macam, jadi memang kitamengkonsep sesuai dengan lingkungan disekitar kita sendiri. Jadi tidakmonoton harus seperti ini, tetapi diperbolehkan untuk menggunakan teoriatau cara-cara tersebut.

Peneliti : Untuk pengaruh latar belakang pendidikan guru, apakah juga berpengaruhteradap implementasi ini ?

Guru : Njeh… tetep latar belakang guru itu berpengaruh sekali, apalagi dengansiswa yang sudah agak atas kelas 2 atau kelas 3, melihat punya guru yangmempunyai latar pendidikan yang tinggi, juga mungkin… mungkin rasasegannya muncul. Tetapi, tetep yang paling utama adalah e… prosespembelajaran itu sendiri, bagaiman guru bisa mengelola kelas itu denganbaik, seperti itu.

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

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

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

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

Peneliti : Sebelum saya akhiri, mngkin ada faktor lain selain itu tadi pak yangmemengaruhi ?

Guru : Kalau… kalau faktor lain diluar itu yang jelas yang faktor pendukung adalahkalau kita mau memacu kita memerlukan fasilitas yang mendukung…fasilitas-fasilitas yang mendukung untuk proses pembelajaran, apalagi


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sekarang konsepnya katanya scientific, harus memberi konsep yang bagusataupun contoh-contoh. Fasilitas-fasilitas yang harus ada di kelas harus kitatingkatkan, contohnya kalau kita mau menggunakan e… film, paling tidakkelas itu sudah harus ada proyektor, misalnya… harus ada speaker untuksuara. Kalau kita mau masuk listening kita harus masuk lab bahasa, misalnyaseperti itu. Jadi faktor-faktor pedukung utuk proses pembelajaran itumemang harus, disamping kedisiplinan siswa yang memang harusditanamkan sejak dari awal.

Researcher comment

Based on the interview with T3, scientific approach is defined as learning method, whichapplies the scientific steps, namely observing, questioning, exploring, associating, andcommunicating (see the comment for T1).

Based on his comprehension of curriculum, there are some principles of learning withSA. They are students must be active, teacher as facilitator, teacher is not a singlelearning resource, students are teacher’s learningpartner. According to the researcher, theteacher wants to inform that learning by applying SA in actually students- centered (seethe comment for T1).

Relating with his definition of SA, teacher elaborates the learning activities in eachscientific step. Students are invited to watch, read, and listen to the text in observing. ofthe text. In questioning, teacher urges students to ask about the text they observe. Inexperimenting teacher asks students to construct the students’ knowledge by exercising.In associating studentsconstruct a concept of a material. In communicating, teacher asksstudents to present their works. Relating to language skills, T3 does not emphasize onlyone skill but all skills are taught integrally. What teacher thinks about the learningactivities and the integrated skills embedded in the five steps are compatible with thecurriculum demand.

T3 thinks that SA is important since it can cover all materialappropriately.The teacherstill beliefs that the new approach gives positive impact. It urges them to be active,creative, and have higher self-confidence to speak. This belief is fit with the perspectiveof constructivism that students are required to be active in classroom to build creativethinking, self- confidence and problem solving abilities. However, teacher facesdifficulties in applying this approach in language learning process. The difficulties lay onthe students’ input and the unpredicted case during learning process.

As stated before that applying SA in language learning brings positive impact tostudents. The positive impact is surely not released from the theoretical and practicalsupport from the teacher and students. Students are going to exercise the theory or newknowledge, which is discussed together with teacher and their friends (see the commentto T1).

According to T3, by applying SA in language learning the students are able tocommunicate. It is not far from one of the impact of applying SA, namely enhancingstudents’ self-confidence to speak (see par 4). Hymes (1972, in Richards and Rodgers,2001:159) has judgment that developing communicative competence is the goal oflanguage teaching. It means that learning language does not only learn English as asystem but also learn how to apply it in real communication. To get the target, T4provides some ways, requiring teacher’s guidance, providing media, motivation.


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Interview 4

Number : 04/T4Informant : Teacher 4 (T4)Time : September 20, 2014 11.00 – 12.00Place : Teachers office

Peneliti : Selamat siang bu… Saya hari ini ingin diskusi, sharing denganibu…karena ada data yang belum bisa saya tangkap dari observasi. Yangingin saya tanyakan bu… benar ya bu… sekarang mulai diterapkanKurikulum 2013 menggunakan Pendekatan Ilmiah? Menurut ibu, pengertinPendekatan Ilmiah dalam Kurikulum 2013 itu apa?

Guru : Ya, benar. Menurut saya, pengertiannya adalah konsep dasar yangmenginspirasi atau melatarbelakangi perumusan metode mengajar denganmenerapkan karakteristik ilmiah. Jadi ada… apa … ada penelitiannya,begitu.

Peneliti : Berarti lebih ke suatu metode begitu ya bu…Guru : Iya…Peneliti : Kalau menurut ibu… kalau itu sebuah metode, berarti didalamnya ada

tahapan-tahapan yang harus dilakukan seperti itu bu…Guru : Iya…Peneliti : Kemudian apa saja prinsip pendekatan ilmiah tersebut?Guru : Menurut saya ada 3, yaitu cara belajar siswa aktif, yang kedua assessment

mengukur kemajuan belajar siswa yang disbanding dengan tujuan belajar,yang ketiga keberagaman bahwa dalam pendekatan ilmiahmengembangkan apa… pendekatan keberagaman siswa itu kan unik, adamacam-macam dari berbagai golongan gitu. Trus ada kelompok siswa yangunik, juga ada apa…dari kopetensi masing-masing siswa itu satu denganyang lain berbeda. Jadi itu yang beragam seperti itu. Menurut saya lho..

Peneliti : Termasuk itu ya bu… siswa danGuru : Ini kalau menurut saya itu kan siswanya yang harus lebih aktif. Tapi kalau

misalnya siswanya sudah apa…sudah belajar mencari sendiri, tapi tidakmenemukan jawabannya nah… kita sebagai guru membantu siswa-siswatersebut apa…memberi jawaban.

Peneliti : Jadi guru sebagai fasilitator begitu ya bu…Guru : Iya…ya…seagai fasilitatorPeneliti : Tadi dikatakan bahwa pendekatan ilmiah ini sebagai metode. Kemudian

metode itu apa saja ya bu…Guru : Yang pertama itu mengamati - observing, yang kedua menanyakan –

questioning, yang ketiga experimenting, yang keempat mengasosiasi, danyang kelima mengkomunikasikan.

Peneliti : Dalam setaip tahap tersebut, khususnya dalam pembelajaran BahasaInggris kegiatan apa yang dilakukan ?

Guru : Dalam tahap mengamati, siswa dapat melihat, mengamati, membaca ataumendengar atau menyimak dengan menggunakan alat atau tanpa alat,misalnya diberi gambar, diberi teks. Yang kedua, menanyakan, dari bahanyang pertama kita kGurukan tadi diharapkan supaya murid-murid dapatmengajukan pertanyaan. Yang ketiga yaitu experimenting, menentukandata apa yang diperlukan dari pertanyaan tersebut, sumbernya atau


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mengumpulkan data dari teks yang kita berikan tadi. Yang keempatmengasosiasi, itu menganalisis data dalam bentuk membuat kategori ataumenentukan apa yang ada didalam teks tersebut. Yang kelimacommunicating, menyampaikan hasil dari rangkuman apa yang merekadapat dari teks yang kita berikan atau dari gambar yang kita berikan.

Peneliti : Dalam setiap tahap tersebut, apakah kita dapat membuat teknikpembelajaran tersendiri ? Misalnya jigsaw untuk observasi…

Guru : Bisa dan dibolehkan.Peneliti : Dan itu di kurikulum disarankan atau tidak ?Guru : Dikurikulum kita kadang ya gimana ya…ada yang disarankan. Metode

yang digunakan seperti ceramah, diskusi yang bias digunakan dalam modelpembelajarannya. Role play, simulasi.

Peneliti : Dalam proses pembelajarannya, ada keterampilan tertentu yang ditekankan atau integrated ?

Guru : Integrated, karena kita juga menyuruh anak menghasilkan suatu karyasudah kan sudah masuk writing, ada juga yang kita ajak untuk speaking,jadi sudah menunjukkan adanya itegrasi jadi satu.

Peneliti : Menurut ibu, apa pentingnya pendekatan ilmiah dalam pembelajaranbahasa inggris ?.

Guru : Yang pertama, kita targetnya pencapaian hasil belajar siswa.Peneliti : Apa yang ibu rasakan dengan pelaksanaan pedekatan ilmiah ini ?.Guru : Sekarang ini hanya sedikit…agak signifikan, anak lebih kreatif, dulu kita

hanya sekedar memberi, sekarang mereka ada upaya untuk mencari sesuat,jadi agak mandiri dari yang dahulu, lebih percaya diri, lebih kreatif, lebihberani bicara.

Peneliti : Dengan terbatasnya sarana dan prasarana tersebut, dalam menerapkanpendekatan ilmiah ini apakah ibu merasa bahwa siswa meningkat motivasi,kemandirian,dan kreativitasnya ?.

Guru : Iya..paling tidak meningkat sedikit. Walaupun terbatas, ada sedikitperubahan pada siswa.

Peneliti : Apa target pembelajaran dengan menggunakan pendekatan ilmiah inidalam jangka pendek dan panjang ?.

Guru : Jangka pendeknya, anak dapat berkomunikasi. Jangka panjangnya nantijika siswa sudah melanjutkan kuliah atau bekerja setidaknya dapatberkomunikasi walaupun secara pasif.

Peneliti : Bagaimana cara agar pembelajaran bahasa inggris dan pencapaiantargetnya dapat terintegrasi ?.

Guru : Secara umum, kelompok atau jumlah siswa. Banyak sedikitnya siswa, jikasiswanya sedikit kita lebih focus. Sekarang sudah lumayan dibandingkandulu dimana siswanya bias mencapai 40 siswa, sekarang 32 siswa.

Peneliti : Selain jumlah siswa, apakah bimbingan guru diperlukan untuk mencapaitarget pembelajaran ?.

Guru : Bimbingan diperlukan, walaupun tidak sesering seperti pendekatankurikulum terdahulu. Siswa terkadang mencari dibuku sudah menemukanjawabannya, tetapi maksudnya dari bahan yang dipelajari tersebut banyakyang belum dimengerti. Jadi kita membantu memberi pengertiannya.

Peneliti : Bimbingan atau fasilitas bimbingan di dalam kelas itu, apakah ibumendominasi atau tidak terkesan mendominasi ?

Guru : Kita mengajukan pertanyaan ke siswa, atau kita menyuruh siswamenyampaikan hasil diskusi mereka sesuai materi yang kita berikan. Jadi


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sekarang guru harus mengurangi membatu siswa, biar siswa mencarisendiri atau mengeksplor.

Peneliti : Dari kelima tahap tersebut, apakah ada tahap yang diberi porsi khusus atausama porsinya ?.

Guru : Menurut saya, yang diberi porsi lebih banyak itu pada tahap experimenting,latihan mencari, mengumpulkan data supaya siswa lebih kreatif dan tahuapa yang mereka cari dari materi yang kita berikan.

Peneliti : Bukan berarti tahap lain tidak penting ya bu…Guru : Tidak, kan sekarang diharapkan siswanya yang lebih aktif, jadi upaya

siswa lebih aktif.Peneliti : Apakah penekanan dalam experimenting itu berlaku untuk tema tertentu

atau semua tema ?.Guru : Tidak semua tema, tetapi menyesuaikan dengan tema tertentu. Jika

temanya lebih pada communicating, maka lebih ditekankan padacommunicating. Jika temanya complimenting dan souring care, maka itulebih ditekankan pada communicating. Jadi sesuai dengan tema yangdiberikan.

Peneliti : Kemudian, menurut ibu, apa pengaruh pendekatan ilmiah ini terhadappembelajaran bahasa inggris ?.

Guru : Siswa lebih kreatif dan lebih berani bicara dalam bahasa inggris. Kreatifdalam mencari sumber dari materi yang kita berikan dan lebih percaya diriberbicara bahasa inggris, walaupun mGuru salah.

Peneliti : Untuk menciptakan siswa yang lebih termotivasi dan percaya diri, dalamproses pembelajaran itu apa diperlukan dukungan secara praktis danteoritis ?.

Guru : Iya. Itu harus seimbang antara praktek dan teori. Siswa setelah diberi teori,siswa akan mencoba apa yang kita berikan.

Peneliti : Kalau dukungan praktis dan teoritis dari gurunya bu…Guru : Diperlukan, tapi kita tidak mendominasi…Peneliti : Dalam kelas, apakah ibu dalam proses pembelajaran menerapkan urutan

atau tidak dari proses 5 tahap tersebut ?.Guru : Saya menerapkan hal yang sama sesuai urutan, cuma terkadang dalam

perkembangan proses pembelajaran ya… bergeser sedikit, tetapi tetapmengurutkan.

Peneliti : Apakah artinya dalam perkembangannya kita dapat memadukan kelimatahapan tersebut ?.

Guru : Iya…dipadu-padukan. Karena bahasa tidak harus teoritis urut, kecualikalau eksak kan harus urut. Terkadang, siswa langsung bertanya, langsungcommunicating, kan tidak bisa observsi dulu. Tetapi secara prinsip, kitaharus mengurutkan.

Peneliti : Jika diberi kesempatan diberikan kesempatan untuk melakukan modifikasidari lima tahapan tersebut, apakah ibu akan melakukan modofikasi ?.

Guru : Iya. Saya akan melakukakn modifikasi ini. Modifikasi diperlukan untukmenarik minat siswa dalam belajar bahasa inggris, biar tidakmembosankan.

Peneliti : Modifikasi tersebut, biasanya ibu lakukan pada tahap apa ?.Guru : Pada tahapan tertentu, misalnya communicating, seperti melakukan game.Peneliti : Apakah dalam tahapan lain tidak dapat dilakukan modifikasi ?Guru : Bisa. Misalnya dalam tahap observing, kita bisa mengeksplor siswa,

misalnya dengan gambar kita dapat menyanyakan siswa apakah ada yang


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mempunyai gambar seperti ini atau yang berhubungan dengan yangdiberikan, terkadang siswa mempunyai pemikiran tersendiri.

Peneliti : Di dalam buku panduan, pemerintah sudah memberikan beberapa kegiatanyang sudah pasti, seperti game, jigsaw di tahapan tertentu. Apakah ibuakan mengikuti kegiatan itu ataukah akan melakukan kreasi sendiri ?.

Guru : Selain mengikuti itu, kita juga bisa berkreasi sendiri.Peneliti : Apakah didalam kurikulum diberikan keleluasaan tersendiri ?Guru : Ada. Diberi keleluasaan.Peneliti : Apa anak yang aktif tetap diberi penilain lebih atau reward ?.Guru : Iya.Peneliti : Apakah siswa sudah mengetahuinya ?.Guru : Sudah, siswa sudah saya beri tahu sebelumnya. Sebelum memberi

pelajaran, saya beritahu bahwa siswa yang aktif akan saya beri rewardlebih. Makanya terkadang siswa berlomba untuk maju. Sudah adaperjanjian, pokoknya siswa yang aktif akan saya beri reward - ekstra point.

Peneliti : Mengenai motivasi siswa, apakah itu juga berpengaruh ?.Guru : Iya, berpengaruh. Siswa jika tertarik pada materi akan menimbulkan

motivasi belajar, jika siswa termotivasi belajar maka kita memberikanpelajaran juga akan lebih mudah, siswa akan lebih mudah mencernapelajaran, keinginan belajar meningkat. Oleh karenanya, metodepembelajaran yang kita berikan harus menarik, termasuk reward.

Peneliti : Kemudian mengenai pengaruh latar belakang pendidikan guru. Apakahpenerapan metode ilmiah juga dipengaruhinya ?.

Guru : Berpengaruh juga.Peneliti : Mengapa ?.Guru : Kalau kita tidak dari basic-nya, jurusan yang tidak sama itu

penyampaiannya terkadang tidak sampai atau salah pada siswa. Jadi kalaumaple bahasa inggris, ya…harus dari pendidikan bahasa inggris, sehinggamengetahui teorinya dalam pembelajaran.

Peneliti : Jika pengalaman guru ?.Guru : Mendukung pelaksanaannya. Kita bisa membandingkan antara metode

yang lalu dan sekarang ini, kekurangan dan kelebihannya dimana.Terkadang kita mGuru menerapkan metode lama yang mGuru bagus ataulebih bagus untuk metode yang sekarang kita gunakan.

Peneliti : Apa ada masukan dari ibu, mengenai faktor lain dalam selain latarbelakang dan pengalaman guru, dalam pelaksanaan metode ini ?.

Guru : Sarana prasarana, fasilitas.Peneliti : Kalau MGMP ?.Guru : MGMP dapat memberikan sharing informasi mengenai hal baru atau

perkembangan kurikulum baru yang dapat kita gunakan untukmeningkatkan kinerja kita, cara kita mengajar untuk KBM.

Peneliti : Mengenai kurikulum baru ini bu, apa pernah disampaikan dalam forumMGMP ?.

Guru : Pernah disampaikan, tetapi belum mendetil.Peneliti : Kalau kebijakan dari sekolah, apakah medukung pelaksanaan kurikulum

baru ini bu ?.Guru : Mendukung sekali, karena sekolah harus menerapkan kuriklum yang baru.

Walaupun terkadang menghadapi kesulitan, terutama pendanaan yangbelum mampu untuk memenuhi kebutuhan secara total untuk


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pelaksanaannya. Dalam pembinaan juga disampaikan, bahkan pernahdilakukan training di sekolah.

Peneliti : Demikian bu, terimakasih banyak.Guru : Ya, sama-sama.

