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EVALUATING SCIENTIFIC APPROACH IN ENGLISH

WRITING CLASS AT SMA NEGERI 6 DEPOK

(A Case Study at the Eleventh Grade of SMA Negeri 6 Depok in Academic Year

2019/2020)

A Skripsi

Presented to the Faculty of Educational Sciences in a Partial Fulfillment of

Requirements for the Degree of S.Pd. (Strata1) in English Education

By:

Sabrina Nur Khaliza

11150140000080

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCE

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

2020

iv

ABSTRACT

Khaliza, Sabrina Nur (2020). Evaluating Scientific Approach in English Writing

Class at SMA Negeri 6 Depok (A Case Study at the Eleventh Grade of

SMA Negeri 6 Depok in Academic Year 2019/2020) Jakarta, UIN Syarif

Hidayatullah.

This research is aimed to evaluate the implementation of scientific approach

in writing class at eleventh grade of SMA N 6 Depok. There were two research

questions conducted in this research; (1) How do the teachers implement scientific

approach in English writing class? (2) What problems are faced by teachers in

implementing scientific approach in English writing class? This research was

qualitative method and research design was case study with classroom observation,

teachers and students interviews, and document in collecting data. To analyze the

data, the writer used Miles and Hubberman model. The result of this research showed

the implementation of scientific approach is in line with 2013 curriculum. In writing

class, teachers have implemented all stages of scientific approach. Based on the

observation and interview, students tried to be active during writing class. Besides,

students still have problems, especially their vocabulary knowledge. Teachers’

problems are time allocation in learning English is limited and students’ participation

is lack. Therefore, the government needs to more pay attention to improve the quality

of English teachers in order to implement the scientific approach based on the

regulation of the government has made.

Keywords: 2013 Curriculum, Curriculum Evaluation, Scientific Approach,

Writing Skills.

v

ABSTRAK

Khaliza, Sabrina Nur (2020). Evaluating Scientific Approach in English Writing

Class at SMA Negeri 6 Depok (A Case Study at the Eleventh Grade of SMA

Negeri 6 Depok in Academic Year 2019/2020) Jakarta, UIN Syarif

Hidayatullah.

Penelitian ini bertujuan untuk mengevaluasi penerapan pendekatan saintifik

pada kelas menulis di kelas XI SMA N 6 Depok. Pertanyaan pada penelitian ini

adalah; (1) Bagaimana guru menerapkan pendekatan saintifik pada kelas menulis

pada mata pelajaran Bahasa Inggris?, (2) Masalah apa yang dihadapi guru saat

menerapkan pendekatan saintifik dalam kelas menulis pada mata pelajaran Bahasa

Inggris? Penelitian ini menggunakan kualitatif metodologi dengan studi kasus dengan

pengamatan kelas, wawancara guru dan murid, dan dokumen. Dalam menganalisis

data, penulis menggunakan model Miles dan Hubberman. Hasil dari penelitian ini

menunjukkan bahwa penerapan pendekatan saintiik sesuai dengan Kurikulum 2013.

Dalam kelas menulis, guru sudah menerapkan seluruh tahapan dari pendekatan

saintifik. Berdasarkan pengamtan dan wawancara, peserta didik mencoba untuk aktif

selama kelas menulis. Di samping itu, peserta didik memiliki masalah, khususnya

pengetahuan dalam kosa kata. Masalah yang dihadapi guru yaitu alokasi waktu dalam

pembelajaran bahasa Inggris terbatas dan partisipasi peserta didik masih kurang.

Karena itu, pemerintah perlu memberi perhatian lebih untuk meningkatkan kualitas

guru bahasa inggris agar penerapan pendekatan saintifik sesuai dengan peraturan

pemerintah yang sudah dibuat.

Keywords: Kurikulum 2013, Evaluasi Kurikulum, Pendekatan Saintifik,

Kemampuan Menulis.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praises be to Allah, the Lord of the Universe, who has given the blessing,

inspiration, knowledge, guidance, ability and who has led the writer to finish this

research entitled – Evaluating Scientific Approach in English Writing Class at

SMA Negeri 6 Depok (A Case Study at the Eeleventh Grade of SMA Negeri 6

Depok in Academic Year of 2019/2020). May sholawat and saalam be with the

Prophet Muhammad who has guided people from the darkness and the lightness in

the world.

