THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ACTIVITIES BY ENGLISH TEACHERS GRADE XI AT MAN 3 PADANG Zikrafilaili, Armilia Riza, Rika Afriyanti Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
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ABSTRAK Penelitian ini menjelaskan tentang penggunaan scientific approach dalam pembelajaran Bahasa Inggris di MAN 3 Padang. Penelitian ini bertujuan untuk melihat bagaimana guru mengimplementasikan scientific approach dalam proses pembelajaran khususnya pembelajaran Bahasa Inggris dikelas XI. Penelitian ini adalah penelitian kualitatif, dimana yang diteliti adalah guru Bahasa Inggris di MAN 3 Padang Tahun Ajaran 2017/2018 sebanyak 2 guru. Teknik pengambilan sampel dilakukan secara total teknik sampling yang berarti peneliti meneliti seluruh guru Bahasa Inggris yang mengajar dikelas XI. Instrumen penelitian ini adalah analisis dokumen (RPP), catatan, dan rekaman video. Berdasarkan hasil dari analisa, pelaksanaan penerapan scientific approach dalam proses pembelajaran oleh guru Bahasa Inggris di MAN 3 Padang, peneliti menemukan bahwa guru yang mengajar Bahasa Inggris kelas XI telah menerapkan scientific approach dalam aktifitas pembelajaran. Dalam observing step, guru memberikan media kepada siswa dan guru memberikan kesempatan kepada siswa untuk mengamati gambar-gambar tersebut dengan cara melihat. Lalu, questioning step, guru memberikan tanya jawab keapda siswa terkait dengan gambar yang telah diamati dan pertanyaannya dimulai dari guru. Setelah itu, experimenting step, siswa mengumpulkan materi dari berbagai sumber, baik dari buku guru maupun dari buku yg dimiliki oleh siswa. Selanjutnya, associating step, dalam langkah ini guru menjelaskan semua materi yang dipelajari kepada siswa dan guru memberikan latihan kepada siswa. Terakhir, communicating step, siswa mengerjakan latihan yang diberikan oleh guru dan guru pun memberikan nilai pada latihan siswa. Kata kunci : Scientific Approach, Aktifitas Pembelajaran INTRODUCTION Scientific approach
centered learning and the teacher as a an
facilitator. Student centered learning
approach which focuses on making
or active learning is an approach
students
practice
scientific
where the students are as center of
procedures
in
learning
instruction and the teacher has a little
process. In this approach, students
engagement in language instruction.
should be critically, scientifically,
Meanwhile,
logically, and objective with the real
learning or passive learning is the
teaching
is
fact. This approach is students
teacher-centered
instruction that focuses on teacher
and creativity teacher to create the
and as center learning. This is
successful
supported
et.all
implementation in teaching learning
student
process used scientific approach.
centered learning approach should
Based on the researcher’s pre-
focus on the needs abilities of the
observation, in MAN 3 Padang
learners
the
which has implemented curriculum
teacher’s role is facilitator in the
2013 in lesson plan made by the
learning process rather than provider
teachers. In lesson plan, the teacher
knowledge.
teacher
used five stages in teaching learning
centered learning approach is the
process. There are some problems of
teacher
of
implementation scientific approach
knowledge; provider and deliverer of
at MAN 3 Padang. First, in teaching
information while, the learners are
learning process student do not used
asked to follow the instructions.
another sources, the material only
Scientific
of
from the teacher. Second, the teacher
from
can’t make good question and easy to
questioning,
understood for the students. So, the
(2009)
by
who
learning
Sablonniere states
and
this
that
approach
Meanwhile,
as
main
source
approach steps
consists
constructed
observing, experimenting,
curriculum
and
students do not give question about
communicating. It is supported by
the material. Third, the teacher had
Daryanto (2014:59) who states that
difficulties to make the students talk
in implementing curriculum 2013,
until the teacher asks one of the
the teacher needs to implement some
students to perform in front of the
procedures,
observing,
class to deliver what they found
experimenting,
during teaching learning process.
they
associating,
of
are
questioning,
associating, and communicating.
Based on the problems above, it can
Dealing with the concept of scientific
approach
above,
be concluded that scientific approach
the
is implemented by the English
teacher must do some steps for
teachers at MAN 3 Padang but many
teaching activities. In curriculum
problems happen in implement it in
2013 the teacher needed the potential
the classroom.