Researcher comment

Based on the interview with T4, scientific approach is defined as learning method whichapplies the scientific steps, namely observing, questioning, exploring, associating, andcommunicating. Talking about the conceptualization of approach, and method, EdwardAnthony (in Richard and Rodgers, 1987: ) has clearly identified those terms. Accordingto him, approach is a set of correlative assumptions dealing with the nature of languageand the nature of language learning. Meanwhile, method is defined as overall plan for theorderly presentation of language material. Method is generated from a theory of languageand theories about how language is learnt. Drawn from the conceptualization of approachand method, the definition of SA provided by T4 seems not compatible. T4 recognizesSA as learning steps, meanwhile the approach meant by 2013 curriculum is linear withthe definition of approach provided by Anthony. In this context, there is a gap betweenteacher’s knowledge of SA and what curriculum intended of SA.

Based on her experience, there are some principles of learning with SA. They arestudents must be active and teacher as facilitator. According to the researcher, the teacherwants to inform that learning by applying SA in actually students- centered. It isincompatible with Bruner learning theory who states that learning is an active process inwhich learners have to mean the new knowledge. The process needs the activity ofstudents. Teacher as facilitator is needed when students get difficulties or need guidanceto develop their competence. Vygotsky calls the area of students learning activities iszone of proximal development (ZPD). Furthermore, Bruner develops the concept ofscaffolding based on ZPD.

Dealing with her definition of SA, teacher elaborates the learning activities in eachscientific step. Students are invited to watch, read, and listen to the text in observing.From the text, students are urged to explore the text by questioning. From questioning,students are led to find out the possibly answers of the questions from some resources.The text itself can be the source. In associating step, teacher asks students to analyze thedata into category or decide the content, text structure, language features of the text.Communicating step invites students to inform their work based on the resume of the text.Relating to language skills, T4 does not emphasize only one skill but all skills are taughtintegrally. What teacher thinks about the learning activities and the integrated skillsembedded in the five steps are compatible with the curriculum demand.

T4 thinks that SA is important to achieve the language learning goal. The teacher stillbeliefs that the new approach gives positive impact though the approach gives littleprogress to her students’ motivation, activity, creativity and critical thinking. Thisapproach provides activities that require students to find something by their own selves. Iturges them to be active, creative, and have higher self-confidence to speak. This belieffits with the perspective of constructivism that students are required to be active inclassroom to build creative thinking, self- confidence and problem solving abilities.However, teacher faces difficulties in applying this approach in language learningprocess. The difficulties lay on the students’ input and the learning facilities such asmedia.

As stated before that applying SA in language learning brings positive impact tostudents. Assuredly, the positive impact is not far from the theoretical and practical


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support from the teacher and students. Students are going to exercise the theory or newknowledge, which is discussed together with teacher and their friends. I think, the teacherwants to tell that learning is going to be carried out when the students practice whatteacher explained. The principle is modeling in which the students learn by imitating theother people’s attitude (teacher, peers, etc.) and vicarious experience.

According to T4, by applying SA in language learning the students are able tocommunicate to teacher and peers in classroom and the workplace. It is not far from oneof the impact of applying SA, namely enhancing students’ self-confidence to speak (seepar 4). Hymes (1972, in Richards and Rodgers, 2001:159) has judgment that developingcommunicative competence is the goal of language teaching. It means that learninglanguage does not only learn English as a system but also learn how to apply it in realcommunication. To get the target, T4 provides some ways, namely limiting the totalamount of students in classroom, requiring teacher’s guidance, media, and motivation.


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Appendix 2 (Samples from Observation Notes)

Observation 1

No : 01/T1Subject : Teacher 1 (T1)Place : Classroom of Grade X (Acceleration Class)Subject Matter : Complimenting and Showing CareTime of Observation : Wednesday, August 15, 2014, 13.45- 14.30

Setting of classroom

The acceleration class is at the second floor. It is at the back of the school. The room isat the tip of the grade X classroom line. The room has fourteen glass windows. The sevenwindows are at the west side and the left are at the east one. The windows have greencurtain. The length of the classroom is about 9 meter. The width of it is 8 meter and theheight is about 3.5 meter. There is one whiteboard with a big slide hung on it. Oneprojector is hung up on the roof. Not far from the projector, there are four big lamps andfour little lamps as the lighting. There is one air conditioner at the west side of theclassroom. Some pictures adhere at the wall. They are one picture of President, Garuda,and Vice President. Those pictures are adhered above the whiteboard. There are also theother pictures, namely some students’ works, the students’ attendance, the learning table,school rules. At the east back of the classroom there are some cleanliness tools. They aretwo brooms, one duster, and one garbage basket.

Since it is acceleration class, the room is only for 20 students. It has 20 chairs andtables. Each student has one chair and one table. The distance among tables is about onemeter. The two lines of tables are at the east and west side, two lines are in between ofthem.

The total numbers of students are twenty. They consist of four male students andsixteen female students. At the time of observation, all students were present. They worebatik, white skirts and trousers. The female students mostly wore white veil, only one didnot wear veil. The teacher wore light brownish batik and black trousers.

The learning process

13.45 – 13.55Teacher 1 (T1) started the lesson very quickly. He tried to spend the time effectively.

He started with a very kind greeting and praying. One of the students leaded them to prayin English. Then, he asked students to prepare the students’ book. Students weresuggested to take care of the book by keeping it clean and covered it. He informed thatwhat they had to do was observing a video and told the name of the person speakingthere. He, then, informed that before observing the video he asked students to payattention to the slide. Students were asked to read the goal of the learning that day. Heexplained the goals clearly and gave example for each of them. He started from the firstdestination, namely menunjukkan kesungguhan belajar bahasa Inggris dalamberkomunikasi tentang pujian dan perhatian dengan guru dan teman. Then he asked,“When you meet someone, what do you have to say to memuji? He then asked tostudents,” Do you know memuji? He gave clue by saying,” Com..compli….” Studentscompleted the word by saying,” Compliment”. Then, he gave some of the examples as thefollowing:


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Now, you look good (compliment)You look beautiful today (compliment)

T1 then, explained the second utterance. He said,” Youlook beautiful meaning that youare not really beautiful.” Directly, he gave another sentence, “You are beautiful. “Then heexplained that the sentence meant,” You are really beautiful.” He repeated this sentence,“You lookbeautiful: just lookbeautiful (He gave stress to the second clause). The studentslaughed since he explained it by funny expression. Then, without pressing the students,he asked students, “Do you know perhatian in English?” One of the students answered:”Attention. “He responded, “Attentionis ok, but it is notattention.” He guided students toname it by giving one example. The example was the following:

When you see your friend in trouble, what would you say?

One of the students answered: be patient. Then, he said,” Be patient is ok.” He still askedto students,” So, what is the name of theutterance? “Another student answered,“Sympathy.” He responded,” Sympathy..,ok.” Then, he continued to guide the studentsthat the expression is showing care by giving the initial of the utterance. And, studentstogether could guess that the name of the utterance is care. The students were leaded towhat had to be learnt that day, namely complimenting and showing care.

Then, he informed that they were going to enhance their self -confidence, show goodattitude as expressed at the second goal. He said that they had good attitude. Anyhow ithad to keep and be done better.

Furthermore, he uttered that at the next step, the students were going to be asked todiscuss about the social function, the structure of the text, and language features of theextended compliment. Then, he explained,” Kalimat bersayap itu gini,lho ya,misalnyaanda bilang good, bersayap itu ditambah, misalnya ditambah kata job, hingga menjadigood job.”He directly gave another example,” Wow you are amazing, amazing boy..gitu ya.”

Then, he went to other the last goals, namely constructing written and spoken text forcomplimenting and showing care. He informed that those had to be done by the studentslater in a group or individually. He underlined that those were the learning goals andreminded that the learning subject matter that day were complimenting and showing care.After that, he directly started with the focus of the session. The language used was mixedbetween English and Bahasa. He sometimes applied his mother tongue to break thesituation.

RC: Students prayed in English is a good idea. Students were accustomed topractice. Teacher was clever to guide students to know the learning topic by givingquestions. He also explained the learning goals clearly. It was very important to getsame perception of the students of the material being learnt. For explainingconception, T1 applied bahasa Indonesia. I think it can be done.

13.55 – 14.05

T1 ordered the students to see the short video of two persons talking about complimentand showing care. He asked them, to observe the name of the speakers, identified whichutterance belonged to compliment and care. He was allowed students to write down theirfindings. The video provided three persons whose names were Fred, Susan and David.They did not only compliment but also showed care each other.


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After completing the show, T1 guided the students to describe their understanding ofthe dialogue by giving some questions. “What is the meaning of chikky?” he asked. Noone answered. Then, he gave illustration in bahasa and he used gesture. Then, he askedthe next question,” What are their names?” Together, students answered,” They areFrank, Susan, and David.” T1 agreed those answer by saying “Yeah, ok.” After that, hewent to next question,” Where are they?” Students answered, “The party.” He agreed theanswer by repeating the word “the party” and described the situation of the event. Hesaid, “You listened crowded people, there are many people talking in crowded situation.”Next, he asked them,” What is the meaning of crowded?” Then, the studentsanswered,”Ramai.” Then, he asked,” Who knows who?” The students looked confused.The T1 gave the meaning of the question in bahasa. Then, students answered,” Friend ofDavid and friend of Frank, Susan.” Does Davidknow Susan?” Then, they answered,“No.” Having conducted those activities, T1 informed that the material they learnt thatday was about complimenting and showing care.

T1 showed the video to remind students about the content of it. He stopped theshow for some particular utterances which focused on compliment and showing care. Andthen, he asked the students to identify what the utterances stand for. Hi, how are you? Heasked, “What does it stand for, compliment or showing care?” Students answered,“Showing care. Then, he played the video and stopped at the utterance of nice party withinteresting people. Heasked,” Nice party, what does it stand for?” “Compliment,”answered students. He agreed with the answer by repeating the word “compliment”.Then,he explained that nice party was compliment; with interesting people was extended.He clearly explained that by applying bahasa. Then, he gave another example,” Good job,you done well.” He explained that good was compliment and job was extended. He alsoexplained that the word good was better added by other extended such as “You look good,nice wearing”. Then, he suggested that in daily conversation which involved theinterpersonal (feeling), they had to sustain it. He gave example when they were in thebus, there were only some questions asked, namely name, address, destination. Heinformed that western people usually sustain the conversation in the bus. He explainedthose by using bahasa. Then, he played the video and stopped at the utterance you’re verykindand asked,” What does it stand for?” The students answered, “Compliment.” Heagreed with the answer by saying, “Hem.”

Having completed the discussion, T1 concluded, “When you meet someone andyouwanted to praise her/him, what you are supposed to do is compliment. When youfindsomeone in troubles, you should take care, at least you give sympathy.” He gave oneexample of showing care in daily situation and sometimes he made a joke.

RC: Teacher showed a video of complimenting and showing care for the first step inEnglish learning. Video was a good choice to make students concentrate to thematerial.The mode of teaching was interesting since the students were very curiousof the content of the conversation. T1 was very kind to guide the students to find theanswers of some questions. This was in accordance with the learning principle in thenew curriculum that teacher has to guide the students to understand the material bygiving questions (see also scaffolding theory by Bruner and the learning theory byVygotsky). He was clever to guide students to find the answer of his questions. Hisquestions guided students to know more about the text (see the theory ofconstructivism). Questioning and communicating had already happened inobservation. That he motivated students to apply that utterance and gave thedifferent situation between the western people and non-native speaker is very good.Teacher informed the material inductively by providing text and the context.


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Anyhow, he did not ask students to conclude the social function of the text, but heconcluded it by himself. In my opinion, it is better for teacher to guide students to dothat.

14.05–14. 20

T1 gave instruction to students to open students’ book on page 18. Students wereasked to observe task A. He asked students to know what they had to do by understandingthe instruction and directly he explained it. Listening to his explanation, the students triedto get the answer. Having completed the explanation, T1 asked students to classify someof the phrases in task A together with him. Then, he asked students to identify what thefirst phrases stood for. He asked, “When you have stomachache, meaning that complimentor care?” Together, students answered,” Care.” Then, “When you see your friend hasstomachache,what would you say?” They answered,” Get well soon.” T1 agreed with thatanswer by saying, ”Ok, get well soon is ok.” Then, he still gave question, “Is there anyotherresponses?” Students gave an answer but it was said unclearly. T1 gave onealternative response; “You can say should I give you a glass of water?” He only discussedsome phrases and asked students to complete by themselves at home. Then, he leadedthem to go to page 19. In this page, students were asked to read the dialogue aboutcomplimenting and care in task 1. T1 asked students to take more attention on particularutterances relating to complimenting and care. Directly, he guided students to identifywhich utterances belonged to complimenting and showing care, also the respond of them.In task 2, T1 leaded students to answer some questions orally. The task invited students tocomplete true and false task. In this stage, students were very enthusiastic to answer thequestions.

RC: 1) Teacher was interactive to guide students to find the answers, and he gavequestions to make the students learnt. So far, the teacher succeeded to make themlearnt and spoke. 2) Teacher did not give opportunity to students to understand theinstruction by themselves. He also did not give time to think of the answers.Probably, it was caused by time-constraint. 3) He did not give opportunity tostudents to ask. Probably, it was caused by the assumption that the students wereeasy to understand the material. Anyhow, what teacher done could lead the teacher-centered. Here, the steps were experimenting, observing, questioning andcommunicating.

14.20- 14. 30

T1 asked students to learn the information about the present material in page 21.Based on the information in page 21, he asked students to identify the difference betweencomplimenting and showing care. Together with students, he identified the difference.Directly, T1 asked students to pay attention to page 22. At the page, the students wereasked to make dialogue by using the context at page 22. He also asked students to applyguiding utterances at page 18. He said,” Now, make a group of two and what you shoulddo is making dialogue with your friend about complimenting and responding based on theguiding situation at page 22. Each person, at least makes three sentences.” Then, heasked, “Do you understand what you should do?” The students answered together, “Yes.”He gave three minutes to complete. In a group of two, the students did the task seriously.Then, the teacher invited students to present their works before closing. One groupperformed very well. He gave appreciation by saying “Good job.” The electric bell rang


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and soon, T1 asked students to do the task at home and it would be presented more in thenext meeting. Then, he closed the lesson shortly.

RC: The steps done were associating, experimenting, and communicating. Along 45minutes, the steps done were observing, questioning, exploring, associating andcommunicating (in the sense that students and teacher communicated during thelesson). The language skills emerged were listening, speaking, reading and writing.This observation shows that the scientific steps were carried out integrally. The shiftof each step did not really appear. All steps were done at the beginning of the lesson.When students observed a text, the other steps worked at sequent during thelearning process.

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

easier to do the activity in the steps?


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Observation 2

No : 02/T1Subject : Teacher 1 (T1)Place : Classroom of Grade X (Acceleration Class)Subject Matter : Descriptive TextTime of Observation : Friday, August, 29, 2014

Learning Process

07.09- 07.12T1 started the lesson by greeting and praying. As usual, one of the students led the

pray in English. Then, he checked the students’ attendance. One student was not presentthat day. Then, he told to students about the researcher and why I joined with the class.T1 stood up and moved to and fro in front of the class.

After that, T1 distributed students’worksheet and asked them to learn the sheet. Then,he asked, “Pay attention to the questions, please.” Students learnt the questions for awhile. He asked,” Do you have problem with the question?” Students answered,” No,Sir.” Waiting for the teacher prepared the text, the students learnt the sheet. He said, “Ok,I don’t think that it is a big problem for you to learn, not at all. Ok, enjoy listening andfind the answer of the 5 questions you have.” Then, he asked students to discuss thequestions one by one. “Ok, what is the main point of the text? Do you know the mainpoint? No one answered. Then, he answered by his own self, “Discuss the text in awhole.” He went to the next question,” What is he? What does the question ask you?”Students looked confused. Recognizing the situation, T1 gave some examples,”Theanswer of the question can be I am a teacher, you are a student. So, what does thequestion stand for?” Students answered, “Profession.” T1 agreed with the answer andthen he said,” Yeah, profession.” After that, he went to next question,” How old is she? Itis clear, ok.” And the last question is what does he look like? What is the possible answerof this question?” A student answered in a little voice, so I could not catch her answer. T1said,”Yeah, seperti apa dia. Example, he is tall, fat, etc.” T1 sat down during handling thediscussion of the questions. T1 stood up and moved to and fro. He mixed English andbahasa.

RC: That T1 asked students to discuss the questions was good effort to lead studentsto the material. By discussing them, students had similar perception about thematerial. Indirectly, the learning goal had been informed though T1 did not informit clearly. In my opinion, T1 should ask students to discuss the learning goal asbefore. Providing worksheet was a good effort since in this step students need to beguided to know the material.

7. 12 –7.29

Then, he asked students to listen to the text. He said,”Ok, first of all you will listen atext and you have to answer the question, and in turn we will talk about the identificationand description, and we will listen once more and we will give you some other materialslater. I will give you 20 minutes to listen.” Then, he played the text and asked students tolisten. Students paid attention to the text.T1 said, ”Once more, you will listen to the text.”


