teachers’ attitude toward the implementation of scientific · teachers’ attitude toward the...
TRANSCRIPT
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
Teachers’ Attitude toward the Implementation of Scientific
Approach of Curriculum 2013 to Teach English
(A Case Study of the Seventh Grade Class of Junior High Schools
in Surakarta in the Academic Year of 2013/2014)
A Thesis
Written as a Partial Fulfilment of the Requirements for the Graduate Degree
of English Language Teaching
Written by:
NURUL ISTIQOMAH
S891302035
ENGLISH EDUCATION DEPARTMENT OF GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2015
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
ii
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
iii
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
iv
MOTTO
And if you have a desire, just trust Allah with His fate.
(QS Ali Imran)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
v
DEDICATION
This thesis is proudly dedicated to:
My beloved father and mother
My brother and sister
My motivator of life
My classmates in English Education
Graduate Program 2013
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
vi
ABSTRACT
Nurul Istiqomah. S891302035. 2014. Teachers’ Attitude toward the
Implementation of Scientific Approach of Curriculum 2013 to Teach English (A
Case Study of the Seventh Grade Class of Junior High Schools in Surakarta in the
Academic Year of 2013/2014). Consultant I: Dr. Abdul Asib, M.Pd., Consultant
II: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D. Thesis. Surakarta: English
Education Department, Graduate school, Teacher Training and Education Faculty,
Sebelas Maret University Surakarta
In 2013, the Indonesian government published 2013 curriculum. One of the
characteristics of 2013 curriculum is the use of Scientific Approach (SA). SA
consists of observing, questioning, exploring, associating, and communicating.
However, the implementation of 2013 curriculum brings up some controversies.
This research is conducted to explore more about the implementation of SA to
teach English in junior high schools. The objectives of the research are to explore
and describe: 1) the teachers’ attitudes towards the implementation of SA; 2) how
it is implemented in English class; 3) what the problems the teachers encountered;
and 4) how the teachers solve the problems.
The sources of the data of this case study are respondents, events, and documents.
The respondents of this research are three teachers from SMP N 4 Surakarta, SMP
N 12 Surakarta, and SMP Al Islam Surakarta, and the students of those teachers.
The respondents are chosen through purposive sampling. The events are the
teaching and learning processes. The documents analyzed are the syllabus and the
lesson plan of English subject of 2013 curriculum, and the teachers’ profile. The
techniques of collecting the data are observation, interview, questionnaire, and
documentation. To analyze the data, the model proposed by Miles and Hubermen
was used.
The findings demonstrate that: (1) Most of the teachers have a positive attitude
toward the implementation of SA; (2) The implementation of SA from the three
teachers is not rigidly appropriate with the theory. Some steps are often skipped
by the teachers due to a certain condition. The teachers also do not always
implement it when they teach. ; (3) The biggest problems are encountered in the
questioning and associating step, there are also some little problems in other steps.
In questioning, the students cannot ask a critical question. For associating, the
teachers have difficulty to differentiate activities in the step of experimenting and
associating; (4) For the questioning step, the teachers attempts to guide the
students to ask. However, it is still difficult to implement. The problem in
associating step is still unsolved since the problem is in the teachers’ belief.
Since it is a case study, the findings cannot be generalized. Although it cannot be
generalized, the findings may provide an overview of the implementation of SA
and the teachers’ attitude toward it.
Keywords: teachers’ attitudes, 2013 Curriculum, Scientific Approach, case study.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
vii
PRONOUNCEMENT
This is to certify that I myself write this thesis untitled: Teachers’ Attitude
toward the Implementation of Scientific Approach of Curriculum 2013 to
Teach English (A Case Study of the Seventh Grade Class of Junior High
Schools in Surakarta in the Academic Year of 2013/2014). It is not plagiarism
or made by others. Anything related to other works is written in quotation, the
source of which is written in references.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment, including the withdrawal or cancellation of my academic
degree.
Surakarta, December 2014
Nurul Istiqomah
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
viii
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise to Allah SWT who has provided His
blessing to the researcher so that she can complete the writing of this thesis. The
researcher would like to express gratitude to the following persons for their
guidance, help, and support in the completion of this thesis.
1. The Dean of Teacher Training and Education Faculty Sebelas Maret
University.
2. The Head of English Education Department Program of the Master
Program of Teacher Training and Education Faculty of Sebelas Maret
University of Surakarta for his support and permission to conduct this
research
3. Dr. Abdul Asib, M.Pd., the first consultant for his guidance, and advice.
4. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D., the second consultant for her
advice, patience, and guidance.
5. The Headmaster of SMP N 4 Surakarta, SMP N 12 Surakarta, and SMP Al
Islam 1 Surakarta for their permission to conduct the research at the
schools.
6. The English teachers of SMP N 4 Surakarta, SMP N 12 Surakarta, and
SMP Al Islam 1 Surakarta for their willingness to be the respondents of
this research.
7. The students of SMP N 4 Surakarta, SMP N 12 Surakarta, and SMP Al
Islam 1 Surakarta for their participation during the data collection and the
teaching learning activities.