Curriculum plays an important
(KTSP),
where
both
of
the
role in education. Curriculum is a
curriculums still separated subject
vital foundation to the professional
forming
teacher. It can be the main key to
knowledge.
achieve the success of education.
curriculum 2013 is emphasizes on
Curriculums have been used in
three
Indonesia since 1950’s. According to
attitude, skills, and knowledge. All of
the Law of Indonesia Republic
the
(Undang-Undang
psychology
Republik
attitudes,
skills,
and
Meanwhile,
competences.
competences
the
Those
have
process.
are
different Attitudes
Indonesia) No. 20 of 2003 about
obtained from accepting, running
National Educational System states
appreciating,
that curriculum that is set of plans
applying.
and setting of objectives, content,
observing,
and learning material as well as the
associating, serving, and creating.
way
Knowledge
used
to
guide
the
involving,
Skill
obtained
questioning,
obtained
and from trying,
from
implementation of learning activities
remembering,
to achieve specific educational goals.
implementing, analyzing, evaluating,
In other words, curriculum is the way
and
and planned used for guide the
Education and Culture Regulation
implementation
teaching
learning
(Permendikbud) No. 65 of 2013). In
process
achieve
specific
curriculum
for
educational goals. Education
in
creating
comprehending,
(The
2013
Ministry
have
of
two
competences that is basic and core Indonesia
has
competences.
undergone several changes in the
In curriculum 2013 focuses
curriculum. The government gives
on students centered learning. Other
new curriculum for education in
curriculums have one way learning
Indonesia that is 2013 curriculum.
(the interaction teacher) but in this
This curriculum is designed to
curriculum become to interaction
complete the previous curriculum,
learning
Competence-Based
Curriculum
environment or another sources).
(KBK) and School-Based Curriculum
Usually, the previous curriculum still
(teacher-student-society-
passive
this
In addition, Majid (2014:95)
curriculum become to active learning
scientific approach is to make the
because the student should be find
students understand that the learning
sources by themselves not waiting
materials is not always came from
from the teacher only. In this
the teachers but it can be found
curriculum used scientific approach
anywhere and everywhere. It means
in teaching learning process. So, the
that using scientific approach or
student can learn by themselves and
scientific process can make the
found the sources from everywhere
student to understand caused the
and anywhere.
student can find the material in the so
the
learning
but
in
In teaching learning process,
many sources not only from the
teacher
teachers.
should
know
what
teachers give to the students and how
In teaching learning activities,
give the knowledge to their students.
scientific
The teacher should know about
procedures.
approach, method, and technique that
Ministry of Education and Culture
to be used in teaching learning
Regulation (Permendikbud) No.81A
process to transfer knowledge to the
appendix IV explains five steps of
students. According to The Ministry
teaching activities based curriculum
of Education and Culture Regulation
2013, they are: first, observing, the
(Permendikbud) No. 81A of 2013
teacher opens widely and some
appendix IV discuss that scientific
opportunity
approach is an approach that consist
observing activity with some steps:
of five stages in teaching learning
reading, listening, or seeing the
process that consists of observing,
object. Second,
questioning, collecting information,
teacher opens widely and some
associating and communicating. It
opportunity to the student to ask
means that the teacher should use
about what have been seen, heard,
five
teaching learning
and read. Third, experimenting, in
process in delivering the material for
this activity the student collect
students.
information about the topic and they
steps
in
approach According
for
the
has
some
to
student
questioning,
The
to
the
can
read
some
books
to
get
implementation
of
scientific
information. In this activity the
approach in teaching activities by
student
with
English teachers at MAN 3 Padang.
informant related to the material.
In doing this research, the researcher
Fourth, associating,
getting new
took 2 teachers as respondent in
information or formula based on
MAN 3 Padang only 2 teachers who
experimenting
Fifth,
taught English there in 2017/2018
communicating, write or tell what
Academic years. In addition, the
was found in the activities of finding
researcher had chosen the participant
information, to associate and find
as needed or desired. The instrument
patterns. The results presented in
used in this research were document
front of the class and graded by the
analysis (RPP), field note and video
teacher.
recording.
RESEARCH METHOD
FINDINGS AND DISCUSSION
can
do
interview
process.