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He played the text more. Having played the recording, he asked students, “Do you haveany difficult words?” Students answered, ”Yes.” Then, T1 said, ”If I write down the textat whiteboard, I am sure you will answer all questions soon. But, if you listen sometimesyou will find many difficult words. Ok, how many answers that you have got?” Somestudents answered, ”Three.” Some others answered, ”Two.” Then, he responded, ”Ok.”After that, he played the recorder and stop at each sentence to know the content of it. Itwas used to check the students’ finding and for giving feedback to the students’ work. Healways discussed with students about the content of each sentence by translating thesentence together and explained the unfamiliar words or phrases. Teacher mostly appliedEnglish.T1 asked students to discuss all the answers of 5 questions together. He said,”Ok,nowonce again, question number one, what is the subject of the text? Subjeknyaapa?”Together with students, he answered,”Mr.Budi or Sam’s father.” Then he went tonumber two, “Good,we go to question number two, what is discuss? About Mr. Budi’s……” said teacher. A student answered, ”Kehidupan.” He agreed with the answer,” Ok,kehidupan...or aboutMr.Budi’s…..Some students answered,” Mr. Budi’s life.” He said,“Life is ok. Ok, numberthree, what is he?” The students answered,”He is businessman. “He agreed with the answer,”Ok, he is a businessman.” After that, he continued,”Then,how old is he? “Students answered,” He is 45 years old.” He agreed and continued to thenext question,” Ok, what does he look like?” Students answered, “He is tall andhandsome.” After that, he said, “Ok,good. That is we are going to talk today.”T1 asked students to look at the second task, “Now, look at second task over there. Whenyou want to describe someone what you should know is about that one. The firstparagraph is about identification. Identification tells about the person’s name, his/herprofession, his/her characteristics, what sort of clothes she/he wears.” Discussing thetask, T1 stood up in front of classroom and moved to and fro. Then, he informed the nextparagraph,” The second paragraph is about description of someone you want to describe.In this paragraph, you can describe his/her daily routine, his/her interest, his/her currentactivities, his/her future plans and ambitions.”Then, he explained,” Descriptive ituminimal ada 2 paragraph, yang pertamaidentification dan yang kedua description. Andabisa melihat bagian bawah, jikaingin mendeskripsikan seseorang,anda bisamenggunakan kata-kata di dalam tabel.” With very nice expression, he continued theexplanation of words in the table. He explained the meaning of unfamiliar words forstudents and how to apply them. He applied English and bahasa. (observing)

RC: The steps appeared were observing, questioning, communicating. In thisobservation, T1 gave guiding observation to students. It made students easier to doobservation. There was questioning between teacher and students in the learningprocess. That was why, the classroom was so lively. The activity of questioning andanswering indicated that there was also communicating in the classroom. Anyhow,the communication was mostly dominated by T1. Here, the explanation of thematerial was done by T1. T1 provided the examples of some questions, but he didnot urge students to practice them. It is not fit with the learning principle ofconstructivism that motivation is the key component of learning. Students had neverasked T1 about the part of the text. T1 also did not give motivation to do that.Probably he thought that without asking, students had already understood thematerial. The language skills appeared were listening, speaking and writing. Theteacher played the recorder more than twice. I think that is good effort to trainstudents’ listening skill. The language features provided were vocabularies,


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pronunciation. T1 gave the example of how to pronounce well. But he did not askthem to repeat after him. Probably he thought that drill was not necessary toacceleration class. T1 applied different media with the previous meeting. I think, it isa creative effort to apply different media.

7.29-7.45“Ok, we have finished discuss the words and I want you to do is to read the text on

page 58. And what are you supposed to do is, first of all pay attention to the reading textand individually I’d like you to look at your paper and find what is stated from theparagraph and I’d like you to fill in the blanks. Read for less than five minutes. Ok, justread first. Then, find the main point of the text.” Gagasa utama dalam teks itu apa,ya?”Kita lihat dulu isi teks inisecara garis besar. T1 stood up to inform the general content ofthe text. He said, “Of course it is talking about my best friend as the tittle. And talkingabout whose characteristics is it?” Some students answered,” Dinda.” He agreed with theanswer and informed that students had to answer the questions at page 59 and they had toprepare themselves to present their work. “Along with this reading, you have to answerthe questions at page 59. And later, you have to prepare to describe about someone, notalways Dinda. It can be your friends, your father as the example of previous listening textand present it.” Then, T1 asked students to answers all questions. T1 did not giveparticular time to do those. In the middle of completing the task, he asked, “Do you haveany problem on the text?” “No, “said students. Then, he asked,” Have you finished?”“Not yet,” they said. He moved around to check the students’ work. Students looked soserious to do the task. Then, he informed that they still had 3 minutes left. He asked,” Doyou have any question about the question? ”No, Sir,” they answered. (experimenting)

RC: T1 asked students to do experimenting individually. T1 started the activity byasking students to observe the text from the students’ book. He applied differentlearning sources with the previous step. As the previous meeting, T1 let students todo exercise individually. T1 never asked students to do the task in group. In myopinion, doing exercise can be both individually and in group. Anyhow it is better tobalance both of them since experimenting needs discussion of their work with peersor teacher.7.45- 8.05

“Ok, we discuss the answer together. What I see there you answered in the longanswer.You can do that in the short one.” Then, he gave example of the answer ofquestion number 1. He said,” For example, number 1, what is your answer?” Then,students answered,”Dinda.” He gave feedback,”Dinda, ok, you can only write Dinda oryou can writethe long answer.” After that, he asked students to go to question numbertwo,” The answer issince junior high school.” “Okay, number three, one of you or all ofyou?” he asked. The students answered,” She is good-looking, not too tall, fair skin.”Together with students, he discussed the answers of question number one until numberten. Students could answer all questions.

After completing the discussion, T1 said, “Yeah that is very good. How manyparagraphs are there?” The students answered,” Three.” He agreed with the answer,”Ok, threeparagraph. Do you still remember what the first paragraph stands for?”Students said,” Identification.” With nice smile, he said,” All right. What paragraph doestell the descriptive part?”” The second paragraph,” said students. He said, “Secondparagraph tells about Dinda. Ok, when you tell about someone, you can use the structureof the text as we discussed before, they are identification and description. You can tellmany things in description and you can apply the words in the table as written in your


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worksheet. Now, please read the text more and based on the text, complete the table inyour worksheet.” Then, he gave some examples of how to fill the table. He also gavemotivation to them to complete the table.

After few minutes, he asked students to discuss the content of the table. He startedfrom the first name,” What is the name of the subject?” “Dinda,”said students. He agreedwith the answer. Without pressing, he went to next question,” What she does?” Togetherwith T1, the students answered,” A student.” Then, he went to next question,” What helooks like?” Some students answered,” She is good-looking, not too tall, with fair skinand wavy black hair.” “Ok, good.”Together with students, he discussed the answers of allquestions and he directly gave feedback to their answers.

“Ok, that is very good. How many paragraphs are there?” T1 asked. The studentsanswered,” Three.” He said,” Ok, three paragraph. Do you still remember what thefirstparagraph stands for?” Students said,” Identification.” T1 agreed with the answerand corrected the students’ pronunciation. Then, he asked more,” What is the content ofthesecond paragraph?” Then, they answered,” Description.” He responded,” Good, thatis description. Usually, the descriptive text can be written down by applying adescriptivestructure. That can be discussed at page 60.” He continued the explanation.“When you tell about someone, you have to follow the examples of descriptive text andthe structure of the text. You can tell many things in description. Look at the box again,and the table of adjectives. Now, read the text more and complete the table in yourworksheet with the information from the text.” Then, he asked students,” Do youunderstand what you have to do?” Without waiting for the students’ response, he gavesome examples. Not more than one minutes, he asked students to discuss number three.“Ok, do you have finished answering number three? Apa tadi?” Then, some studentsanswered,” She is good-looking, not too tall, etc.” Then, he continued to answer the nextnumbers and directly gave feedback. I saw only some students answered the questions.Some still tried to get the answers.

“If you don’t have question, I want to ask you. In what tense is the text written? Whatkindof tense? Tenses apa kira-kira?” Some students answered,” Present.” He said,”Good, in theform of present tense. So if you describe someone, you should do it in thepresent simple tense.” Do you still remember the pattern of thetense? Some studentssaid,” Yes.” And some said,” No.” Then he stood up and reminded the tense shortly andclearly.

Must beadded by s/es

He

SheIt


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Then, he gave some examples of that tense. He asked students to discuss about the way toapply that tense. He said,” Yang paling penting dalam menulis teks descriptiveadalahmenggunakan bentuk present tense. Based on this one, what I want you to do is tolook at the last page of the sheet. Jika ngomong tentang colour atau hair you can saybrown hair bukan hair brown, red chair bukan chair red. Meaning that if we want tomake noun phrase, noun is at the end of the phrase, you can plus adjective there.Adjective yang paling ringan adalah bocfm yaknihow big, how old, what color, wherefrom, made of. You can plus determiner. Determiner itu penentu noun. If only one,youcan say a or an. A is for uncountable noun and an is for countable noun. He gave someexamples of that. So the pattern is:

Determiner + adjective + noun

“Now I want you do is to make akind of a text telling about your friend in the class as theexample. Identification maximum 4 sentences and you can describe someone you arethinking about. Later, your friend will guess who she or he is”, he asked students.Without giving opportunity to students to ask, he invited them to do the task on theirbook. “Write down your work on your book. Look at the previous example and the way todescribe someone. I gave 5 minutes to complete the duty.” A student asked him about thesubject of the description in bahasa.

RC: T1 gave feedback to the students’ work at the end of the exploration. It wasgood activity to make students knew whether they answered in good way or not. T1also provided explanation about the text structure and tense of the text. In myopinion it can be accepted since students are regarded to need more knowledgeabout that.

8.05-8.30

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The time for completing the duty was over, T1 asked students to sit with their friends toanalyze the content, the arrangement of the text to find out the differences and similaritiesof those texts. T1 gave five minutes to do that. Students discussed with their friendsseriously. After that, he asked students to discuss the differences and similarities together.(associating).

Five minutes passed, T1 asked students to present their work. “Ok, students, yourturnnow to present your work. Who wants to present first?” He waited for few minutesuntil a student, Budi offered to be the first volunteer. “Ok, Budi, please present yourwork. Othersplease guess who the subject of Budi’s description is.” Budi presented hiswork by reading. After that, T1 asked students,” Good, Budi. So, who is the subject of thetext?” Students guessed the name of the subject. The communication went fluently. Then,T1 asked others to communicate their works. Another student presented in front of theclassroom. The activity was repeated as before. T1 did not do assessment of the activity.(communicating)

The bell was closed to ring. T1 asked students to make a description about someone athome.

RC: During 2*45 minutes, the steps appeared were observing, questioning,exploring, associating, communicating. In observing, language skill occurred werelistening, reading, speaking and writing. In this step, T1 also gave explanation aboutthe social function, structure of the text. Language features appeared wasvocabulary and pronunciation. Questioning emerged in observing, experimenting.Communicating emerged in all steps. Communication was built up in learningprocess, but T1 still seemed very dominant in classroom. He rarely gave opportunityto students to ask, even he often justified that they had already had fastunderstanding at all. Exploration was carried out individually. Here wasquestioning and communicating occurred. T1 also gave explanation of the materialin this step. Associating was done by asking students to find out the differences andthe similarities among their works. In this step, reading and speaking appeared. Thelast step was done by presenting students’ work. The language skills appeared wasspeaking.


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Observation 4No : 04/T2Subject : Teacher 2 (T2)Place : Classroom of Grade X (MIA)Subject Matter : Introduction, Greeting and PartingTime of Observation : Friday, August, 15, 2014

Setting of the classroom

MIA I is the class which becomes the place for observation. Some classes of grade Xstretch in one line. And MIA 1 is at the west tip of the line. The class MIA 1 has samemeasurement with others. Its length is 9 meter with 8 meter for its width. The height ofthe classroom is about 3.5 meter. There are eight windows at the side of the wall. Fourwindows at the north side and the left are at the south one.

The classroom has twelve glass windows. Six of them are at the north side of the walland the left are at the south one. The room is very bright because the sunlight is able toshine through the windows. There are four lamps that hang on the roof. A whiteboard canbe found there. There is a slide above the whiteboard since the slide projector hanged onthe roof is provided. The class has some pictures. They are picture of President, Garudaand Vice President. As addition, there some students’ work, one the lesson schedule, andalso the schedule of cleanliness work. Some tools for cleaning are also there. They aretwo brooms, one duster. All of the tools are laid at the south back of the classroom.

There are 29 chairs and 15 tables. They design in traditional way. All of them face tothe east. The first row consists of three tables and also the next ones. There are five linesfor each row, so the total number of the tables and chairs are 44. The distance between thefirst row and the whiteboard is about 2.5 meter. The distance among the tables is aboutone meter so teacher has wide space to move around.

The total number of students of this classroom is 29. It consists of 19 female studentsand 10 male students. Mostly, the female students wear veil. Only two of them do notwear it. At the time of observation, the students wore scout uniform. The teacher wore“red batik” and black trousers. She also wore beautiful veil.


9.45 – 10.35

T2 opened the lesson with greeting. Then, she introduced me to the students. Shesaid,” Before starting the lesson, I would like to introduce Miss Ari. She is a student ofSebelas Maret University and wants to observe here.” She continued with check thestudents’ attendance. Some of them were absent because of sick. She applied mixedlanguage, English and Bahasa. Then, T2 showed some papers and she asked students toguess the name of the paper. “Do you know what is it?” Students answered,” No.” “ You,do you know this paper?” She asked a student but he did not know it. The situation wasrather busy since they tried to guess the name of the paper. Anyhow they looked happywith the situation created firstly. Without guiding, she mentioned the name of the paper,”Origami paper.” She described the function of it and when they got the material of it.After that, she divided the paper.Some.students said thank after T2 gave the paper. Sheasked students to observe the things in the classroom for five minutes. She said,” Do youknow what you must do?” The students answered,” No.” Then, she said,” Ok, pleasewrite down things in the classroom. Silahkan anda tulis apa yang ada di ruang kelas ini. I


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give you five minutes to do this.” Some students asked,” In English?” She answered,” Ya,of course in English.” The students tried to write down the things at their classroomindividually. She moved around the classroom and checked the students’ work. Then, shesaid,” Ok, I think that’s all, time is up. Silahkan dikumpulkan, karena waktunya habis.”She directly checked the task by reading some of them so fast. She did not ask students todiscuss the result of their work. (warming activity but it was not compatible with thematerial)

RC: Teacher asked students to observe the things in classroom. Probably teacherwanted to lead them to the material. Anyhow the content of observing did not fitwith the material that day. In my opinion, teacher should provide the text whichequal to the topic. So, students get the depiction of the material which they are goingto learn.

T2 continued the activity by reviewing the previous lesson. “Ok, the last meeting wehave discussion about…what material , kemarin sudah membahas apa? How tointroducing selfand how to introdung others. Ok, now saya ingin memberikan materilanjutan mengenai introducing self and others.” She, then, informed the material learnt atthat day. She also told students that the technique she applied was jigsaw. She stillapplied mixed language.She stood up when informed the learning material which learntthat day.T1 asked students to make a group of six. After that, T1 divided some envelops for eachgroup. “ Ok, please open your envelope, please write down your group. Read the textwhichyou took from envelope. Sekarang saya beri kesempatan untuk membaca teks yangandamiliki selama 10 menit.”.. The students read the text seriously although there weresome of them looked not serious to observe the text. While the students were observingthe text, T1 wrote some difficult words on the whiteboard. T1 moved around to check thestudents’ activities and reminded them that all of the students had to read the text andwere allowed to open dictionary if they found difficult words. Then, she asked students,”Have you finished to read the text? Apakah sudah selesai membaca teks?” Studentsanswered,” Sudah.”“Ok, now please attention to the words at whiteboard. There are many difficult words. Ituada beberapa kata yang sulit ya. Saya ingin anda bisa membacanya dengan baik. Now,please follow me the difficult words.” Then, she guided students to pronounce the words.The students read the words together by following her. After completing pronouncing thewords, T1 asked students to find out the meaning of them by matching the words withIndonesian equivalents. She said,” Sekarang anda cari pasangan dari kata-kata sulittersebut. Please you find the meaning of the words, number one until number nine.” T2informed that all the words were found in the text. The students did the taskcollaboratively. T1 did not give particular time to complete it. She directly asked anygroup to deliver their findings.” Ok, please you raise hand. Please you raise hand.” Then,one of the students raised her hand and answered,” Penpal, sahabat pena.” T2 agreed withthe answer and say,” Ok, good. Ya, betul. Group 1, 2, 3?” One of the group answered,unfortunately I could not catch the answer. There were three groups delivered themeanings they found. The teacher directly gave her agreement. For the next vocabularies,the students needed time to find the meanings. They looked confused and had difficultiesto complete the task. Recognizing the situation, T1 guided students to find out theanswers by reminding that they were able to open dictionary. “Ok, jika anda mengalamikesulitan, anda bisa mencarinya dalam kamus.” After few minutes, there were no groupsgave the answers. Then, she helped them to find out some meaning left. Together with


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students, she matched the words with the equivalents. Some students answered, somewere busy to get the answer. Anyhow, the task had not been completed.

RC: Text in envelope was good effort to break the students’ attention and curiosity.This modification was accepted. In observing, teacher did not provide observationlist/worksheet to make students easy to get the purpose. The language featureemerge was pronunciation and vocabulary. Communicating in the sense of spokencommunication happened. Questioning was also done since teacher gave vocabularybuilding for students.

10.35 – 10.55

Completing the task, students were reminded that they had already got text and tried tounderstand the content of it. “ Di sini sudah ada contoh mengenai main idea dan detailedinformation untuk paragraph pertama,” she said. She continued,” Nanti anda cari mainidea dan detailed information pada paragraph berikutnya.” Then, she chose one of thestudents to read the first paragraph. She directly checked the incorrect pronunciation.After that, she read the example from the book for the first paragraph, anyhow she did notexplain the way to find the main idea and detailed information of the text. She stood up infront of the class.

“ Sekarang, now please find the main idea and detailed for the next paragraph. Andacari main idea dan detailednya seperti contoh. Anda tulis di lembar observasi itu.”. Shedid not give exact time to do the duty. Students looked so serious to complete the duty.They shared with their friends in group. They applied bahasa, sometimes mother tongueto communicate. Teacher moved around to check the students’ work. Waiting for thestudents worked, she repeated the meaning of some previous words. Recognizing thatthey had not already completed their work, she extended the time. She said,” Ok, sayaakan menambah waktunya lima menit ya. Saya langsung tunjuk saja, karena anda masihmemiliki waktu lima menit, jadimasih ada waktu untuk persiapan presentasi hasil.” She,then continued to give each group a duty. “ Kelompok satu mengerjakan paragraph 4,kelompok 2 mengerjakan paragraph ketiga, kelompok 4 paragraf 2…etc.” She then said,”Pada saat kelompok satu presentasi, kelompok lain tolong mencata apa isi presentasikelompok satu. Ini harus ditulis karena nanti di akhir akan ada review.”