First of all, the writer would like to express her deepest honour and gratitude to

her beloved parents, Saadih and Jamilliah, and her sisters, Annisa Rahmah Fajriah

and Farah Tria Kamila, who always pray and support her in finishing this research.

Then, the writer would like to express her gratitude to her advisors, Mrs. Dr.

Fahriany, M.Pd. and Mrs. Desi Nahartini, M.Ed. for valuable guidance, advices,

suggestions, and support in completing this research paper.

Furthermore, she would like to express her deep appreciation to:

1. Dr. Sururin, M.Ag. as the Dean of the Faculty of Educational Sciences;

2. Didin Nuruddin Hidayat, Ph.D., as the Head of the Department of English

Education;

3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English

Education;

4. Drs. Nasifudin Jalil, M.Ag. as the academic advisor of Class B in academic

year 2015/2016;

5. All lectures and staffs in the Department of English Education who has

provided me with skills and knowledge;

6. Tugino as the Head of SMA N 6 Depok;

vii

7. Setyowati, M.Hum and Dra. Marcelina Handari as the English Teachers of

SMA N 6 Depok;

8. The students of XI MIA 1 and XI MIA 2 of SMA N 6 Depok;

9. Dearest friends, PBI B 2015 who have given her wonderful memories in her

college life.

10. Her best friends; DW, Anggota MB UIN Jakarta and Dini Rahmadani who

always give her support and always beside her;

11. Everyone who has helped and supported the writer and whom cannot be

mentioned one by one.

Finally, the writer realizes that this research is still has weakness, mistakes, and

far from perfectness. Therefore, the writer happily accepts constructive criticism in

order to make it better. The writer hopes that this research would be beneficial to

everyone.

Jakarta, January 8th

2020

Sabrina Nur Khaliza

viii

TABLE OF CONTENT

APPROVAL ....................................................................................................... i

ENDORSEMENT SHEET ............................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI ................................................ iii

ABSTRACT ...................................................................................................... iv

ABSTRAK ......................................................................................................... v

ACKNOWLEDGEMENT ............................................................................... vi

TABLE OF CONTENT ................................................................................. viii

LIST OF FIGURES ......................................................................................... xi

LIST OF TABLES .......................................................................................... xii

LIST OF APPENDICES ............................................................................... xiii

CHAPTER I: INTRODUCTION

A. Research Background.............................................................................. 1

B. Identification of the Problem .................................................................. 4

C. Limitation of the Problem ....................................................................... 4

D. Research Questions ................................................................................. 5

E. Objective of the Research ....................................................................... 5

F. Significance of the Research ................................................................... 5

CHAPTER II: THEORETICAL FRAMEWORK

A. 2013 Curriculum ..................................................................................... 7

1. Implementation of 2013 Curriculum ................................................. 9

2. Standard Process ............................................................................. 10

3. Scientific Approach ......................................................................... 14

4. Learning Models ............................................................................. 23

B. Curriculum Evaluation

1. The Definition of Curriculum Evaluation ....................................... 25

2. Kinds of Curriculum Evaluation ..................................................... 26

C. Writing Skill

ix

1. The Definition of Writing ............................................................... 27

2. Process of Writing ........................................................................... 28

3. The Importance of Writing.............................................................. 29

D. Previous Studies .................................................................................... 30

CHAPTER III: RESEARCH METHODOLOGY

A. Research Methodology.......................................................................... 34

B. Research Design .................................................................................... 34

C. Place and Time of Research .................................................................. 35

D. Research Subject ................................................................................... 35

E. Data Collection Technique .................................................................... 37

1. Observation ..................................................................................... 36

2. Interview ......................................................................................... 37

3. Document Analysis Table ............................................................... 43

F. Data Analysis Procedure ....................................................................... 48

CHAPTER IV: FINDINGS AND DISCUSSIONS

A. Research Findings

1. Profile of SMA N 6 Depok ............................................................. 50

2. Profile of Research Subjects ........................................................... 50

3. Research Question 1: How the teacher implements scientific

approach in English writing class? .............................................. 51

4. Research Question 2: What problems are faced by teachers in

implementing scientific approach in English writing class? ..... 62

B. Research Discussion

1. Implementation of scientific approach in writing class .................. 65

2. The Problems of Scientific Approach Implementation in Writing Class 72

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusion ............................................................................................ 73

