Wahyudin, Achmad Yudi (2015) THE IMPLEMENTATION OF SCIENTIFIC METHOD IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT SENIOR HIGH SCHOOL LEVEL. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
The integration of scientific method in teaching English as a foreign language (TEFL) in Indonesia has become a controversial issue as the 2013 Curriculum requires teachers to follow each step of scientific method in the classroom practice. Since some experts believe that there is no literature in the history of TEFL/SL that supports the use of scientific-based learning to teach English, EFL teachers, particularly at schools using the 2013 Curriculum in Indonesia, are faced with a dilemmatic condition where they need to follow the recent curriculum demand. In relation to this issue, the present study attempts to portray the teacher’s effort in conducting EFL classroom practice by following each step of scientific method. Involving an English teacher and 30 students of eleventh grade majoring in Science class, the researcher employed classroom observation, interview, and questionnaire form to collect the data in a case study to explore (1) whether or not the teacher is able to implement scientific method to EFL classroom practice; (2) how the teacher interprets scientific method; and (3) the students’ perception towards scientific-based learning activity. The collected data result in findings that (1) scientific method could not seemingly be applied by the teacher effectively since she only executed three or four steps out of five steps of scientific method in the classroom process but it somehow bore an indication of potential contribution to the students’ participation, confidence, and critical thinking; (2) the teacher was able to define five stages of scientific method and aware of the benefit and challenge of using scientific method although she misinterprets scientific method as a similar learning model developed in the previous curriculum; (3) scientific method is also perceived positively by the Science class students to be a useful method to improve their interest, confidence, critical thinking, and communication skill. However, the effect of scientific method to students’ language skills was not really given careful attention due to limitations of the study. Thus, this study might be the window for further studies to explore the potential benefit and challenge of scientific method in teaching EFL students, particularly for senior high school level. Keywords:Scientific Method, Senior High School, EFL Classroom Integrasi penerapan pendekatan saintifik terhadap pengajaran Bahasa Inggris sebagai bahasa asing telah menjadi sebuah isu yang kontroversial di Indonesia. Sejak para ahli dan praktisi mengemukakan bahwa tidak adanya kajian pustaka atau studi mendalam mengenai penggunaan pendekatan saintifik dalam pengajaran bahasa Inggris sebagai bahasa asing atau bahasa kedua, para pengajar bahasa Inggris terutama guru di sekolah-sekolah yang menerapkan kurikulum 2013 dihadapkan pada kondisi dilematis dimana kurikulum 2013 tersebut mengharuskan guru untuk menerapkan pendekatan saintifik di kelas. Dengan mempertimbangkam isu tersebut, penelitian ini ditujukan untuk memotret penerapan saintifik yang dilakukan oleh guru di kelas. Dengan mengikut sertakan seorang guru dan 30 siswa kelas XI jurusan IPA, peneliti mengadakan sebuah studi kasus yang bertujuan untuk: (1) untuk mengkaji penerapan pendekatan saintifik di kelas dan sejauh mana guru tersebut dapat mengikuti tiap tahapan pendekatan saintifik; (2) bagaimana guru menginterpretasikan pendekatan saintifik; (3) persepsi siswa-siswa terhadap aktifitas yang berlandaskan pendekatan saintifik di kelas. Berdasarkan data yang diperoleh dari observasi, wawancara, dan kuesioner, telah ditemukan bahwa: (1) Guru terlihat tidak dapat menerapkan pendekatan saintifik dengan efektif jika ditinjau dari kemampuan guru yang hanya mengikuti tiga atau empat tahap dari total lima tahap pendekatan saintifik; (2) guru sebenarnya dapat mendefinisikan pendekatan saintifik dan sadar akan kelebihan dan kekurangan dari pendekatan saintifik, namun, terjadi kesalahpahaman dimana ia menganggap pendekatan saintifik sama dengan model pembelajaran pada kurikulum sebelumnya; (3) Siswa-siswa memiliki pandangan positif terhadap pendekatan saintifik dimana mayoritas dari siswa setuju bahwa pendekatan saintifik dapat meningkatkan kepercayaan diri, minat, dan cara berpikir kritis mereka. Akan tetapi penelitian ini tidak terfokus pada efek penerapan pendekatan saintifik pada kemampuan komunikasi siswa akibat adanya keterbatasan penelitian ini. Oleh karena itu, penelitian ini dapat dijadikan acuan sebagai studi pendahulu bagi studi atau penelitian yang akan datang untuk mengkaji lebih dalam efek penerapan pendekatan saintifik terhadap pengajaran bahasa Inggris di kelas terutama pada tingkat Sekolah menengah atas. Kata Kunci: pendekatan saintifik, sekolah menengah atas, praktek pengajaran bahasa Inggris sebagai bahasa asing
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil: T_BING_WAH i-2015; Pembimbing : I. Didi Sukyadi |
| Uncontrolled Keywords: | Scientific Method, Senior High School, EFL Classroom |
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PE English P Language and Literature > PN Literature (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2 |
| Depositing User: | Mr. Cahya Mulyana |
| Date Deposited: | 18 Mar 2016 01:11 |
| Last Modified: | 18 Mar 2016 01:11 |
| URI: | http://repository.upi.edu/id/eprint/19646 |
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