RC: The shift of observing, experimenting and associating were not so clear. Theprocess of experimenting emerged together with observing. Here, teacher only gaveone text which was applied. She did not give another learning source to referenceand she also did not guidance about how to do the task. Probably, she thought thatstudents had to be done the task by their own selves. I think the depiction is stillnecessary as the guidance. Associating was missing. She did not ask students tocompare or sort out the information about introduction. The language skills emergewere reading, listening, speaking, writing.

Then, T2 chose one of the group to present,” Ok, silahkan maju kelompok 4, yanglainmencatat isi presentasi.” One student from group 4 presented the work. The studentslistened seriously and noted the content of presentation. Group 4 had completed thepresentation and the students gave applause. Then the next group presented the work, etc.T2 always asked students to give applause after presentation. Then, without givingfeedback to their works, T2 asked students,“ Silahkan sekarang anda simpulkan mulaidari paragraph satu sampai terakhir. Saya beri waktu 5 menit. Apa saja main idea


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paragraph satu sampai lima dan apa detailed information mulai paragraph satu sampailima.”

10.55- 11.15Having completed the conclusion, the students collected in front of the classroom. T2

asked,” Ok, now submit the work of your group in front of the classroom. Bawa kesini,ya, pekerjaanya. “ After that T2 asked students to review the lesson that day. She said,”Ok, now, kita sekarang simpulkan mengenai pelajaran hari ini.” Then, she together withstudents concluded the material about introduction. She asked students to write downtheir reflection. It consisted of the conclusion of the learning that day and problem theyhad during the learning process. The bell rang and T2 closed the lesson shortly.

RC: In communicating step, teacher asked them to present the work. Applause wasa good reward to motivate students to learn. Teacher mixed the communicating andclosing since she asked students to conclude and reviewed the material. I thinkteacher should take the presentation, writing learning journal in one stage andconclusion in another one.During 2*45 minutes, the steps emerged were observing, questioning,experimenting, and communicating. Questioning happened in observing andexperimenting. Questioning mostly provided by teacher and motivation was notgiven to design the question.


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Observation 6

No : 06/T3Subject : Teacher 3 (T3)Place : Classroom of Grade X (MIA 2)Subject Matter : IntroductionTime of Observation : Thursday, August, 18, 2014

Learning process

10.35- 10.50

T3 started the class by nice greeting. Having made little dialogue about the previousstudents’ competition, he asked,”Kita akan masuk ke materi introduction.” Then, heasked students,” Menurut anda,perkenalan itu penting?” Studentsanswered,”Penting,Pak.” Then, he gave next question,”Apa pentingnya?” One studentsanswered,”Agar dikenal,Pak.” Directly another student answered,”Biar lebih tahu,Pak.”“Biar lebih mudah membedakan satu daerah dengan yang lain,”another studentsanswered. Then, he informed the importance of introduction. The importance was byintroducing each other students know more about others and they could communicate inmany various languages. Then, he explained that communicating was important to makesocial relationship. He described that in society we need relationship with others tocommunicate and know other cultures. Students paid attention to his explanation andsome of them prepared their English book. T3 stood up and moved to and fro. Then, hesaid,”Hari ini kita akan mempelajari tentang introduction, meskipun di SMP pernahdipelajari.” He prepared the video for a while. He mostly applied bahasa Indonesia.Sometimes he broke the situation by making joke in mother tongue.

RC: In introduction, T3 mostly applied bahasa Indonesia. Probably it was caused byhis perception that applying bahasa made the students were easier to learn. In myopinion, English should be introduced to students by at least making themaccustomed to listen. The way the teacher to prepare students to come to thematerial was nice effort. Teacher directly informed the material learnt that day. Inmy opinion, teacher should guide students to identify the kind of material that day.It is necessary to make students think and learn.

10.50-11.13

T3 asked students to watch and observe a video telling about introduction. Studentswere serious to observe. The first video showed a way to introduce provided by a studentfrom Taiwan. She taught the way to introduce herself. Having showed the video, he stoodup and asked,”Video ini tentang apa?” Students answered,”Perkenalan.” Then, hecontinued his question,”Kapan anda mendapat materi pertama kali?” Some studentssaid,”SMP.” Others said, “SD.” Then, he explained that introduction was usually done atthe first meeting of school. He explained in bahasa.(Observing)

To know another way to introduce, he asked students to observe the second video. Heasked them to observe. T3 asked students to record the things had to be noted tointroduction. (Instruction)The second speaker was Shane. He showed the way tointroduce himself. The students paid attention to the video. Shane said that some points toponder in introduction were:

1. Name


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My name is …..2. Family

My family is/are …..

3. Education4. Experience5. Hobby, etc.

T3 stopped the show and asked, “Dari video tadi, apa yang harus andaperhatikan

dalam introduction?” Students answered, “Name, family, education, experience, andhobby.” He agreed with those answers. T3 stood in front of the students and moved toand fro. Then, he asked,”Apa fungsi introduction tersebut?” One of the studentsanswered,“Agar salingmengenal,Pak.” He underlined that the goal of language was forcommunication. So by introducing each other, the speaker and listener were accustomedto absorb what other people were talking about. Then, he explained the points tointroduction in bahasa. “Number one,name and family, and then education, workexperience and hobby.” Then, he repeated the video to check the answer and know theother points to introduction. Then, he asked,”Apa lagi selain jawaban diatas?” “Hopeand future,” students answered. T3 asked, “Maksudnya apa itu?” Students were busy toget the answer. He played the video again. Then, one of the students answered,”Cita-cita.” T3 did not respond that answer, but he directly said that some points which hadbeen observed were those applied in introduction. Then, he played the video to check hisinformation and gave the complete introduction of the speaker. He said that students wereable to add address, and develop the information of their family. Then, he reviewed thatintroduction had to be delivered completely in order to make other person easy to know.He compared the introduction between the native speaker and non-native speaker,especially in Indonesia. Indonesian people introduced themselves in a short way and thenative was longer. He said,”Biasanya kita mengenalkan diri hanya nama, alamat ya. Myname is Poli, I am from Boyolali. Tujuannya apa?” One of students answered,”Agar lebihmudah dikenal.” Then, he said,” Agar kita mudah dikenal dan lebih menunjukkan rasapercaya diri kita.”Then, he played the video to know the next introduction.,.”After that,he informed that usually students were shame to tell about their family but it was notdone by the natives. He said,“Na, setelah nama, alamat family juga seharusnyadiceritakan. Biasanya anda kan, malu-malu menceritakannya.” He reviewed the previousintroduction done by students. They did not completely introduce themselves. T3 gavesome factual examples done by students and sometimes applied students’ mother tongue.He suggested that students were able to develop the information of their family, theirschool, etc. The students looked really happy with the way the teacher communicated.(Observing)

RC: Teacher mostly applied bahasa as the means of communication. Probably hethought that his students were more comfortable and easier to understand thematerial. In my opinion, teacher should give many experiences and examples forstudents by applying English in classroom. For clearer explanation, it is acceptablefor bahasa. His way to motivate students by joke is accepted. Two examplesprovided were good effort since observing really needs more than one example formaterial deepening. I think, it is better to provide different situation in the sametopic. That is going to enrich students’ learning experience.

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Then, he played the video to show the next part of introduction. After that, herepeated the key point in the video. He said, “What do you do in free time? Do you haveany hobby? Naa kita akan check info yang sudah kita perolehtadi ya, ada enam point,yang satu dua tadi apa ya?” Students said,”Name and work experience.” He said,”Name and family, yang kedua dan ketiga, apa tadi? Students answered, “Education andwork experience.” He said, “Education and work experience. Kalowork experience ,kananda belum bekerja. Education bisaditambahi, SMP saya di sana…SD saya disana..Naayang terakhir, what do you do in your free time? hobbynya anda apa?. Apa hobi anda?Without waiting for students’ answer, he played the video again. Then, he said,“Meskipun endingnya I like sleeping, tapi dia membumbui depannya dulu ya. Jadi tidakhanya satu kata jawabannya.” Then, he played video again. After that, he asked,” Setelahmengamati video tadi, menurut anda gimana?Apa ada sesuatu yang andatanyakan?Misalnya, koq perkenalan seperti itu ya,Pak, apa bedanya dengan kita?Apaperbedaan antara cara orang Indonesia memperkenalkan diri dengan orang asing menurutanda?” Students answered,” Karena bahasanya berbeda.” “Ya, memang dari bahasaberbeda,kalo dari segi materi, apa yang membedakan?” Noone answered. Then, hecontinued,”Yang membedakan rasa apanya? Rasa percaya diri, itu yang mumcul ya.Seperti contoh, dia memperkenalkan diri dengan bersemangat. Kalo kita kadang malu-malu, dan tidak lengkap isi perkenalan kita.” One of the students asked,” Pak, kalo kitabersemangat tanya, nanti dikira membentak,Pak.” T3 responded,” Ya, antara semangatdan membentak kan beda, tergantung intonasinya dan harus berirama ya.”(Observing)

RC: Questioning emerged in observing since teacher asked more about the sequenceof introduction. Communicating also occurred when the spoken interaction done.The learning scientific pattern occurred simultaneously and there was not clearprocess of shift. Teacher guided students and gave theory, anyhow the teacher stilldominated. It was showed from how teacher guide and he rarely invited students tomake questions or conclusion.

11.16-11.27T3 asked students to make a group of two to introduce themselves to their friend in a

group. Students were very active and tried to train as well as they could. Then, one of thestudents asked,” Apa memakai bahasa Inggris, Pak.” T3 answered,” Ya.” Teacher movedto and fro. (experimenting)

T3 guided and helped students to construct the dialogue of introduction by showingthe same video. He said,”Anda bisa memulai dari nama,my name is …please, call me….Setelah nama apa tadi?” Students answered,”Family.” He responded,”Misalnya, I havetwo brothers, and two sisters…Silahkan dicorat-coret, ya..”. T3 went back and movedaround. He reminded them that their work would be presented later. Waiting for thestudents’ work, he played the video to remind students about the steps of introduction. Heinformed,” Ini disampaikan ya, dalam perkenalan anda menggunakan 6 poin tadi, yangpertama nama,ke2 alamat. “He stop the video at the point of address and family. Hesaid,”Waktu anda 5 menit,ya.” He gave opportunity to students to write down theirnames, addresses and families.T3 moved around to help students. (Guidance)Sometimes,there were students who asked the difficult term or way to introduce. (questioning,communicating)Then, T3 played video to the next part of introduction. He asked studentsto follow the step to introduce as provided. Having seen that students got difficulty toapply English, he reminded them to apply dictionary in accordance with theirappointment last week.


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RC: Teacher’s guidance also emerged in experimenting. Teacher guided students bycoming to students and discussed with them. He also guided by repeating the videomany times. Probably he thought that by repeating the show, students would beeasier to catch the point. I think that is good effort. Questioning, communicatingoccurred in experimenting. Language skills appeared were listening, speaking,writing, reading.

11.27-11.39

T3 asked students who wanted to present. “Siapa yang sudah siap presentasi?” No onewas ready. Students were still busy to complete the task. Then he chose one of thestudents to present. He asked others to pay attention. Indra stood up and presented hiswork orally. T3 helped Indra when he got stuck. He said,” Setelah alamat, apatadi?Family ya?” T3 guided students to start introduction from name, address, family,education and hobby. Then, Indra continued his introduction. T3 sometimes asked Indraabout particular items to develop his introduction. Directly, one of the students askedIndra about his hobby. He answered well. T3 also asked Indra,” Whar are your hobby?Mention them.” Having got the answer, T3 asked,” Setelah hobi, apa tadi yang terakhir?Indra said,”Cita-cita.” He confused to say it in English. T3 guided him,”I want to be….(It was continued by Indra).” T3 said thank you to Indra and asked students to reviewthat performance.T3 reminded students that introduction was learnt to enhance their self-confidences and explore themselves in front of another people.(Communicating)

T3 invited female students to present. He chose one of them. He chose Verita. Shepresented orally with very gentle. T3 suggested her to introduce herself clearly and full ofspirit. She started from name. She had got difficulty in introduction. T3 always guided herby showing some guiding material. “Setelah nama, apa Ayu?” She said,” Alamat,pak.”Then he uttered her addres. “Then, what is next poin?” Family.” Some students answered.Then, Ayu describe her family shortly. “What’s next?” Students answered,” Education.”Then Ayu was asked to utter her education. “Setelah education, apa tadi?” “ Hobby.”Some students answered. T3 asked Ayu,”Hobi apa yang kamu miliki?” Ayu tried toanswer in english. “Lalu apa yang terakhir?” Some students answered,”Cita-cita.” T3asked Ayu,”Apa cita-citamu?” Ayu said,”Bidan.” T3 asked,” Apa bidan dalam bahasaInggris?” No one knew the answer. T3 asked students to find out the answer as homework.

T3 rerepeated the function of introduction. “Jadi fungsi komunikasi itu untuk apa?” Hetogether with students said,”Untuk meningkatkan percaya diri dan lebih bisaberkomunikasi.” Then T3 reviewed the students’ activity that they had not been activeand wrote their work. T3 then, gave motivation to students to be active and learnt well.RC: Communicating happened when they presented both written andspoken.Unfortunately, teacher mostly applied bahasa. The object had to be observedwas authentic. Teacher helped students to develop their introduction. It wasaccepted I think.

11.39-11.52T3 informed to students,”Saya punya video yang lain mengenai introduction.

Silahkan anda mengamati dan mendengarkannya dengan baik.” T3 stop the introductionprovided and explained it. He said,” Berkenalan itu tidak hanya my name is… tapi bisadihanti dengan I’m….atau my name’s…


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T3 explained that introduction had to be in accordance with the listener. He said,”Kalo berkenalan, jikadengan orang lebih tua kita harus sopan dan formal. Lain denganyang lebih muda. Ini harus diperhatikan, ya.” Students said,”Ya,pak.” He gave examplewith the term what’s up.He said,”What’s up lebih pantas disampaikan padasiapa?””Teman sebaya atau orang lebih muda,pak.”He agreed with that answered byrepeat that.

Then, T3 asked students,”Lalu, apa yang sekilas anda peroleh dari materi ini?” Hechose one of the students but he was difficult to answer. He guided students to tell thecontent of the material. The teacher asked students to practice the introduction at home.The bell rang and he closed the lesson by greeting.

RC: Here, teacher asked students to observe the last video to provide another way tointroduce before closing. The process happened here was observing, associating andquestioning. Probably teacher wanted to give view that introduction can be done inmany ways.During 2*45 minutes, the steps had been done were observing, questioning,experimenting, associating and communicatingAs T1 and T2, questioning did notstand alone, but questioning was integrally covered in observing, experimenting andcommunicating. In one general learning process, all skills were represented. Thelanguage feature emerged was vocabulary. Unfortunately language was applied inclassroom learning was L2.


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Observation 7

No : 07/T3Subject : Teacher 3 (T3)Place : Classroom of Grade X (IIS 2)Subject Matter : IntroductionTime of Observation : Thursday, August, 28, 2014

10.20 – 10.29T3 started the introduction by short greeting. Directly, he checked the students’

presence. After that, he asked students to go to the material, namely “Introduction”. T3started the lesson by asking students about the kind of material could be applied forintroduction. The students answered together that the materials were introducing self andeach other. In this class, he mostly applied bahasa. He did not apply the projector since itdid not work. So, he asked students to sit closer to his table to watch video.

10.29 – 10.41T3, then, asked students to observe the video which told about introduction for few

minutes. He said,”Sekarang anda perhatikan video berikut ini. Silahkan menuliskan hal-hal penting yang anda temukan dalam video tersebut.” The one who introduced herselfwas a non-native speaker. She was from Taiwan. The students paid attention to the show.After completing that activity, he asked students about what materials which wereimportant to introduce. The students answered that the materials were name, born,birthday, age, blood type, constellation, family. While taking answers from students, hewrote down those materials on whiteboard.

After writing down on the whiteboard, T3 asked students to compare the material ofintroduction at the junior high school and senior high school. None answered.Recognizing this situation, he asked students which one was simpler. The studentsresponded that the material of introduction at previous grade was simpler than the presentmaterial.

Then, T3 explained the materials one by one. He asked students to introducethemselves in sequence. The introduction started from their name, and followed by theirbirthday, age, blood type. Then, he said that after mentioning the blood type, they had tomention their constellation, study and family.

After that, T3 showed the video once more. The students were serious to watch it. Heasked students whether they had bravery to introduce themselves as done by the speaker.They answered that they had not been brave to do so. With kindly speaking, he motivatedstudents to have self-confidence to introduce by practicing.

10.41 – 10.50

He showed the second example of introduction. Students were asked to observe andfind out some important information as before. He stopped for each part and asked themabout their findings. With teacher’s guidance, students mentioned some points which hadto apply in introducing. They were:

NameFamilyWork experienceHobbiesFurther plan


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While some students mentioned the findings, he was writing down the answers. He alsoasked them to write down the answers in their book.

Then, he asked students which mode of introduction was easier. The studentsanswered that the easier mode of introduction was the previous one. He further askedstudents about the reason of their choice. With his guiding, the students answered that thefirst introduction was delivered by non-native speaker so it was easier to understand.

He urged and motivated students to do as what the speaker did. He said that they hadto have highly self- confidence to do so. After that, he gave opportunity to them to askeverything about the text. None asked.

10.50 – 11.25He asked students to design introduction in a group of two for 10 minutes. He gave

freedom for students to choose the easier way to introduce, based on the video observed.He showed the video to make the task easier to do. One of the students asked himwhether they had to write the name or not. Then, T3 answered that they had to write thename first.

