THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH FOR TENTH ACCELERATION CLASS AT MAN 1 TULUNGAGUNG

NUR AFIDAH, 17203153146 (2019) THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH FOR TENTH ACCELERATION CLASS AT MAN 1 TULUNGAGUNG. [ Skripsi ]

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Abstract

ABSTRACT Afidah, Nur. ResgiteredNuber Student. 17203153146. 2019. The Implementation of Scientific Approach in Teaching English for Tenth Acceleration Class at MAN 1 Tulungagung. Thesis Sarjana.English Education Department, Faculty of Tarbiyah and Teaher Training. State Islamic Institute (IAIN) Tulungagung. Advisor: Nanik Sri Rahayu, M.Pd. Keyword: Scientific Approach, Teaching English, Acceleration Class. The rolling of the 2013 Curriculum by the government is in response to the lagging national education, which focuses on combining several subjects, simplifying, and using thematic-integrative approaches at certain levels. The 2013 curriculum is a further step in developing the Competency-Based Curriculum which was initiated in 2004 and the 2006 Education Unit Level Curriculum (KTSP) which includes attitude competencies, science and skills in an integrated manner to respond to internal and external challenges. The new Curriculum emphasizes on Scientific Approach covering five phases: They are Observing, Questioning, Experimenting, Associating, and Communicating. In this Approach the teacher becomesthe source of information to be a facilitator during teaching and learning process. Moreover, in the acceleration class where students have the ability, intelligence above the average and have learning speeds above the students in general. In teaching process the teacher is no longer limited to give a theory, but the teacher have to supports the learning process. In addition, the teacher should be more proficient in teaching acceleration class especially in applying these five aspects to students, namely observing, considering, analyzing and making all subjects. Thus, this study aims to describe the implementation of Scientific Assessment in learning English as well as strategies, media, materials and evaluations applied by teachers. The formulation of the problem in this study was: (1) How is observing phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung? (2) How is questioning phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung? (3) How is experimenting phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung? (4) How is associating phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung? (5) How is communicating phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung? The objectives of this study was: (1) To describe how is observing phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung. (2) To describe how is questioning phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung. (3) To describe how is experimenting phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung. (4) To describe how is associating phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung. (5) To describe how is communicating phase implemented by the English teacher for Tenth acceleration class at MAN 1 Tulungagung The design of this study was descriptive qualitative research design. The subject was an English teacher and Tenth (Ips) of acceleration class. Researcher was the key instrument of this study, to collect and analyze data. In the process of collecting data there were three techniques used, observation, interview, and documentation. To improve the validity of a data, the researcher used methods and triangulation data. The result of this study showed that there were many different activities in each step of Scientific Approach depending on the instructional objectives. In observing phase all of students prepared their book and also prepared themselves after the teacher gave the instruction. The activity was observed dialogue text about giving suggestion and offer which illustrated by pictured. The students were also asked to read dialogue aloud after teachers’ reading. In questioning phase, the teacher gave stimulus in order students to be active. In experimenting phase, the teacher gave different problems, did identification and made examples. In associating phase, the students analyze and identified dialogue and drama text. In communicating phase, the students present the result of analyze, identified the text and practice Drama in front of the class. The learning material was from “Kreatif” English books with the topic was giving suggestion and offer. The media used by the teacher was picture and whiteboard. The strategy used by the teacher was problem-based learning with procedures such as Observing, Questioning, Exploring, Associating, and Communicating. Evaluation results in learning still used non-authentic assessments that also give the biggest emphasis on the cognitive domain. The researcher suggests to makes the better quality in implementing Scientific Approach in English teaching of Acceleration class at MAN 1 Tulungagung, the teacher should give interesting media or topic, to make the participation of the students can be increased beside the importance of Scientific Approach itself. For the future researcher, they can use this research as a reference to the next research.

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