This work still has some weaknesses due to some reasons. I welcome
suggestions and critics to make this work better. Hopefully, this thesis can provide
a contribution to the education system in Indonesia especially for ELT.
Nurul Istiqomah
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
ix
TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................................... i
APPROVAL OF THE CONSULTANT .......................................................................... ii
LEGITIMATION OF THE EXAMINERS ...................................................................... iii
MOTTO ........................................................................................................................... iv
DEDICATION ................................................................................................................. v
ABSTRACK .................................................................................................................... vi
PRONOUNCEMENT ...................................................................................................... vii
ACKNOWLEDGEMENT ............................................................................................... viii
TABLE OF CONTENTS ................................................................................................. ix
LIST OF TABLES ........................................................................................................... xii
LIST OF FIGURES ......................................................................................................... xiii
LIST OF ABREVIATION ............................................................................................... xiv
LIST OF APPENDICES .................................................................................................. xv
CHAPTER I INTRODUCTION ..................................................................................... 1
A. Background of the Study ................................................................................... 1
B. Statement of the Problem ................................................................................... 5
C. Objectives of the Study ...................................................................................... 5
D. Significance of the Study ................................................................................... 6
CHAPTER II LITERATURE REVIEW ......................................................................... 8
A. Teaching English as a Foreign Language .......................................................... 8
1. Theory of Teaching English as a Foreign Language .................................... 8
2. Teaching English as a Foreign Language in Indonesia ............................... 13
B. EFL Curriculum in Indonesia ............................................................................ 17
C. The 2013 Curriculum ......................................................................................... 26
1. Characteristics of 2013 Curriculum ............................................................. 27
2. The Differences between 2013 Curriculum and KTSP ............................... 29
3. The Elements of 2013 Curriculum in Teaching .......................................... 30
D. Scientific Approach ........................................................................................... 33
1. Definition of Scientific Approach ............................................................... 34
2. Characteristics of Scientific Approach ........................................................ 27
3. Scientific Approach on 2013 Curriculum .................................................... 39
4. Implementing Scientific Approach in ELT .................................................. 42
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
x
E. Attitude .............................................................................................................. 44
1. Definition of Attitude ................................................................................. 44
2. Characteristics of Attitude .......................................................................... 45
3. Indicators of Attitude’s Aspects ................................................................. 49
F. Review of Related Literature ............................................................................. 51
CHAPTER III RESEACRCH METHODOLOGY ......................................................... 58
A. Research Design ................................................................................................. 58
B. Setting of the Research ...................................................................................... 63
C. Data and Source of the Data .............................................................................. 63
D. Techniques of Collecting the Data ..................................................................... 65
E. Trustworthiness .................................................................................................. 70
F. Techniques of Analyzing the Data ..................................................................... 72
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ...................................... 75
A. Research Findings .............................................................................................. 76
B. Discussion .......................................................................................................... 98
C. Research Weaknesses ........................................................................................ 122
CHAPTER V CONCLUSION AND SUGGESTION .................................................... 124
A. Conclusion .......................................................................................................... 124
B. Implication and Suggestion ................................................................................. 126
BIBLIOGRAPHY ........................................................................................................... 128
APPENDICES ................................................................................................................ 131
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
xi
LIST OF TABLES
Table 2.1 Table of the Description of EFL Curriculum in Indonesia ...................... 26
Table 2.2 The Differences between 2013 Curriculum and KTSP 2006 .................. 29
Table 2.3 The Differences between 2013 Curriculum and KTSP 2006 for Junior
High school ...................................................................................... 30
Table 3.1 Summary of Data Collection............................................................ 70
Table 4.1 Summary of the Research Findings ................................................. 75
Table 4.2 Summary of the Findings of the Teachers’ Attitude ............................. 88
Table 4.3 Summary of the Findings of the Implementation of SA .................. 91
Table 4.4 Summary of the Findings of Problems in Implementing SA ........... 95
Table 4.5 Summary of the Findings of Solutions of Problems ........................ 97
Table 4.6 Table of Comparation of GBA and SA ............................................ 101
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
xii
LIST OF FIGURES
Figure 2.1 The Relation of Attitude. Belief, and Behavior ............................. 47
Figure 3.1 Components of Data Analysis: Interactive Model ........................ 73
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
xiii
LIST OF ABREVIATIONS
SA : Scientific Approach
GBA : Genre Based Approach
EFL : English Foreign Language
TEFL : Teaching English as a Foreign Language
ELT : English Language Teaching
GTM : Grammar Translation Method
ALM : Audio Lingual Method
CLT : Communicative Language Teaching
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
xiv
LIST OF APPENDICES
Appendix 01. Blueprint of the Instrument ...................................................... 131
Appendix 02. Interview Guide ....................................................................... 134
Appendix 03. Questionnaire for the Students ................................................. 140
Appendix 04. Questionnaire for the Teachers ............................................... 142
Appendix 05. Field notes ............................................................................... 148
Appendix 06. Interview Transcript ................................................................. 151
Appendix 07. Lesson Plan .............................................................................. 178