He, then, asked students to open the students’ book on page 5 as reference. Hemotivated them to learn the book well. He moved around the class to check the students’work. He helped them if they had problem. With kind suggestion, he guided studentsabout how to start introduction. He suggested them to design it in sequence. The tense heasked to apply was simple present tense. Sometimes, he made a joke by applying hismother tongue to break the situation. The students enjoyed his way to joke. Then, hesuggested them to write down their academic experience in sequence. They should startfrom kindergarten (if any), elementary school, junior high school, etc. He remindedstudents to insert the name of their schools. He also allowed them to choose one of theways to introduction which had been showed before. Blended both of them were let. Hemoved around the class to check the students’ work, and helped each groups to solve theirdifficulties.

After that, he chose one of the students to present her work in front of the class. Hername was Nana. She presented her work by reading her note. T3 directly corrected hererror pronunciation. Paying attention to her presentation, he wrote down the data takenfrom her. He corrected the errors made by students. The error mostly appeared inconstructing some sentences as following:

I am study…He is born….

He explained the error one by one. He started from “I am study”. He reminded them that Iam study should change by I am studying since she was still studying. It also could be Istudy at …..Then, he explained “He is born …” He said that born was past event, so theverb is should be changed by “was”.

After correcting the error, he gave opportunity male students presented their works.No one wanted to present the work. Then, he directly chose one of the male students tocommunicate his work to his friend. With highly self-confidence, he presented his workwithout reading his note. Sometimes he saw it. T3 asked students to give applause to him.He then gave appreciation and motivated other students to do so.

He informed that there were many sources for English learning. Then he asked themwhat kind of sources could be applied. One of the students answered “dari bukupegangan,Pak.” He agreed with him. Directly, he informed that the source could be fromsong as what he had already done.


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11.26 – 11.41He suggested students to listen English song to English learning. The slow memory

song was better than rock and roll. Then, he asked students to listen the English songfrom his laptop. The students looked so excited to hear the song entitled Beautiful Girl.After that, he informed that by listening and watching the video of any song, the Englishlearning process became easier. Then, he asked students to listen the second song. Thatwas short rock song from Metallica. After that, he stopped the show and said that studentscould choose the appropriate song to enhance their skills.

He gave another example of song which helped students to learn. He played the songand asked them to listen it well. The slow rock song entitled She’s Gone. The studentswere seriously to pay attention to the song and sometimes they joined in singing byreading the text at the video.

The video was stopped. Then, he suggested students to learn various kinds of songs.The most important was they chose the appropriate song. Then, he explained that thestudents were allowed to get many sources to learn English by browsing the internet.

The time closed to be over. T3 reminded students borrow the students’ book fromlibrary and learnt it well. Then he closed the lesson shortly.


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Observation 8No : 08/T4Subject : Teacher 4 (T4)Place : Classroom of Grade X (IIS I)Subject Matter : Complimenting and Showing CareTime of Observation : Wednesday, 3, September, 2014

Classroom setting

Classroom of Grade X (IIS 1) is at the second floor. It is at the east tip of someclasses line. It’s length is 9 metres, it’s width is 8 metres and it’s height is 3.5 metres.The class has fourteen glass windows. Six glass windows are at the north side and the leftare at the south one. The are no curtain to cover the windows. The class has one door.There are no pictures at the classroom. There are four little lamps hung on the roof. Thereare some tools of cleanliness, namely two brooms, one rubbish basket. The tools areplaced at the north back corner of the classroom. There is no projector provided in thisroom. One picture of students’ cleanliness schedule is hung next to a big whiteboard.There is one clock above the whiteboard.

There are 32 chairs and 17 tables for students. Each tables have two chairs. Threerows consists of 4 lines, and one row consists of five lines. They arranged in traditionalway. All of them faces to east. The distance among the lines is about 1 metre. It makesteacher easily to move.

The class has 32 students. They consist of 10 male students and 22 female students.At the time of observation, all students were present. They wore batik and white skirtsand trousers. All students wore white veil. The teacher wore dark red batik and blacktrousers.


7.00 – 7.10The bell rang but the lesson hadn’t started since there was briefing from the

headmaster.7.10 – 7.45

T4 started lesson with nice greeting by saying Assalaamu’alaikum. Then, one studentleaded the pray in arabic praying. Then, she checked the students’ attendance by callingthem one by one. All students were present.

After that, she asked,”What did you learn last night?” Some studentsanswered,”Compliment.” She motivated students to learn at home. Then, she shortlyinformed the material that day.

After that, she wrote some utterances in the whiteboard as following:

A BExcellentI reallt like itWhat’s a nice bag

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

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


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saying that the utterances consisted of two parts, A and B. Each parts has differentfunction. She asked students to guess their functions. She applied bahasa Indonesia toexplain it. Noone responded. They looked confused and had not been ready to respond.Then, T4 asked,”Excellent, what does it stand for?” Noone answered. Then, she went toother utterances,”Are you okay, what’s wrong with you, what do they stand for?” Onestudents answered with so little voice. I only heard that T4 did not agree with the answer.Then, another student answered,”Attention.” She agreed with the answer by repeating theword,”Ok,Attention.” She gave opportunity to other responses. She chose one student, buthe could not answer. Then, she went back to the utterances in side A. Sheasked,”Excellent, I really like it, what do they stand for?” She chose some students butthey could not answer. Then, she gave some examples,”Good job, you are beautiful,tentang apa itu? Some students answered,”Pujian.” She agreed with that answer and thenshe asked,”Apa bahasa Inggrisnya pujian?”Noone answered. Then she informed tostudents that the answer was compliment.Then, she asked,” Please open your book page seventeen. You will find the purpose ofthelesson today.” Then, she chose one of students to read the purposes of the learning. Allstudents read the purposes. She concluded the goals in general and shortly.

RC: T4 started the lesson well. She applied bahasa when it was necessary. But, shedid not provide enough warming activity to lead students to recognize the material.Anyhow, his effort to give example was a great. She gave the easier examples whenshe recognized their difficulty to guess the function of the utterances. Observing andquestioning happened. Questioning was done when teacher asked students toidentify the social function of the utterances.

After that, she asked students to make a group of four. ”Please, make a group of four.”Students were busy to do that and she guided them to complete it. She asked students todo task in page 18 point A. She read the instruction, and then asked, “Do youunderstand?” Students answered, “No.” Then she urged students to translate, and directlyoffered them to translate the instruction. She asked, “Maybe one of you can explain theinstruction in bahasa Indonesia.” Then she asked in bahasa,”Mungkin kalian bisamenjelaskan perintah nya dalam bahasa Indonesia.” She waited for few second and oneof the students tried to translate. She offered the other students to complete thetranslation. “Who wants to complete? Siapa yang mau menambah?”No one gaveresponse. Students still tried to translate. I saw some of them applied dictionary and somedid not. Waiting for students’ responses, she guided them to know what they had to do bytranslating the instruction. She said, “Classify, what is classify? Klasifikasikan phrases,phrase itu phrase yang ada di table, pada situati A dan B, mana yang compliment,manayang showing care. “Then, second task in page nineteen. I want you to underline theexpression showing compliment. Apa yang digarisbawahi? Ekspresi tentangcompliment.Ada yang mau ditanyakan? Do you have question? Are you sure? If you havequestion, please ask me.” Then, T4 moved around the classroom. She reminded them toapply dictionary. “You can do the task on your worksheet book.” Students had alreadyprepared the book. For more information of compliment and showing care, you can openand read page 21 and 23. She motivated students to learn the book at home. She movedaround the classroom to check the student’s activity and help them to solve the problem.Some students asked her about the material they did not understand. The bell rang, andshe asked students to complete the tasks at home. She informed that the results would bepresented at the next meeting.


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RC: That teacher tried to apply English for the means of communication andtranslate, was good effort. It gave learning experience for students related to thehabit of applying English. Anyhow, she rarely gave clue to guide studentsunderstand the learning object. Teacher did not give compliment to student whoresponded her asking. In my opinion, compliment for those who could respond theprovided problem is really good deed. It will motivate students to learn. Teacherasked students to do the task on worksheet book prepared before. It was good.Teacher did not give particular time to complete the task. I think it is reallynecessary to give it, to make the learning process more effective. In thisexperimenting step, communicating in the sense of creating spoken interactionhappened. Teacher provided learning resources from the book. The sources helpedstudents to collect information.

Conclusion:In less than 45 minutes, the stages of SA appeared was observation, question andexploration. In observation, the material observed was language features in theshape of utterances, social function and structure of text. All materials wereuncompleted given, especially the structure of the text. Probably it was caused bythe time-constraint. Here, teacher did not provide observation sheet. It wasnecessary to make students easier to observe. Teacher did not inform about howstudents had to perform with good attitude in real communication. It was importantto give view to students about the ethic. Teacher guided students with questions toknow the social function of some utterances. It was good. Questioning wasundertaken together with observing and experimenting. Here, only some fewstudents participated to answer and give question in class discussion. The activity ofquestioning appeared in experimenting in which students discuss with their friendsin a group in group discussion. Here, some students also asked teacher aboutvocabulary when the teacher moved around to help them. They mostly appliedbahasa to communicate.


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Observation 9

No : 09/T4Subject : Teacher 4 (T4)Place : Classroom of Grade X (IIS I)Subject Matter : Complimenting and Showing CareTime of Observation : Wednesday, 10, September, 2014

8.28-8.30T4 started the class by greeting and praying. She asked a student to take their book

worksheet at the office. Waiting for the books, she asked students to continue the lastmaterial. She, then, asked them to join with their own group. She said, “Please, joint withyour own group. Do you still remember your group?” Some students answered, “Yes.”Some looked hesitate to answer. Students were so busy to find out their group. T4informed that they have only little time to learn that day, so she asked them to do thatsoon.

8.30-8.48T4 informed, “I want to call some of you to present your works.” Directly, she

translated, “Saya akan memanggil salah satu dari kalian menyampaikan hasil pekerjaananda.” “Ok,first, yang pertama, I want to call you, Dandy. Then, she said, “While Dandypresenting his result you can check your own result. You have to classify which phrasesbelong to compliment and which ones belong to showing care.” Dandy was not ready.Students still prepared their works for few minutes.

Then, she offered other students or groups to present, “Group mana yang maumengerjakan A?” No one answered. Then, she repeated the instruction and said,”Kemarinsudah jelas apa yang harus dikerjakan.” Again, she said,”Ok, one of you please comes tothe front to present your work. Students still argued with others in their group about thework and who had to present it.

RC: The work was homework. Anyhow, it had not been completed by students. T4did not remind them that homework was important to exercise and had to be doneat home. I think, that teacher reminds and gives views about homework, is reallynecessary to be done. It is to make students aware of their responsibility. T4 tried toask students to communicate their work in front of the classroom. Her effort toremind students by repeating the instruction was very good. But she forgot tomotivate them to be brave to present.

8.48- 8.50Finally, Sugeng from group 4 presented the work by reading the result. Students gave

him applause. Listening Sugeng’s presentation, other students checked their own works.Paying attention to the presentation, T4 directly corrected the incorrect pronunciation,such as the word stomach, contest.

Having presented, the student went back to his seat. Then, T4 asked, “Do you haveother opinions about the answer? Other groups, maybe? Mungkin ada jawaban yanglain?” Having waited for a minute, she asked Ima to present. Ima presented by readingher work. T4 asked students to check their own works. Then she asked, “Can you hearher voice?” Then, students answered, “No.” Then, she asked Ima to read the work louder.T4 agreed with Ima’s answers and as a sign that Ima pronounced the phrases or wordswell, she said hem hem and ok for each phrase. Having completed the presentation, Ima


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went to her seat. Without complimenting, T4 reminded students to read or speak loud.Then, she asked students,”Untuk A, yang masuk compliment apa saja? Some studentsanswered, but I could not catch the point. I only heard T4 asked,”Apa compliment,kemarin?””Pujian.” Some students answered. “Ok, apa saja yang termasukcompliment?” Some students answered,”Get a trophy, have a nice new haircut, winning aspeech contest, wear self-made shirt, etc. “Kalo getstomachache?” Students said,“Showing care.”T4 continued to point B. She said, Ok, now we go to point B, what kindsof phrases stand for showing care?” Students answered, “Lose money, burn the deliciouschicken soup, hit by becak, fail a test, etc.” T4 agreed the answers by saying, ”Ok.”

RC: Teacher had never given reward to students who presented their works oranswer a question, or even gave question. In my opinion, reward is really necessaryto enhance students’ self-confidence so that they are motivated to speak up inEnglish. Teacher gave good feedback to the students. That was why the studentsknow whether their works were right or wrong. Teacher also guided students toanswer the question or to remind the duty by asking them. In my perception, thatwas suitable to do.

8.50- 8.53T4 asked students to go to the next homework, exercise B. “Sekarang kita ke latihan

B,”she said. She chose Deni to present his work. “Apa yang harus anda kerjakankemarin?” she asked students. “You must underline the compliment expression from thedialogue,” she reminded students about the homework. Then, Deni presented his work byreading it. T4 agreed with Deni’s answers and said,”Ok, Deni.” Deni went back to hisseat after presenting his work. Then, T4 asked students whether others had same answersor not. Students said that they had same answers with his.

RC: Teacher did not ask all students or groups to present their works. She just tooksome students to do that. Probably it was only for exercise. After doing exercise,teacher did not ask students to do associating activity. She directly asked them topresent their work.

8.53-8.59T4 asked students to conclude the social function of compliment and showing care.

Then, she said,” Kapan kita menggunakan compliment dan kapan kita menggunakanshowing care?” A student answered,”Waktu senang.” T4 said,”Yeah, lalu kapan lagi kitamenggunakan compliment?” Another student answered,”Waktu sukses.” T4 said,”Yeah,waktu sukses.” “Apa lagi?”asked teacher. Students said,”New hairstyle.” Then, teachergave another example,”Good job, misalnya. After that, together with students, sheconcluded the lesson that day. Here was the conclusion: compliment was expressed whenwe looked someone’s success, someone with new style or someone got happiness.Showing care was expressed when we get someone else was sick, sad, etc.

After that, T4 motivated students to apply the expression both in classroom and in reallife. Then, she gave opportunity to students to ask the material. She asked, “Is there anyquestion for the material?” “Ada yang mau ditanyakan?” One of the students asked ameaning of a word. Unfortunately, I could not catch what he asked. Having responded thequestion, T4 informed that the material of compliment and showing care had finished.She said,”I think the material of compliment and showing care are all.”

8.59-9.10


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Then, she gave homework. She asked students to make dialogue about complimentand showing care. Students wrote down the duty. Then, she gave reference tostudents,”Untuk referensi membuat dialog, kalian bisa membaca contoh di halaman 24.”Then, she gave opportunity to students to ask the homework. No one asked. Beforeclosing the lesson that day, she reminded them that they had to do the homeworkindividually. Then, she asked students to write down their difficulties and their feelingduring the learning process. They were allowed to write in English or bahasa. T4 askedthem to collect their journal that day. The bell rang and T4 closed the lesson by greeting.

RC: During 45 minutes, the stage which appeared was communicating. Here, therewas communication in learning process and teacher tried to apply English andtranslate it to make students easier to know what they had to do. There was alsopresentation of students’ work in front of the classroom. The correction of students’error in pronouncing some words was done here. But, teacher did not ask studentsto do the stage of associating before communicating. In post-activity, teacher askedstudents to conclude the material together. I think it is good. That she asked them tonote their feeling in learning journal, was really good. In my opinion, that duty isundertaken in communicating and English is better to apply. The language skillimplemented was speaking, listening and writing. The language feature appearedwas pronunciation. Teacher did not apply a media. She just take a students’ bookfrom the government as the learning source. So, the stage which had done during2*45 minutes were observing, questioning (embedded in observing andcommunicating), experimenting and communicating. Associating was missing.Teacher did not make modification in the learning technique.


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Observation 10

No : 10/T4Subject : Teacher 4 (T4)Place : Classroom of Grade X (IIS II)Subject Matter : Complimenting and Showing CareTime of Observation : Wednesday, 3, September, 2014

Classroom setting

Classroom of Grade X (IIS 1) is at the second floor. It is beside IIS 1. It’s length is9 metres, it’s width is 8 metres and it’s height is 3.5 metres. The class has fourteen glasswindows. Six glass windows are at the north side and the left are at the south one. The areno curtain to cover the windows. The class has one door. There are no pictures at theclassroom. There are four little lamps hung on the roof. There are some tools ofcleanliness, namely two brooms, one rubbish basket. The tools are placed at the southback corner of the classroom. There is no projector provided in this room. One picture ofstudents’ cleanliness schedule is hung next to a big whiteboard. There is one clock abovethe whiteboard.

There are 32 chairs and 17 tables for students. Each tables have two chairs. Threerows consists of 4 lines, and one row consists of five lines. They arranged in traditionalway. All of them faces to east. The distance among the lines is about 1 metre. It makesteacher easily to move.

The class has 32 students. They consist of 10 male students and 22 female students.At the time of observation, all students were present. They wore batik and white skirtsand trousers. All students wore white veil. The teacher wore dark red batik and blacktrousers.

Learning process7.50-7.55

T4 opened the lesson by greeting. She did not ask students to pray as the previousclass. She asked,”What did you learn last night?” Some studentsanswered,”Compliment.”Then, she wrote down some sentences on the whiteboard. Students were busy to preparethemselves. She said,”Ok,take a look some statements on the whiteboard.” ”Silahkananda mengobservasi kalimat pada tabel A dan B.” The, she continued,”What do you thinkabout those statements.”