B. Suggestion ............................................................................................. 74

x

REFERENCES ................................................................................................ 75

APPENDICES ................................................................................................. 78

xi

LIST OF FIGURES

Figure 3.1 Data Analysis Procedure.................................................................. 48

xii

LIST OF TABLES

Table 2.1 Stages of Scientific Approach ........................................................... 15

Table 3.1 Questions for Teachers...................................................................... 38

Table 3.2 Questions for Students ...................................................................... 41

Table 3.3 Components for Analyzing Syllabus ................................................ 43

Table 3.4 Components for Analyzing Lesson Plan ........................................... 44

Table 3.5 Components for Analyzing Teacher’s Textbook .............................. 46

Table 3.6 Components for Analyzing Students’ Textbook ............................... 47

xiii

LIST OF APPENDIXES

Appendix 1: Classroom Observation Sheet ...................................................... 78

Appendix 2: The result of Classroom Observation .......................................... 83

Appendix 3: Students’ Question Guidance ...................................................... 93

Appendix 4: Teachers’ Question Guidance ..................................................... 95

Appendix 5: Teachers’ Interview Transcripts ................................................... 99

Appendix 6: Students’ Interview Transcripts ................................................. 105

Appendix 7: Documents Analysis Guidance ................................................. 123

Appendix 8: The Result of Documents Analysis ............................................ 127

Appendix 9: Syllabus ...................................................................................... 132

Appendix 10: Lesson Plan .............................................................................. 141

Appendix 11: Documentation ......................................................................... 154

Appendix 12: Reference Examination Paper .................................................. 156

1

CHAPTER I

INTRODUCTION

This chapter contains of research background, identification of the problem,

limitation of the problem, research questions, objective of the research, and

significance of the research and the previous studies similar to this research.

A. Research Background

Curriculum is the important thing to organize whole things in a school.

Curriculum is dynamically improved and it is ongoing to create better generation.

Curriculum is never-ending process, in other words curriculum needs to be improved.

Kerr stated curriculum is as the guidance and the plan from the school for all

learning.1 According to Government Regulation No. 32 year 2013 curriculum are a

set of plan and a set of content, lesson materials and used as guidance in learning

activities to achieve the certain education. In this regulation consists of many

standards two of them are standard of competency and standard process. In short,

curriculum is a set of plan which will guide all aspects in school.

Nowadays, Indonesia is using 2013 curriculum in all levels; elementary schools

and high schools. Based on the Regulation of Ministry of Education and Culture

Number 81A year 2013 determined 2013 curriculum implementation on elementary

school, junior high school, senior high school and vocational high school begun in

academic year 2013/20142. It means most of senior high schools in Indonesia must

implement 2013 curriculum, SMA N 6 Depok includes to implementing 2013

curriculum. Moreover, the purpose of 2013 curriculum is creating better generation

for the future. It stated in Government Regulation No. 69 year 2013 that 2013

curriculum purposes to prepare generation who has religious personality, productive,

creative, innovative and affective, then who can contribute in society, in nation, and

in the world.

1 A.V. Kelly. The Curriculum: Theory and Practice. (London: SAGE Publication Limited, 2009),

p. 12. 2 Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture

number 81A year 2013, about 2013 Curriculum Implementation. Jakarta, 2013, p. 2.

2

However, in order to answer the purposes of 2013 curriculum, one of

characteristics in 2013 curriculum is on learning process. 2013 curriculum is using

scientific approach in learning process in the classroom. This is stated on Regulation

of Ministry of Education and Culture Number 103 year 2014 learning process in 2013

curriculum is using scientific approach. Scientific approach is involving five stages of

learning; observing, questioning, experimenting, associating and communicating. In

addition, learning models to support scientific approach are discovery learning,

project-based learning, problem-based learning and inquiry learning.3 This learning

stages are using in main activities in the classroom and teachers can use the learning

models based on the 2013 curriculum. In short, 2013 curriculum is helpful for

teachers implement learning activities in the classroom. However, based on BPSDM

about the concept of scientific approach the ratio between teaching traditional and

scientific approach. Teaching traditional gets information from teachers about 10%

and contextual understanding about 25%, meanwhile scientific approach gets

information from teachers about 90% and contextual understanding about 50-70%.4 It

means using scientific approach students will more get information than using

teaching traditional.