The design of this research was
The research question was how
descriptive research in which the
the teachers implement scientific
researcher used descriptive research
approach in teaching activities. In
because it was going to find the data
answer this question, the researcher
about
of
look the teachers in teaching English.
in
teaching
Based on the researcher analysis
English
teachers.
above, the researcher found that
According to Gay & Airasian (2000:
teachers teacher at grade XI of MAN
275)
3 Padang used scientific approach in
the
implementation
scientific
approach
activities
by
a
descriptive
research
determines and describes the way
teaching activities.
things are. It could be said that in
steps, teacher used the media and the
descriptive research only described
teacher give opportunity for the
about phenomena, and did not find
students to observe the media by
treatment. The researcher chose the
seeing. The media used by the
descriptive because the researcher
teacher are some printed pictures
wanted
related to the material. Questioning
to
describe
about
the
In
observing
step, the teacher do question and
and the teacher give facilitation to
answer about the media and the
the students to observe pictures,
material that day, the question start
videos and phenomena. Then, in
from the teacher. The students only
questioning step the teacher give
answer
opportunity for thr students to ask
the
teacher’s
Experimenting
step,
questions.
the
student
about what have been seen, heard
collected about the material from
and read independently or guided by
some sources but not both of teachers
the teacher. After that, experimenting
used another sources during teaching
step, the students collect information
learning process. Associating step,
about the topic and they can read
both of the teachers explains all of
some books to get information.
the material to the students and then
Then, associating, the students
teacher give exercise to the students.
find the relationship among them and
Communicating step, in this step the
the students connected some sources
students make exercise gives by the
with
teacher, the teacher gives graded to
communicating, the students writing
the student’s exercise.
or telling or report the result to find
From
the
research
the
other
sources.
Last,
finding
during teaching learning process and
above, it can be interpreted that the
the students deliver in friont of the
English teacher in MAN 3 Padang
class and the teacher gives graded
used scientific approach in teaching
based on the students report. In
activities, but did not implement
implementing scientific approach,
scientific approach optimally yet
the teacher should be do all the steps
because the teacher do not do all of
in teching learning process because if
scientific approach that proposed by
the teacher do not do one indicator of
Permendikbud No.81A Appendix IV.
scientific approach, the teacher can
According to the theory, the teacher
not get success in implement of
used scientific approach in teaching
scientific
activities in observing steps the
activities.
approach
in
teaching
teacher should be given opportunity
The result of research finding
to the students to observe the media
prove that the implementation of
scientific
approach
in
teaching
but based on the researcher analysis
activities at MAN 3 Padang is not
to the instruments, the teacher do not
optimally because the participants in
implement all of scientific approach
this research do the steps of scientific
steps in teaching activities. If the
approach in the teaching activities far
teacher can implement all of the
from the theory of Permendikbud
steps the students can share their
No.81A Appendix IV, the teacher
knowledge, idea or opinion by
only do three steps that matching
themselves.
with that theory during three times observation that was done by the researcher
in
teaching
learning
process.
To improve it, the researcher conducted the descriptive research at MAN 3 Padang. With the purpose to describe how the English teachers implement scientific approach in
CONCLUSION
teaching activities. By doing the
Scientific Approach is an
research,
the
researcher
used
approach in teaching activities. This
document analyzed, field note and
approach used to the students to the
video recording in gathered the data.
activities in teaching by scientific
Based on research finding on data
process. The scientific approach used
previous
five steps in teaching activities that is
found some findings that the teacher
observing,
implemented scientific approach in
questioning,
experimenting,
associating
communicating.
If
and
teaching
the
optimally yet.
implementation is used effectively, it will help students to find about the material by themselves and can critical thinking. By implementing scientific
approach
in
chapter,
teaching
activities, the teacher does not teach all of the material in front of the class
the
activities
but
researcher
doesn’t
After doing the investigation phase in the field and analyzing the collected
data
based
on
the
significance of the research that is stated in the previously chapter, the researcher
inform
insightful
suggestion at this point. First, all of
the English teacher should know about scientific approach because in this approach the teacher can make the students active and critical
student-centered approach to learning in the context of education in Kyrgyzstan. International Journal of Educational Development.
thinking in teaching learning process. In this approach, the students can find
information
from
another
sources not only from the teacher because in this approach was student centered learning. For the reader, they can get new information about implementation scientific approach in teaching activities. Last for the researcher, it can be guide later if she will a teacher and can implement it in teaching activities correctly. REFERENCES Daryanto. 2014. Pendekatan Pembelajaran Saintifik Kurikulum 2013. Yogyakarta: PT Gava Media. Gay, L.R. and Airisian, Peter. 2000. Educational Research: Comptetence for Analysis and Aplication. New York: Prentince Hall. Majid. Abdul. 2014. Implementasi Kurikulum 2013. Bandung: Interest Media Sablonnie`re. Donald M. Taylor & Nazgul Sadykova. 2009. Challenges of applying a
The Law of Indonesia Republic (Undang-Undang Republik Indonesia) No. 20 of 2003 about National Educational System The Ministry of Education and Culture Regulation (Permendikbud) No. 65 of 2013. The Ministry of Education and Culture Regulation (Permendikbud) No. 81A of 2013 appendix IV.