A BExcellentI reallt like itWhat’s a nice bag

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

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


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opening the dictionary. She asked,”Apa memuji kalau dalam bahasa Inggris?” Somestudents answered in unclear words. But I heard that T4 said,”Yeah, com..compliment.”After that, she went to table B. She said ,”Ok, now we go to table B.” “Are you ok..nisebenarnya menandakan bahwa kita..”. Some students answered,”Perhatian.” Sheresponded,”Yeah,perhatian. Apa bahasa Inggrisnya perhatian?” Studentsanswered,”Showing care.”7.55- 8.24

After that, she informed that to know the goal of the learning that day, she askedstudents to read page 17. She chose Dicky to read the goals,”Dicky, I want you to readthe goal in page 17.” Then, Dicky read all the goals. She informed that those had beenread by Dicky were the goals learning that day. Then, she asked,”Do you want moreinformation of the material? Apakah kalian ingin tahu lebih banyak mengenai materiini?” The students answered,”Yes.”

Then, she said,”Ok, please, make a group of four.” Students were busy to make agroup and T4 guided them to do that soon. Having completed to make group, T4 askedthem to read page 18. She applied English and bahasa as she used at previous class.

After that, she asked students,”Ok, for this task, I want you to do that in a group.”Then, she described the instruction then asked students, “Do you understand theinstruction?” They said, “No.” Then, she invited them to translate, “Maybe anyone of youcan explain theinstruction in Indonesia?. Mungkin diantara kalian ada yang maumenjelaskan dalam bahasa Indonesia?” Students tried to translate it, some of themdiscuss with their friends in groups, and some opened the dictionary. They mostly appliedbahasa. She stood up in front of the class. Having waited for few minutes and no oneanswered, T4 guided them to translate it together. Some students translated the instructiontogether with her and others still tried to find the meaning.

After that, T4 asked students, “Your second task is you have to do the task at page 19.You have to underline the expression of compliment. Menggarisbawahi apa?”“Compliment”, students answered. She responded, ”Yeah, compliment. Ok, do you havequestion for the task?” The students answered, “No.” She asked again, “Are you sure?”“Yes”, they answered. Then, she said,” Ok, you can do the task now.” One of studentsasked her about the task. I could not hear the question, but I only heard T4 asked them todo the task first. She gave opportunity to students to give her question. Then, she said,”Do your task first, later I want each group present the work in front of classroom. Sayaingin tiap kelompok mempresentasikan hasil pekerjaan di depan kelas.”She moved around the classroom to guide students to do the tasks. She did not giveparticular time for completing the task. Students worked with their friends in group andthey discussed to do the task by using bahasa. Checking the students’ work, T4informed,” Ok, for more information about compliment and showing care you can see onpage 21 and 23. Untuk informasi lebih lanjut tentang compliment and showing care andabisa melihat di halaman 21 dan 23. Later I want each group explain what is complimentand care. Jadi, anda nanti menjelaskan apa yang dimaksud dengan compliment danshowing care.” She stood up in front of the class, and then moved around.8.24 – 8.30


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Students still did the task in group. The situation was rather noisy. Some students seemednot too serious to work. Recognizing the situation, T4 stood up and reminded them to bemore serious. T4 was waiting for the result of their discussion. Then, T4 asked students,”Okclass, have you finished? Apa sudah selesai?” They answered,”Belum,Bu.” Then, shegave opportunity to complete the task.

Few minutes before the bell rang, she asked students to complete the task at home.They had to write the task in the task book. She reminded that they had to present thework at next meeting. The bell rang and she closed the lesson by greeting.

RC: T4 provided similar way of teaching with the previous class. The stagesappeared were observing, questioning and exploring. Observing was done byreading some utterances of compliment and showing care. Students were led toidentify the social function of the utterances. That she gave some examples to helpstudents in identifying the function was good activity. Unfortunately, she did notprovide the observation guidance. At the previous class she also did not provide it.The language feature appeared were vocabulary/ utterances. Questioning was donein observation and exploration. T4 gave opportunity to students to ask, somehowfew students did that. Probably they were shame to ask or they did not know whatthey asked. T4 gave some examples of some questions which can be adapted bystudents. In my opinion that is good effort. But, she did not give motivation to themto be brave to utter their curiosity. Even, gave them reward to them. The languageskills appeared were reading, listening and writing. Speaking and listening was donein the shape of oral communication. Writing emerged when they did the task.During 45 minutes, I don’t see T4 carried out evaluation.


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162Appendix 3. Result of Coding Process

Questions Teachers’ Responds Coding Themes1. Apa pengertian

pendekatanilmiah (scientificapproach) dalampembelajaranbahasa Inggrismenurutkurikulum 2013?

T1: SA adalah metode pembelajaran yang terdiri dari 5 tahap ilmiah,agar siswa secara aktif mengkonstruk konsep/prinsip danmengkomunikasikannya.

T2: Metode pembelajaran dimana siswa aktif mencari, menemukanjawaban pertanyaan mereka dan mengkomunikasikannya agarsiswa memiliki kompetensi dan ketrampilan berkomunikasi.

T3: Metode yang digunakan dalam pembelajaran yang terdiri dari 5tahap yang sistematis untuk mencapai tujuan pembelajaran.

T4: Konsep dasar yang melatarbelakangi perumusan metodemengajar dengan menerapkan karakteristik ilmiah yang terdiridari 5 tahap.

Metode, 5 tahap ilmiah, siswamengkonstruk konsep/prinsip,mengkomunikasikan konsep.Metode, siswa aktif, mengkomunikasikan,siswa memiliki kemampuanberkomunikasiMetode, 5 tahap ilmiah, sistematis,mencapai tujuan pembelajaran.Konsep dasar, merumuskan metodepembelajaran, 5 tahap ilmiah.

Conception of SA

2. Apa saja prinsippendekatanilmiah tersebut?

T1: Pembelajaran berpusat pada siswa, pembelajarn membentukstudents self-concept, pembelajaran terhindar dari verbalisme,pembelajaran memberikan pada siswa mengasimilasi danmengakomodasi prinsip, mendorong kemampuan berfikir kritis,pembelajaran bisa meningkatkan motivasi siswa, jugameningkatkan motivasi guru, lalu pembelajaran ini memberikesempatan siswa untuk melatih kemampuan berkomunikasikarena pembelajaran bahasa dan adanya validasi terhadap konsep,hukum, prinsip yang dikonstruksi siswa dalam strukturkognitifnya.

T2: Prinsipnya menempatkan siswa aktif, menekankan siswa untuktidak hanya tahu tetapi terampil menggunakannya, guru harus

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

Siswa aktif, guru sebagai fasilitator

Conception of SA


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163bisa memfasilitasi dengan baik.

T3: Pemerintah melalui kurikulum sekarang mengkonsep siswa haruslebih aktif sehingga peran guru sebagai moderator atau pengarahkegiatan siswa. Guru dan siswa itu paling tidak seimbang, tidakseperti konsep dulu hanya guru menjadi sumber utama, sekarangsiswa harus menjadi aktivisnya, bukan hanya pendengan, tetapisiswa harus aktif mencari dan dalam proses ini saya pribadi, sayatidak menganggap saya lebih pintar tetapi berusaha untukmenjadi patner kerja mereka untuk belajar.

T4: Cara belajar siswa aktif, yang kedua assessment mengukurkemajuan belajar siswa yang dibanding dengan tujuan belajar,yang ketiga keberagaman bahwa dalam pendekatan ilmiahmengembangkan apa… pendekatan keberagaman siswa itu kanunik, ada macam-macam dari berbagai golongan gitu. Trus adakelompok siswa yang unik, juga ada apa…dari kopetensi masing-masing siswa itu satu dengan yang lain berbeda. Jadi itu yangberagam seperti itu. Misalnya siswa tidak bisa, guru membantu.

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

Siswa aktif, guru sebagai fasilitator,mengembangkan kompetensi siswa.

3. Pendekatanilmiah memiliki5 tahappembelajaran.Apa saja kegiatanpembelajaranyang dilakukanpada tahap-tahaptersebut,

T1: Mengamati itu kegiatan belajarnya membaca, mendengar,menyimak atau melihat. Melihat ini bisa dengan alat atau tanpaalat.kalau melihat bisa dengan video atau tayangan video yangkita siapkan itu. Kemudian kompetensi yang dikembangkanmelatih kesungguhan, apakah mereka melihat atau mendengardengan sungguh-sungguh atau dengan ketelitian yang tinggiuntuk mencari informasi itu. Sehingga dalam mengamati ini, gurusudah menyiapkan pertanyaa-pertanyaan yang menuju kepadapembelajaran yang kita inginkan.

Mengamati: melihat dengan atau tanpaalat, mendengar, membaca teks. Gurumenyiapkan pertanyaan. Kompetensi:kesungguhan

Conception of SA


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164khususnya dalampembelajaranbahasa Inggris?

Pada kegiatan menanya, ini yang menanya adalah siswa. Jadiguru menyudutkan siswa agar mereka bertanya, begitu. Cumaagak sulit bisaanya, tetapi kalau memang anaknya baik, dia bisakarena menanya ini bisaanya ditekankan pada fungsi sosialnya,struktur teksnya, kosa kata-kosa kata yang mereka tidak tahu,begitu.Jadi menanya ini, menanya pada itu atau kadang-kadangmenanya pada ide-ide utamanya apa yang nanti akan kitakembangkan pada mengkomunikasikan. Kalau inipembelajarannya writing, misalnya jadi kegiatan belajarnyaadalah mengajukan pertanyaan tentang informasi yang tidakdipahami dari apa yang diamati dari bertanya faktual sampaipertanyaan yang hipotetik. Kemudian kompetensi yangdikembangkan dalam menanya ini adalah meningkatkankreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaanuntuk membentuk pikiran kritis yang perlu untuk hidup cerdasdan belajar sepanjang hayat. Itu untuk yang kedua, menanya.

Kemudian yang ketiga itu mengumpulakan informasi.Kegiatan melakukan eksperimen, membaca sumber lain selainbuku teks, mengamati objek atau kejadian atau aktivitas,wawancara dengan nara sumber. Di setiap M ini, perlu adapertanyaan-pertanyaan dari guru kalau perlu… dalam rangkamemberikan feedback-feedback nya, kalau itu memangdibutuhkan siswa. Jadi guru tidak berdiam saja, tetapi berkelilingkelas, begitu. Selama mereka mengumpulkan informasi kitaberkeliling saja, kita kasih buku atau apa cari di perpust sebentaratau bagaimana caranya lah. Terus kompetensi yang

Menanya: Siswa menanyakan isi teks,fungsi social, struktur teks, unsurkebahasaannya. Guru mendorong siswabertanya.Kompetensi: kreativitas, rasa ingin tahu,merumuskan pertanyaan.

Mengumpulkan informasi: latihan soal,membaca sumber lain. Guru memberikanfeedback.Kompetensi: sikap teliti, jujur, sopan,menghargai pendapat, kemampuanberkomunikasi, mengumpulkan informasi.


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165dikembangkan itu adalah mengembangkan sikap teliti, jujur,sopan, menghargai pendapat orang lain, kemampuanberkomunikasi, menerapkan kemampuan mengumpulkaninformasi melalui berbagai cara yang dipelajari, jugamengembangkan kebisaaan belajar dan belajar sepanjang hayat.Jadi mengumpulkan informasi ini adalah yang utamanyamembaca buku dari sumber lain atau sumber lain, agar nanti lebihkomplitlah karena bisaanya guru memberikan pertanyaan-pertanyaan.Berikutnya yang mengasosiasi atau yang menalar. Kegiatanbelajarnya bisa beberapa, diantaranya satu mengolah informasiyang sudah dikumpulkan tadi baik terbatas dari hasil kegiatanmengumpulkan atau eksperimen maupun hasil dari kegiatanmengamati dan kegiatan mengumpulkan informasi itu. Berartimenalar ini, kegiatan mengumpul-mengumpulkan begitu. Terusnomor dua, pengolahan informasi yang dikumpulkan dari yangbersifat menambah keluasan dan kedalaman sampai kepadapengolahan informasi yang bersifat mencari solusi dari berbagaisumber yang memiliki pendapat yang berbeda sampai kepadayang bertentangan.Yaitu mengambangkan sikap jujur, teliti,disiplin, taat aturan, kerja keras, kemampuan menerapkanprosedur dan kemampuan berpikir induktif serta deduktif dalammenyimpulkan.

Terakhir mengkomunikasikan. Siswa menyampaikan hasilpengamatan, kesimpulan berdasarkan hasil analisis secara lisan,tertulis, atau media lainnya. Jadi bisa ditulis, bisa secara lisan,

Menalar: mengumpulkan informasi,mengolah informasi, membandingkanpendapat yang berbeda.Kompetensi: sikap jujur, teliti, disiplin,tata aturan, kerja keras, menerapkanprosedur, berfikir induktif,menyimpulkan.

Mengkomunikasikan: menyajikan hasilpengamatan, lisan/tertulis. Bisa individu /kelompok.


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166anak-anak disuruh kedepan berkelompok atau individu ini bisa.Mengkomunikasikan ini lalu anak mengatakan lagi apa yangdihasilkan dari seluruh kegiatan ilmiah yang dia lakukan itu. Jugabisa di media, maksudnya di mading atau lainnya dan dinilai.Lalu kompeteni yang dikembangkan itu apa ?. Yaitumengembangkan sikap jujur, teliti, toleransi, kemampuan berpikirsistematis, mengungkapkan pendapat dengan singkat dan jelas,mengembangkan kemampuan berbahasa yang baik dan benar.Jadi di KI satu dan KI duanya langsung inklud didalamnya.

T2: Tahapnya, mengamati dengan kegiatan membaca teks, melihat,mendengarkan. Menanya adalah kegiatan bertanya-jawab antaraguru, siswa dan sebaliknya atau menanyakan kesulitan. Mencobaadalah kegiatan yang berisi siswa mengerjakan latihan soal.Mengasosiasi, siswa mengolah informasi yang terkumpul.Mengkomunikasikan, siswa mempresentasikan hasil pekerjaanmereka secara individu atau kelompok.

T3: Sesuai dengan pendekatan yang ada lima, kita menyesuaiandengan materi. Yang paling jelas kita harus menyesuaikandengan materi. Ada mengamati, kita mengambil contoh kitamencari bahan atau alat pemicu agar siswa itu bisa tertarik.Misalnya pada pengamatan bisa memutarkan video dari Youtube,atau kalau tidak ada sarannya kita bias berkonsep sendiri atau kitabias mengucapkan sendiri atau melakukan sendiri. Terus yangkedua menanya, kita berusaha memancing siswa itu kritisterhadap apa yang kita munculkan pada waktu pengamatan ataufase mengamati. Sehingga dari apa yang kita munculkan pada

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

Mengamati: membaca, melihat,mendengarkanMenanya: siswa bertanya jawab,menanyakan kesulitanMencoba: latihan soalMengasosiasi: mengolah informasiMengkomunikasikan: mempresentasikanhasil pekerjaan

Mengamati: mengamati teks dari video/materi lain.

Menanya: memancing siswa tanya,siswabertanya yang diamati


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167pengamtan siswa bertanya-tanya oo.. kok seperti ini tho, kokseperti itu tho.. mungkin seperti itu. Mengekplorasi, darimenyanya adanya tanya jawab dan sebagainya, siswa bisa punyagambaran, saya nanti setelah dapat pertanyaan seperti itu sayaharus bagaimana, saya harus bagaimana mereka punya gambaran.Untuk mengasosiasi, bersama dengan guru, siswa melakukanpraktek. Kalau itu kegiatan perkenalan misalnya, siswa habisdiberi contoh yang pengamatan tadi, guru meminta siswa untukmelakukan atau membuat sesuatu seperti di contoh. Misalnyadiminta untuk membuat konsep ketika kita untukmemperkenalkan diri dari nama, terus ada keluarga dansebagainya mungkin cita-citanya besok, seperti itu. Mungkinmengasosiasi ini bisa dilakukan dengan teman sebangku atauteman satu kelompok sesuai dengan materinya. Kemudian ditahap mengkomunikasi, setelah tadi di mengasosiasi merekamelakukan corat coret ibaratnya ketika mereka di konsep terlebihdaulu, pada tahap mengkomunikasi ini kita memancing siswaagar berani untuk menyampaikan apa yang sudah dikonsep tadi.Contohnya jika di asosiasi tadi mereka diminta mencari menulisuntuk memperkenalkan diri, nah.. di mengkomunikasi kita bisameminta siswa atau salah satu siswa untuk mencobamempraktekkan memperkenalkan diri di depan kelas misalnyaseperti itu atau beum berani didepan kelas ya… mencobamemperkenalkan diri dulu dengan 4 siswa bergantia secaraberkeliling, mungkin seperti itu. Tahap-tahapnya seperti itu.

T4: Dalam tahap mengamati, siswa dapat melihat, mengamati,

Mengeksplorasi: mengkonstruksipengetahuan siswa

Mengasosiasi: latihan, guru membantusiswa menyusun konsep

Mengkomunikasikan: siswamenyampaikan hasil pekerjaan

Mengamati: melihat, mengamati,


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168membaca atau mendengar atau menyimak dengan menggunakanalat atau tanpa alat, misalnya diberi gambar, diberi teks. Yangkedua, menanyakan, dari bahan yang pertama kita kasihkan tadidiharapkan supaya murid-murid dapat mengajukan pertanyaan.Yang ketiga yaitu experimenting, menentukan data apa yangdiperlukan dari pertanyaan tersebut, sumbernya ataumengumpulkan data dari teks yang kita berikan tadi. Yangkeempat mengasosiasi, itu menganalisis data dalam bentukmembuat kategori atau menentukan apa yang ada didalam tekstersebut. Yang kelima communicating, menyampaikan hasil darirangkuman apa yang mereka dapat dari teks yang kita berikanatau dari gambar yang kita berikan.

membaca, mendengar, menyimak teksMendengarkan: siswa mengajukanpertanyaan

Experimenting: siswa menentukanjawaban, mencarisumber lain

Mengasosiasi: analisis data, menentukankategoriMengkomunikasikan: menyampaikanhasil kerja

4. Apa pentingnyaSA dalam ELT?

T1: Pendekatan ilmiah dalam pembelajaran bahasa inggris jugasangat penting karena menurut penelitian dari PISA dari dansebagainya yang banyak sekali itu ternyata anak-anak SD danSMP kita itu setelah diteliti itu kemampuan mereka sangat rendahdalam hal masalah ilmiah. Jadi ini lalu pemerintah agaknya maumenyamakan itu agar kita tidak kalah dengan negara-negara lain,dari ASEAN pun menurut penelitian itu kita kalah, sehinggapendekatan ilmiah penting biar nanti mereka itu ketika dewasaketika kuliah misalnya, itu akan bisa melakukan sesuatu yangilmiah tidak menemui kesulitan, bisa mengkomunikasikannyadengan baik.