English includes compulsory subjects in all levels of school. In addition, in

Senior High School, English includes in group A which is a group of compulsory

subjects and group C is a group of specialization subjects. For the time allocation,

English has time allocation 90 minutes in a week or 2 meetings x 45 minutes. This is

stated on Regulation of Ministry of Education and Culture number 69 year 2013 that

English includes in group A and has 90 minutes in a week.5 Furthermore, based on

the syllabus, English is using text-based approach in order to students master all skills

in each text, but for teaching and learning process English is using steps of scientific

3 Kementerian Pendidikan dan Kebudyaan, Regulation of Ministry of Education and Culture

Number 103 year 2014, about Guidelines for Implementing Learning Process. Jakarta, 2014, p. 4. 4 Kementerian Pendidikan dan Kebudayaan, Konsep Pendekatan Scientific. 2013, p. 6. 5 Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture

,Number 69 year 2013, about The Framework and Structure of High School Curriculum. Jakarta, 2014,

pp. 8-11.

3

approach. The objective or the purpose in English subject expects to create better

students by improving students’ ability in communication both oral and written. As a

matter of fact, Badan Standar Nasional Pendidikan (BSNP) determined the purposes

of teaching English at senior high school are; students are able to use the language in

their communication in daily life and students are able to access knowledge with their

language ability.6 It means that in 2013 curriculum is created to answer the

expectation of government toward students in order to communicate in English orally

and students have ability to access knowledge in written text.

In addition, writing has become consideration in 2013, according to Harmer

writing is one of four skills of English and this skill has always formed on syllabus in

the teaching and learning.7 It means that writing is considered in learning English

subject. In eleventh grade of senior high school, based on the syllabus, students learn

some texts such as invitation text, exposition texts and personal letter. Moreover, thhe

materials of English subject in senior high school are created to improve students’

informational literacy, to do social function, and by using those texts, structured

coherently and cohesively, and certain language feature as well.

Since writing become important, especially in writing some texts to be learnt at

eleventh grade. In writing some texts are using scientific approach. The problem

faced by teachers in implementing scientific approach is that scientific approach let

students construct their knowledge by themselves. For instance, in observing students

have to identify; what text about, generic structure, and language features.8 It means

this stage is not working properly because students have difficulties to identify the

generic structure of this text. It is such a challenge for teachers to understand the

stages of scientific approach and teachers are lack of knowledge about scientific

6 M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School in

Indonesia”, Asian Social Science, 13, 2017, p. 35. 7 Jeremy Harmer, How to Teach Writing, (Malaysia: Pearson Education Limited 2004, 2007), p.

31. 8 Efa Silfia, et al, “Students’ Difficulties in Comprehending the Analytical Exposition Texts at

Grade XI A of Science Program,” Journal English Language Teaching (ELT), 1, 2013, p. 106.

4

approach.9 They sometimes only implement one or two stages of scientific approach.

In scientific approach has questioning stage, this stage is when students ask questions

to teachers or otherwise. The concern is they have no ideas to answer the teacher with

their arguments.10

The questioning stage is to make students active in the classroom,

but they are active during learning process. It means that the problem is the

questioning stage is not working because students are not active participation in the

implementation of scientific approach.11

The other problems faced by teachers in implementing scientific approach is

scientific approach is not implemented properly in the classroom because of the

limited time allocation. If the time allocation of learning English is limited, it can

inhibit students to master English. The time of learning English language is reduced,

and it caused the level of students’ ability mostly categorized in the medium level

even low level.12

It means that, the time allocation can influence the effectiveness on

students’ ability in English.

Considering the difficulties about writing above, scientific approach needs to be

evaluated whether the implementation is similar to the expectation or not. Moreover,

the researcher conducted Evaluating Scientific Approach in English Writing Class

(A Case Study at Eleventh Grade of SMA N 6 Depok) which aimed to find out

how implementation of learning process by using scientific approach and the

problems of scientific approach in English writing class.

B. Identification of the Problem

Based on background of the study above, some problems are as follow:

1. Scientific approach on writing does not yet make students construct their

knowledge by themselves.