T2: Menurut saya penting ya, karena dengan pendekatan ini siswamenjadi mampu untuk berfikir kritis, komunikatif, kreatif danproduktif.

Berkomunikasi

Berkomunikasi, berfikir kritis, kreatif,produktif

Imprtance of SA


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169T3: Kadang, karena terutama bahasa itukan tidak bisa terkonsep

dalam satu titik. Karena bahasa itu saling terkait. Jadi kalau tidakkita konsep dengan sebaik-baik, takutnya kita nanti materinyaterlalu melebar kemana-mana sehingga dengan adanya konsepyang ada 5 tahap ini, guru bisa membuat pembatasan materi yangakan kita disampaikan.

T4: Yang pertama, kita targetnya pencapaian hasil belajar siswa.

Guru mengcover materi

Target , berkomunikasi5. Apa yang anda

rasakan ketikamelaksanakanSA?

T1: Kalau saya sendiri ya… perasaan bersemangat saja karena kitamerasa sangat puas ketika anak-anak itu bisa melaksanakan apayang diperintahkan oleh kurikulum atau oleh RPP itu. Jadi kitahanya memberi motivasi, memberi fasilitasi kepada mereka,kemudian mereka sendiri yang mengerjakan semua itu denganbimbingan kita dan kalau mereka sudah berhasil membuat itu dankadang-kadang mereka itu bisabeyond our imagination artinyamelebihi apa yang kita bayangkan. Anak-anak yang pinter lho…kita kan di SMA yang agak lumayan, jadi kadang-kadangmelebihi yang kita inginkan.Kita ingin 70 persen, merekamelebihi 90 persen dan itu menyebabkan perasaan bersemangatdan rasa senang hati yang agak tinggi.

T2: Senang, tertantang dan termotivasi untuk membuat anak menjadienjoy dalam pembelajaran. Mencari cara agar tidak bosen.

T3: Kalau menurut saya pribadi, sebenarnya adalah konseppendekatan yang bagus menggunakan pendekatan konsep ilmiahini, kan karena memang pada dasarnya guru itu juga masihbelajar dan kita juga harus mencari metode yang paling baikkhususnya e… untuk cara menyampaikan ke siswanya, karena

Bersemangat, puas, senang

Senang, tertantang, termotivasi

Senang, tertantang, termotivasi

Imprtance of SA


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170kita tahu bahwa kemampuan siswa itu tiap-tiap angkatan pastibeda, makanya ini mungkinkonsep yang terbaru ini mungkin bisadigunakan di semua kemampuan siswa hanya kita perlumemodifikasi seperti yang diutarakan didepan tadi.

T4: Sekarang ini hanya sedikit…agak signifikan, anak lebih kreatif,dulu kita hanya sekedar memberi, sekarang mereka ada upayauntuk mencari sesuat, jadi agak mandiri dari yang dahulu, lebihpercaya diri, lebih kreatif, lebih berani bicara.

6. Apa targetpenerapan SAdalam ELT?

T1: Secara keseluruhan target pembelajaran bahasa inggris ituterutama ada dua, mereka mampu berbicara dan menulis.Sehingga untuk menulis itu perlu sesuatu yang ilmiah, sepertimisalnya dalam menulis sebuah teks yang di genre-genre itudisana sudah ada aturan-aturan tertentu e… dan anak-anak itudiajar secara ilmiah yaitu dengan cara mengamati, dengan caramenanya, terus mengumpulkan informasi dan sebagainya itusehingga nanti pada akhirnya mereka bisa melakukan speakingdan writing dengan baik. Itu tujuan utamanya seperti itu.Ya… tentu saja di dalam RPP itu selalu mengandung indikator-indikator tertentu, jadi di jangka pendeknya ya… kalau dalambahasa ya… bisaanya mereka diminta untuk mengetahui ideutama, informasi rinci baik tersirat dan tersurat. Itu tujuanpendeknya, sehingga misalnya jika masih ada UN nanti itumereka dapat mengerjaka dengan baik.

T2: Ya, targetnya siswa bisa berkomunikasi di kelas maupunkehidupan nyata.Target jangka pendek tentunya bisa tercapaitujuan setiap materi seperti tertulis dalam RPP.

Berkomunikasi

Berkomunikasi

Expectation


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171T3: Betul, karena tiap-tiap materi itu mempunyai target, misalnya

materi tentang reading… introduction sehingga tujuanya kitananti tercapai yaitu seusui dengan tujuan dari RRP-nya, karenakita mempuyai rencana dalam pengajaran tersebut.Kita punyakonsep bahwa target kita nanti harus ini, berarti paling tidak jikakita mempunyai 4 target, maka paling tidak 3 bahka 4 targetsudah tercapai.Target akhir ya jelas siswa mampu melaksanakan apayang kitadipelajari dari awal tadi. Bisa melalui dari observasi yang kitakasih contoh dan sebagainya, akhirnya siswa itu bisamempraktekkan jika tujuan akhir nantinyamempraktekan, kalaubentuknya tertulis, ya siswa mampu menulis sesuai dengan targettersebut.

T4: Jangka pendeknya, anak dapat berkomunikasi. Jangka panjangnyananti jika siswa sudah melanjutkan kuliah atau bekerja setidaknyadapat berkomunikasi walaupun secara pasif.

Berkomunikasi

Berkomunikasi

7. Bagaimana caraanda agarintegrasi SA danELT berjalanefektif?

T1: Masing-masing guru mempunyai cara sendiri, mempuyai stylesendiri agar membuat ini jadi efektif. Tetapi yang paling efektif,kalau saya… saya selalu membagikan kertas-kertas kerja yange… potong-potong gitu, tidak saya jadikan satu dulu tapimisalnya satu halaman itu terdiri tiga masalah, saya potong dansaya bagikan masalah yang pertama ini agar terjadi efektif.Kalau nanti penyelesaiannya di buku yang lain… di kertas yanglain misalnya, begitu.Jadi tetep diperlukan, kita tidak bisa langsung menyerahkan siswasampai selesai begitu… karena mereka perlu bimbingan, tapitidak ceramah yang lama seperti itu.

Bimbingan guru, lembar kerja Expectation


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172T2: Melaksanakan semua rencana yang sudah saya buat dalam RPP,

menurut saya bisa membuat proses tersebut berjalan efektif.Tentu bimbingan guru sangat diperlukan dalam hal ini, apalagipendekatan baru ini mengharuskan demikian. Pengembanganmedia juga penting.

T3: Kalau menurut saya pribadi karena materi kan sudah adaacuannya ya bu…materi dan sebagainya, tinggal kitamengkonsep sesuaia dengan RRP yang kita buat sehingga apaunyang kita konsep itu kita usahakan agar berjalan dengan sebaik-baiknya misalnya cara penyampian kita, mungkin kalau anaknyamungkin habis capek kita bisa menyelenggarakan dengan sedikitpenyegaran lebih dulu diajak apalah seperti itu... sehingga untukintegrasi pendekatan ilmiah ini memang kita haru efektifkandimulai dari pembuatan RPP, penyampaian materi, penggunaanmedia dan bahan pengajaran yang sekiranya paling efektifsehingga proses pembelajaran bisa terintegrasi dengan baik.Memang dikonsep ini kan fungsinya guru hanya sebagaifasilitator, jadi memang kita harapkan siswa itu memang benar-benar aktif. Karena memang kita masih menggunakan kurikulumyang baru ini memang masih banyak guru masih belum pahamseratus persen atau siswa kurang… kurang mendapatkan apa itunamanya informasi tentang kurikulum yang terbaru. Sehinggadari awal kita memang harus menyampaikan tujuan kita apa,target kita apa, memang harus seperti itu.

T4: Secara umum, kelompok atau jumlah siswa. Banyak sedikitnyasiswa, jika siswanya sedikit kita lebih focus. Sekarang sudahlumayan dibandingkan dulu dimana siswanya bias mencapai 40siswa, sekarang 32 siswa.Masih diperlukan, walaupun tidak sesering seperti pendekatankurikulum terdahulu. Siswa terkadang mencari dibuku sudah

Bimbingan guru, melaksanakan rencanapembelajaran, media

Bimbingan guru, melaksanakan rencana,media

Pembatasan jumlah siswa, bimbinganguru


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173menemukan jawabannya, tetapi maksudnya dari bahan yangdipelajari tersebut masih banyak yang belum dimengerti. Jadi kitamembantu memberi pengertiannya.Kita mengajukan pertanyaan ke siswa, atau kita menyuruh siswamenyampaikan hasil diskusi mereka sesuai materi yang kitaberikan. Jadi sekarang guru harus mengurangi membatu siswa,biar siswa mencari sendiri atau mengeksplor.

8. Apakahdiperlukandukungan teoritisdan praktis dalampenerapanpendekatantersebut?

T1: Teoritis terdapat dalam mengamati itu, jadi dalam mengamati itubisa kita berteori sedikit disana, tidak apa-apa nanti begini-begini,setelah mengamati itu… begini-begini, tetapi nanati padamengamati itu mereka diminta untuk member teori sendiri,maksudnya misalnya kita baru saat itu untuk menerangkan sebuahgramer, kita beri saja beberapa kalimat tanya, terus kita tanyakapan terjadi, sedang terjadi, kemarin atau besok. Jadi kalaubegitu…. mereka menyimpulkan saja, kita suruh menyimpulkansatu atau dua anak, kalau kurang tepat bisa ditambah yang lain.Guru nanti tinggal member feedback, oh ya betul… atau kurangsedikit, kayak gitu itu bisaanya saya lakukan di mengamati,karena di mengamati butuh agar lancar jalannya disana haruslengkap dulu, ngak bisa sembarangan sedikit, gitu.Kalau kurang, trus… di mengumpulkan informasi itu atau dimenanya juga bisa. Jadi kalau kurang jelas, mereka bisamenanyakan di menanya. Apakah di mengasosiasi atau dimengumpulkan informasi tidak boleh bertanya ?. Boleh saja, lhawong ini pelajaran… kalau tidak ada pertanyaan lha terusbagaimana nanti. Jadi guru boleh tanya jawab di situ, dimengumpulkan informasi boleh tanya jawab, di mengasosiasi

Seimbang Expectation


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174atau menalar… boleh tanya jawab, kalau memang anak bertanyaatau kita butuh mereka membuat sebuah kesimpulan yang pentingkita tanya saja mereka, agar mereka menjawab dengan benar,begitu.

T2: Keduanya perlu. Teori untuk dasar penerapan secara praktek.Siswa perlu memiliki itu, demikian juga guru.

T3: Praktek dan teori itu memang sesuatu yang saling terkait,karenakita tahu bahwa kalau kita terlalu banyak teori kalau tidak adaprakteknya juga nol besar. Kita terlalu banyak praktek, tapi tidakada teori ya… nanti hasilnya juga tidak akan baik, sehingga yangpertama memang kita harus teori harus paham dulu, sudahpaham, berkembang, kita konsep dengan baik, baru nanti kitapraktekkan sesuai dengan apa yang di teori. Sehingga antarateori… teori dan praktis itu memang saling mendukung, ibaratnyaseperti itu.Sehingga pembelajaran dapat tercapai dengan baik.

T4: Iya. Itu harus seimbang antara praktek dan teori. Siswa setelahdiberi teori, siswa akan mencoba apa yang kita berikan.

Seimbang

Teori didukung praktek. Teoridipahamkan dulu, kemudian siswaberlatih.

Seimbang

9. Menurut anda,apa sajapengaruhpendekatanilmiah terhadapprosespembelajaranbahasa Inggris?

T1: Pendekatan ilmiah ini sangat mempegaruhi cara berpikir anak.Kalau yang dulu itu kita mengajarnya tidak dengan caramengamati dan sebagainya, ya… mungkin pakai itu tetapipelaksanaannya masih terputus-putus, terus ini sangatberpengaruh, mereka e… sangat bersemangat untuk itu, danagaknya memang ini menurut saya metode yang paling cocokkarena guru tidak usah banyak memberikan materi-materi tetapianak itu yang mengkonstruk materinya sendiri sehingga merekamenemukan sendiri jawabannya itu, maka lalu disebut discovery-

Mempengaruhi mindset siswa, siswatermotivasi belajar dan berkomunikasi,mandiri, aktif.

Influence of SA


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175discovery seperti apa yang kita bisaa ajarkan itu, sepertidiscovery learning dan sebagainya. Jadi memang tepat setidaknyamenurut saya. Yang jelas mereka lebih banyak berkomunikasi,kalau dulu bisaanya teacher centre artinya guru yang banyakngomong, anak-anak itu ngomongnya sedikit, tetapi sekarang inibegitu anak masuk lagsung mereka itu mesti ada sesuatu yangharus mereka omongkan atau harus mereka tulis, itu yang palingbaik. Dan untuk anak-anak yang baik dan bersemangat tinggiuntuk belajar mereka senang, tapi saya tidak yakin semua guruakan menyenangi ini karena ada yang nyaman dengan yang laludan atau sekarang, gitu.

T2: Ya, siswa menjadi lebih percaya diri, aktif, kreatif dan mandiri.Ada peningkatan di sini. walau tidak seratus persen siswamenjadi demikian, akan tetapi setidaknya aktifitas dalampembelajaran melalui 5 tahap ini memberi kesempatan padasiswa untuk lebih bersemangat baik dalam belajar jugaberkomunikasi. Misalnya saya beri game, ini membuat siswatermotivasi, rasa ingin tahunya muncul dan berfikir.

T3: Pengaruhnya jelas pertama ke guru. Guru proses kegiatanya bisatertata lebih baik. Berbeda dengan KTSP dulu karena guruterlalubanyak omong terlalu sentris dengan ceramahnya, kadangmaterinya justru tidak tersampaikan dan siswa tidak biasee…bekerja atau mencari tujuan utamanya tadi. Jadi siswasekedar bengong mendengarkan, habis itu praktek hanyasekedar…ya sebentar, tapi kalau disini dengan proses belajardengan menggunakan pendekatan ilmiah paling tidak 50 sampai

Motivasi, aktif, mandiri, percaya dirimenyampaikan ide

Kegiatan guru tertata lebih baik, siswalebih aktif dalam pembelajaran


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17660 persen sekarang siswa itu yang kegiatan aktif. Jadi guru hanyasekedar memfasilitasi kegiatan siswa tersebut. Secara umummemang pendekatan itu tujuannya pasti meningkatkan motivasisiswa kurikulum dulu-dulu pasti meningkatkan, tapi menurutsaya yang paling penting itu justru adalah bagaimana peran gurudalam menyampaikan materi tersebut. Meskipun itu gurunyatidak berpendidikan tinggi misalnya, tapi kita… asal guru itumampu memenej dengan baik, saya yakin motivasi siswa justruakanlebih baik lagi. Di sini dengan menggunakan pendekatanilmiah paling tidak 50 sampai 60 persen siswa yang aktif. Guruhanya sekedar memfasilitasi kegiatan siswa tersebut.

T4: Siswa lebih kreatif dan lebih berani bicara dalam bahasa inggris.Kreatif dalam mencari sumber dari materi yang kita berikan danlebih percaya diri berbicara bahasa inggris, walaupun masihsalah. .. paling tidak meningkat sedikit. Walaupun terbatas, adasedikit perubahan pada siswa.

Aktif, percaya diri berbicara, kreatif,

10. Bagaimana caraanda menerapkanpendekatan inidalampembelajaranbahasaInggris?Apakahmengikutipetunjukkurikulum?

T1: Iya, harus. Jadi kalau dengan cara ilmiah ini, 5M itu memangharus urut, ngak boleh bolak-balik, begitu.

T2: Mengikuti panduan pemerintah, dan saya urutkan mulai step 1sampai 5.

T3: Kalau menurut saya, karena pendekatan ilmiahsudah terkonsepdari awal memang prosesnya seperti itu, dan saya menggunakansesuai denga itu, tetapi seperti yang saya kemukanan dari awal…dari 5 tahap itu memang harus kita beriakan porsi yangsesuaidengan tahapan-tahapannya atau sesuai dengan materinya. Janganterlalu berlebihan, misalnya pas ada observasi kita membutuhkna

Sesuai prosedur

Sesuai prosedur

Sesuai prosedur

LearningProcedure


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177waktu yang terlalu banyak, nanti mungkin justru siswa tidak…bosen atau malah apapun. Jadi 5 konsep tadi berusaha untukdiarahkan memang dengan urutannya, seperti itu.

T4: Saya menerapkan hal yang sama sesuai urutan, cuma terkadangdalam perkembangan proses pembelajaran ya… bergeser sedikit,tetapi tetap mengurutkan.

Mengurutkan

11. Adakahkemungkinanmemadukan 5tahap tersebut?

T1: Ya, ngak pa-pa, harus dipadukan.Kalau memang kurang dan mereka butuh lebih lengkap lagi,kenapa tidak. Jadi mengumpulkan informasi kurang, trus adatanya jawab lagi untuk mengumpulkan informasi ini, kan boleh-boleh saja, asal tidak pertama langsung mengkomunikasikan, gituya… yang pertama tetep mengamati, terus urut-urut sampai padamengkomunikasikan.Boleh. Kalau dalam rangka menuju hasil akhir yang baik, tetepkita lakukan, toh… kita ini bahasa, jadi menurut pikiran saya,kalau kita paksa-paksa untuk 5M ini harus berjalan seperti itu…kalau seperti eksak itu… saya kok kurang setuju.Kurikulum mengatakan tidak boleh, jadi kalau kurikulum tidakmenyatakan seperti ini… berarti kita boleh. Cuma jangan teruskeluar dari koridor ilmiahnya itu.