9 Sri Ratnaningsih, “Scientific Approach of 2013 Curriculum: Teachers’ Implementation in

English Language Teaching,” Journal of English Education, 6, 2017, p. 34. 10

Silfia, op. cit., pp. 105-106. 11

Heri Gunawan & Afrianto Daud, “The implementation of 2013 Curriculum in English Teaching: Stories from Rural Areas, English Language Teaching Educational Journal, 1, p. 67.

12 Ibid., p. 70.

5

2. Scientific approach on writing does not yet make students active in learning

process.

3. Time reduction of leaning English language.

C. Limitation of the Problem

The scientific approach is being used as learning process in all levels, the

limitation of the problem is on implementing scientific approach in English writing

class by the teachers at 11th

grade of SMA N 6 Depok because there are some

problems identified in the identification of the problems.

D. Research Questions

Based on the limitation of the problems, there are research questions conducted:

1. How do the teachers implement scientific approach in English writing class?

2. What problems are faced by teachers in implementing scientific approach in

English writing class?

E. Objective of the Research

The objective of the study is to find out the scientific approach in English writing

class; the preparation of arranging lesson plan, the scientific approach

implementation, and the problems faced by teacher in implementing scientific

approach in the classroom.

F. Significance of the Research

By conducting this research, the writer hopes that this research will be useful for

the teacher whom implementing scientific approach in the classroom, especially in

English writing class. This research hopefully can make teacher more pay attention in

implementing the scientific approach in the classroom. Teachers more prepare to

arrange teaching-learning activities and to choose learning models which is suitable

for students on writing class.

Moreover, this research expects to be a reference for the next researcher if they

want to do a similar research. The writer expects the next researcher will be better to

6

do this similar research. Overall, the writer hopes that this research will give new

some information for the readers.

7

CHAPTER II

THEORETICAL FRAMEWORK

This chapter contains the theoretical which related to this research. It covers 2013

curriculum, next sub chapter is curriculum evaluation and the next chapter is writing

skills. The next chapter is about previous studies related to this study.

A. 2013 Curriculum

Indonesia has regulation about national curriculum, UU No. 20 year 2003 about

National Education System, “Curriculum is a set of plan and regulation about the

objective, content and tools of lesson, also the technique is used as guidance for

learning activities to achieve the goals of education.”1 It means for achieving the

goals of education, curriculum contains plans and regulations which are organized all

things in school such as objective, content and tools and technique for guiding the

learning activities as well. Kerr stated curriculum is as the guidance and the plan from

the school for all learning.2 In other words, as the curriculum has important role, it is

as guidance and contain some plans for learning activities.

Moreover, Soedjiarto stated in Esti’s book named Telaah Kurikulum dan

Pengembangan Bahan Ajar that curriculum in modern means all experiences and

learning activities that have planned and organized for students are to achieve the

objectives of education which were permanently decided by the institute of

education.3 It means, the institute of education decided the objective, learning

activities which are organized to achieve the goals of education.

1Kementerian Pendidikan dan Kebudayaan, UU No. 20 year 2003 about National Education

System. Jakarta, 2003. 2A.V. Kelly. The Curriculum: Theory and Practice. (London: SAGE Publication Limited, 2009),

p. 12. 3Esti Ismawati, Telaah Kurikulum dan Pengembangan Bahan Ajar. (Yogyakarta: Penerbit

Ombak, 2012), pp. 1-3.

8

Based on UU Sisdiknas number 20 verses 3 year 2003 about national education

mentioned that the function of national education is improving skill and create

character and also create better nation. 2013 curriculum is the newest curriculum in

Indonesia. 2013 curriculum is developed from Education Unit Level Curriculum or

curriculum in 2006.4 2013 curriculum has characteristics, according to Mulyasa

arranged characteristics in Andi Prastowo’s book named Menyusun Rencana

Pelaksanaan Pembelajaran (RPP) Tematik Terpadu Implementasi Kurikulum 2013 untuk

SD/MI as follow5;

1) Improve the stability between spiritual and social improvement, curiosity,

creativity, cooperation with intellectual and psychomotor.

2) School is the part of citizen which gives learning experience where students

implementing what have taught at school to their society and takes

advantage from people to be their sources of learning.

3) Improve attitude, knowledge and creativity, also applying them in every

situation in school and in society.

4) This curriculum gives enough time to improve attitude, knowledge, and

creativity.

5) Competency is revealed as main competency will be detailed in subject

6) Main competence became organizing elements of basic competence which

all basic competences and learning process were developed for achieving

main competence.