T2: Sangat mungkin memadukan, tetapi secara prinsip diurutkan.T3: Ya bu… betul. Memang kita kan sudah punya konsep

menggunakan 5 tahap tersbut. Trus kita kembali juga, ada satukesulitan ketika kita masuk menggunakan ini… kita mempunyaiSDM yang mungkin kurang… kurang bagus atau paling tidak…kita memang harus menggunakan apa yang kita sampaikan di

Memungkinkan memadukan beberapatahap

Memadukan,Prinsip diurutkan, memungkinkanmemadukan dengan tahap yang lain padatahapan tertentu.

LearningProcedure


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178awal, tujuannya biar anak masih mengingat, karena mungkin apayang saya samaikan di depan bahwa guru mempunyai kesulitanketika menggunakan tahapan-tahapan tersebut, sehingga memangkadang kita me… mengulang atau me…apa namanya…memadukan konsep-konsep tersebut. Tetapi secara umumkonsep-konsepnya itu tetep disesuaikan dengan tahapannya.Kalau menurut saya itu sebenarnya tidak masalah njeh yabu…karena memang… ini kan memang konsepnya sudah ada,tapi kan e… input atau yang kita dihadapi siswa itu memangbermacam-macam, jadi memang kita mengkonsep sesuai denganlingkungan disekitar kita sendiri. Jadi tidak monoton harus sepertiini, tetapi diperbolehkan untuk menggunakan teori atau cara-caratersebut.

T4: Iya…dipadu-padukan. Karena bahasa tidak harus teoritis urut,kecuali kalau eksak kanharus urut. Terkadang, siswa langsungbertanya, langsung communicating, kan tidak bisa observsi dulu.Tetapi secara prinsip, kita harus mengurutkan.

Prinsipnya mengurutkan, memungkinkanmemadukan

12. Seandainya andadiberikesempatanmelakukanmodifikasi,apakah anda akanmelakukannya?Pada tahapmana?

T1: Tentu, pembelajaran yang baik itu adalah yang PAKEM atauPAIKEM itu. Jadi e… anak itu harus merasa senang dulu dantidak tertekan dengan pembelajaran itu, sehingga kadang-kadangkita modifikasi sendiri sedikit yang penting tidak keluar dariprisip-prinsip pendekatan ilmiah itu. Dan yang paling sulit ituadalah kegiatan menanya, mereka itu sering tidak mau bertanya.Ya… ya… ditekniknya. Setiap guru mempunyai metode atauteknik sendiri-sendiri untuk membuat siswa itu menjadi nyamandikelas begitu… Jadi mereka itu kita buat jadi mereka tidak

ModificationPerlu agar siswa tidak bosen, nyaman,termotivasi, tidak tertekan. Padatekniknya.

LearningProcedure


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179tertekan dan mau mempelajari itu dengan senang hati dan dengankeiklasan tinggi tentu saja. Ya… Jadi pada e… questioning nyaitu agak menyulitkan guru, dan saya belum tahu bagaimana caramembuat mereka agar bertanya. Bisaanya kita bertanya kepadamereka terus, kalau tidak ada pertanyaan ya… terus kadang-kadang kita lompati, jadi pelajaran itu sudah mereka kuasaidengan baik.

T2: Ya, dengan metode, tehnik yang berbeda akan membuat anaktidak bosan dan senang belajar. Pada tahap observing.

T3: Modifikasi itu sebenarnya justru point yang penting dari adanyakonsep walaupun hanya konsep, jika kita tidak modifikasi nantikegiatannya justru malah monoton atau malah kaku dan kalau itukita terapkan setiap hari, setiap pertemuan hanya itu-itu terustakutnya siswa malah bosen dengan kegiatan, jadi siswa sudahbisa menebak o… bar habis ini seperti ini, habis ini seperti ini.Jadi modifikasi pendekatan perlu asal kita tidak terlalumelenceng jauh dari target awal atau tahapan-tahapan yang sudahditerapkan diawal, seperti itu.Terutama pada observasi. Kalau menurut saya, moment yangpaling tepat untuk memunculkan motivasi anak dalam kitamenyampaikan materi justru pada saat observasi, sehinggamungkin dari contoh-contoh yang kita sampaikan untukpengamatan itu siswa lebih tertatik untuk mengikuti pembelajarandibelakangnya nanti sebagai pemicunya, ibaratnya seperti itu.

T4: Iya. Saya akan melakukakn modifikasi ini. Modifikasi diperlukanuntuk menarik minat siswa dalam belajar bahasa inggris, biar

Tahap observing.

Perlu, siswa tidak bosan dan senangbelajar. Pada tehnik. ObservingModifikasi penting, agar tidak monotondan membosankan. Pada tehnik.Dilakukan dan disesuaikan dengan tujuandan target pembelajaran.Terutama padaobservasi. Materi disampaikan padaobservas. Contoh-contoh yang bervariasi.

Modifikasi perlu untuk menarik minatsiswa agar tidak bosan. Pada tehnik.


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180tidak membosankan.Pada tahapan tertentu, misalnya communicating, sepertimelakukan game.Bisa. Misalnya dalam tahap observing, kita bisa mengeksplorsiswa, misalnya dengan gambar kita dapat menyanyakan siswaapakah ada yang mempunyai gambar seperti ini atau yang masihberhubungan dengan yang diberikan, terkadang siswamempunyai pemikiran tersendiri.

13. Apakah motivasisiswa jugaberpengaruh?Mengapa?

T1: Wah sangat berpengaruh. Dengan motivasi siswa yang tinggi,maka pembelajaran akan berhasil dengan baik, motivasi siswa itukadang-kadang dipengaruhi oleh gurunya juga. Guru yang penuhsemangat dan motivasi tinggi, siswa nanti juga akan bermotivasitinggi, karena mengikuti gurunya itu, jadi guru disini sangatberpengaruh sekali terhadap meningkatkan motivasi siswa.

T2: Sangat berpengaruh. Jika motivasi ada, siswa akan aktifmengikuti kegiatan belajar.

T3: Motivasi siswa itu memang paling pengaruh, karena e…bagaimanapun bagusnya kurikulum… sepandai-pandainya guruatau setingi-tingginya latar belakang pendidikan guru tapi kalausiswa dari rumah sudah tidak ada motivasi belajar itu sama jugadengan bohong, karena memang yang paling utama peran gurusekarang harus memunculkan motivasi belajar siswa. Karenayang diprakteknya saya sendiri ngajar itu di sini itu prakteknyahampir 50 persen e… input siswa itu rata-rata menengahkebawah, kaena terus terang kami sekolah swasta. Jadi kalauibaratnya kita mendapatkan siswa itu ya… hanya sisa-sisa, jadi

Berpengaruh, motivasi tinggi belajarmakin baik. Dipengaruhi juga motivasiguru.

Berpengaruh, aktif

Berpengaruh, aktif. Motivasi guruberpengaruh terhadap motivasi siswa

Factors


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181ya… sisa-sisa tau sendiri inputnya juga pas-pasan cenderungkuranglah, ya seperti itu.

T4: Iya, berpengaruh. Siswa jika tertarik pada materi akanmenimbulkan motivasi belajar, jika siswa termotivasi belajarmaka kita memberikan pelajaran juga akan lebih mudah, siswaakan lebih mudah mencerna pelajaran, keinginan belajarmeningkat. Oleh karenanya, metode pembelajaran yang kitaberikan harus menarik, termasuk reward.Sudah, siswa sudah saya beri tahu sebelumnya. Sebelum memberipelajaran, saya beritahu bahwa siswa yang aktif akan saya berireward lebih. Makanya terkadang siswa berlomba untuk maju.Sudah ada perjanjian, pokoknya siswa yang aktif akan saya berireward - ekstra point.

Berpengaruh, tertarik, termotivasi, mudahmenyerap materi, motivasi guruberpengaruh.

14. Adakah pengaruhpengalamanbelajar guruterhadappenerapan SA?Mengapa?

T1: Ya, ya. Tentu saja sangat berpengaruh, jadi guru-guru yang masihlulusan S1, misalnya tentu saja akan masih kurang hebat jikadibandingkan dengan lulusan S2 walaupun tidak semuanya,karena pengalaman yang mereka miliki sebelumnya itu dapatmelengkapi pengetahuan yang mereka peroleh sehingga menjadisempurna.

T2: Ada pengaruhnya. Pengalaman belajar baik di bangku kuliah,pelatihan sangat membantu guru untuk menyampaikan materi.Bahasa Inggris lebih efektif jika diajar guru yang memiliki basicbahasa Inggris. Ketika guru menerima informansi ataupengetahuan baru, maka pengetahuan lama akan ikutmelengkapinya.

T3: Latar belakang guru itu berpengaruh sekali, apalagi dengan siswa

Berpengaruh. Pengalaman pendidikanmelengkapi pengetahuan baru yangdiperoleh.

Berpengaruh, pengalaman pendidikanmempengaruhi penyerapan informasi barudan penyampaiannya.

Berpengaruh, dalam penyampaian materi

Factors


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182yang sudah agak atas kelas 2 atau kelas 3, melihat punya guruyang mempunyai latar pendidikan yang tinggi, juga mungkin…mungkin rasa segannya muncul. Tetapi, tetep yang paling utamaadalah e… proses pembelajaran itu sendiri, bagaiman guru bisamengelola kelas itu dengan baik, seperti itu.

T4: Berpengaruh juga.Kalau kita tidak dari basic-nya, jurusan yang tidak sama itupenyampaiannya terkadang tidak sampai atau salah pada siswa.Jadi kalau maple bahasa inggris, ya…harus dari pendidikanbahasa inggris, sehingga mengetahui teorinya dalampembelajaran.

Berpengaruh, teori yang dimilikiberpengaruh terhadap penyampaianmateri.

15. Adakah pengaruhantarapengalamanmengajar denganpenerapan SA?Mengapa?

T1: Iya. Pengalaman ditambah dengan apakah mereka mau maju,maksudnya apakah mereka mau lari dari zona aman, karenabisaanya makin tua guru itu, ya... sudah bisanya ini, begitu, tetapitidak semua guru yang tua seperti itu, memang ada yang maubelajar sebaik-baiknya. Kemauan guru menerima pengetahuanbaru dipengaruhi pengalaman. Artinya begini, tergantung berapalama, berapa lamanya mengajar, bisaanya guru itu semakin lamamengajarnya itu akan makin baik ilmunya, walaupun ini tidaksemuanya benar, guru-guru yang baru lulus pun bisa sangat baiktergantung dari kemauan belajar dari guru itu, jadi kalau guruyang bersemangat belajar tinggi ya… bisaanya akan lebih baik,walaupun tingkat pendidikannya hanya sekedar S1, semuanyadiserahkan kepada masing-masing gurunya itu.

T2: Pengalaman memperkaya model maupun tehnik yang digunakandalam proses pembelajaran. Pengalaman juga mempengaruhi cara

Berpengaruh, dalam menerima info barudan proses pembelajaran.

Ada, menerima info baru dan caramenyampaikan materi

Factors


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183berfikir guru dalam menyikapi info baru.

T3: Jelas pengaruh sekali njeh bu... Kalau memang begini, kita punyateori dan konsep dan sebagainya, dan teori dan konsep itu tidakberubah, tetapi… yang kita hadapi itu semakin hari semakinkesana itu semakin berubah khususnya siswa, siswa itu kadangmempunyai tipikal yang berbeda-beda tiap angkatan. Makanyapengalaman guru disini, jelas pengalaman mengajar itu yangpaling utama, pendidikan yang paling utama, tapi yang palingpenting lagi adalah pengalaman untuk mengelola kelas, agarpengelolaan kelas itu berjalan dengan baik. Sehingga pengalamanguru itu memang mutlak diperlukan dalam setiap konsep. Apapunkirikulumya, pengalaman guru itu paling penting, menurut sayabu… karena kalau guru tidak punya pegalaman itu prakteknyaakan disepelekan oleh siswa, seperti itu.

T4: Mendukung pelaksanaannya. Kita bisa membandingkan antarametode yang lalu dan sekarang ini, kekurangan dan kelebihannyadimana.Terkadang kita masih menerapkan metode lama yangmasih bagus atau lebih bagus untuk metode yang sekarang kitagunakan.

Berpengaruh, pengalaman penting dalampembelajaran, mempertahankan ataumengembangkan konsep.

Mendukung proses pembelajaran,penyerapan pengetahuan baru.

16. Adakah faktorlain yangmemiliki andildalam penerapanSA?

T1: Semua dikembalikan kepada sekolah, terutama bapak kepalasekolah. Bapak kepala sekolah itu, apakah getol sekali…mengembor-ngemborkan ini, apakah dia itu hanya mengikuti arusgurunya… itu sangat berpengaruh. Atau mungkin guru itu sendiri,apakah dia itu ingin berubah atau tidak. Selama sekolah dengansemua komponennya tidak mau berubah dan sudah pokoknyaya… begini dulu, itu akan sangat terkendala. Jadi beberapa orang

Fasilitas Factors


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184harus sangat bersemangat untuk ini, sehingga teman lain bisamengikutinya, kadang merasa malu jika tidak bisa seperti itu,misalnya. Itu saya kira.Fasilitas penting. Fasilitas ini sangat berpengaruh sekali, disekolah-sekolah yang tape saja tidak ada, padahal maunyalistening dan pada mengamati itu di listening, maka guru sendiriitu yang harus ngomong… terus, jadi begitu. Jadi agak terkendalasedikit, paling tidak guru akan merasa kecapekan, beda jikadibantu dengan adanya tape misalnya, atau alat-alat lain yang bisamereka dapatkan.

T2: Pemahaman terhadap kurikulum penting agar lebih pas kitamenyampaikan ke anak didik dan bisa melalui MGMP atautraining. MGMP bisa menjadi forum untuk berbagi dengan temanmengenai berbagai hal pembelajaran termasuk mengenaikurikulm baru dan cara mengajar yang efektif. Sekolah juga harusmembuat kebijakan yang adil agar guru yang dibina merata. Sayarasa fasilitas juga diperlukan untuk memperlancar KBM. Denganfasilitas yang memadai, seperti tape, juga lab bahasa pentingmengingat pembelajaran dengan pendekatan baru ini memerlukanfasilitas tersebut.

T3: Njeh.. pengaruh sekali, karena memang terutama untuk sharingya bu… terutama untuk MGMP dengan guru itu yang jelas kitasaling tukar informasi model pembelajaran yang paling efektifjika anak seperti ini bagaimana dan sebagainya. Seperti jugatraining, karena seperti sekarang ini banyak konsep-konsep baruyang ditawarkan oleh praktisi pendidikan khususnya untuk e…

Sharing with friends, pemahamanterhadap kurikulum, fasilitas

Sharing with friends, fasilitas


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185mengendalikan atau menyampaikan materi terhadap siswatersebut.Kalau…kalau faktor lain diluar itu yang jelas yang faktorpendukung adalah kalau kita mau memacu kita memerlukanfasilitas yang mendukung… fasilitas-fasilitas yangmendukunguntuk proses pembelajaran, apalagi sekarangkonsepnya katanya scientific, harus memberi konsep yang bagusataupun contoh-contoh. Fasilitas-fasilitas yang harus ada di kelasharus kita tingkatkan, contohnya kalau kita mau menggunakane… film, paling tidak kelas itu sudah harus ada proyektor,misalnya…harus ada speaker untuk suara. Kalau kita mau masuklistening kita harus masuk lab bahasa, misalnya seperti itu. Jadifaktor-faktor pedukung utuk proses pembelajaran itu memangharus, disamping kedisiplinan siswa yang memang harusditanamkan sejak dari awal.

T4: Sarana prasarana, fasilitas.MGMP dapat memberikan sharing informasi mengenai hal baruatau perkembangan kurikulum baru yang dapat kita gunakanuntuk meningkatkan kinerja kita, cara kita mengajar untuk KBM.Mendukung sekali, karena sekolah harus menerapkan kuriklumyang baru. Walaupun terkadang menghadapi kesulitan, terutamapendanaan yang belum mampu untuk memenuhi kebutuhansecara total untuk pelaksanaannya. Dalam pembinaan jugadisampaikan, bahkan pernah dilakukan training di sekolah.

Fasilitas


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Appendix 4. Sample of Lesson Plan and Document Review


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Lesson Plan of T1 (1)

Subject Matter : Complimenting and Showing Care

Time Allotment : 2*45 minute

The lesson plan is created as the basis for learning activities. This lesson

plan was arranged well. It consists of the name of school, subjects, class, subject

matter, time allotment. It also covers core competence (KI) and basic competence

(KD), learning goal, learning material, learning method, media, learning

resources, learning steps and assessment. During that time allotment, learning goal

is expected to be attained.

Learning steps consist of introduction, main activities and enclosure. The

five-scientific steps are clearly drawn in main activities. Activities in observing

step lead to students to the material being learnt. Questioning is designed to ask

students to compare the utterances in L2 and English. Experimenting step shows

the tasks which have to be done by students. Here, the observation in the sense of

listening and watching the example of interaction provided. Associating steps asks

students to compare the expression available and teacher gives feedback. In the

last step, students invite to present the work and write their learning journey that

day in journal.

Based on the lesson plan, the shift of the steps is clearly drawn. Anyhow, in

questioning, teacher takes comparison of the expressions in target language and

non -target language. There is misperception about the placement of the activity

since curriculum takes comparison in associating. Questioning is better more

focused on social function, language features and text structure. Because of the

misperception, associating and questioning overlap.


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Appendix 5. Figures of Research

Figure 1. Observing activity

Figure 2. Communicating activity

Figure 3. Experimenting Activity


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