7) Basic competencies were developed by accumulative principal, reinforced,

and enriched between subjects and education level.

Following the 2013 curriculum characteristics, the curriculum concerns in

students’ ability in subjects, for instance the basic competencies and the main

4 Kementerian Pendidikan dan Kebudayaan, UU Sisdiknas number 20 verses 3 year 2003

5Andi Prastowo, Menyusun Rencana Pelaksanaan Pembelajaran (RPP) Tematik Terpadu

Implementasi Kurikulum 2013 untuk SD/MI. (Jakarta: PRENADAMDIA GROUP, 2015), p. 6-7.

9

competencies are connected to each other. In addition, the curriculum is not only

see the school’s side, but also society.

1. Implementation of 2013 Curriculum

Based on UU number 20 year 2003 about National Education System, verse

1 number 1 stated that education is an effort and well-planned to create comfort

circumstance in studying and in learning process in order to students improve

themselves actively for having spiritual strength, self-control, shrewdness,

attitude, creativity which is students need, society, and nation.6 It means, the

national education purposes to improve students in many aspects; spiritual, self-

control, attitude, creativity in society and nation.

However, based on Kemendikbud, the concept of 2013 curriculum is balance

between hard skill and soft skill. It starts from competency standard, content,

process and assessment. The graduate standard competencies are from students’

needs.7 It means, the graduate standard competencies are seen from the students’

needs and balance with the competency standard, content, process and

assessment.

In the implementation of 2013 curriculum, according to Kemendikbud 2013

the language subjects, especially English has many changes; the first, materials

are being learnt emphasize on language as a communication to tell students’

opinion and knowledge. The second, students are accustomed to reading and to

understanding the meaning of texts and summarizing and presenting them in their

own language. The third, students are accustomed to arrange texts systematically,

logic, and effective through practicing to compose the texts. The fourth, students

are introduced to the appropriate texts structures so that they are not confusing in

composing the texts based on the situation and condition. The fifth, students are

accustomed to express themselves and their knowledge by their own language

6 Kementerian Pendidikan dan Kebudayaan, UU number 20 year 2003 about National Education

System. Jakarta, 2003, p. 2. 7Kementerian Pendidikan dan Kebudayaan, “Konsep dan Implementasi Kurikulum 2013”.

Jakarta, 2014, p. 28.

10

spontaneously.8 To summarize, the changes of language subject in 2013

curriculum are emphasizing the materials as a communication, students reading

and understanding the texts, students arranging texts effectively through

practicing, students are studying about the generic structure of texts, and students

spontaneously can express themselves and their knowledge.

2. Standard Process

Standard process in 2013 curriculum is regulated on Permendikbud No, 65

year 2013. In third chapter, this regulation mention about lesson planning. The

lesson is designed on syllabus and lesson plan, it involves arrange the lesson

plan, prepare media, resources, assessment and learning scenario.

a. Syllabus

Badan Standar Nasional Pendidikan (BNSP) defined syllabus is an

explanation of standard competence and basic competence in a material,

learning activities, and achievement indicators competence for assessment.9

It means the syllabus consists of standard competence, basic competence,

learning activities and achievement indicators which were explained details.

Based on the syllabus the competencies of learning English at senior

high school in general is to communicate in three domains; interpersonal,

transactional, and functional. Students at senior high schools are able to;

1) Show their ability in English language that reflects religious, honest,

discipline and care, responsive, and active person.

2) Have factual, conceptual and procedural, and metacognitive about

social function, about meaning structure in some texts which are able

to improve their knowledge.

8 Kementerian Pendidikan dan Kebudayaan, “Konsep dan Implementasi Kurikulum 2013”.

Jakarta, 2014, p. 53. 9 Syafiruddin Nurdin, Kurikulum dan Pembelajaran. (Jakarta: PT Rajagrafindo Persada, 2016), p.

82.

11

3) Have skills, reasoning and provide in concrete domain and abstract

related to the use of some texts in English which are learnt at school

individually and act effectively and creatively, also able to use method

based on the English language teaching.

Following the objective of learning English language above, the

students are able to show their ability, to improve their knowledge about the

social function, about the meaning structure in some texts.

Moreover, based on the syllabus learning English is based on text; first,

the syllabus emphasizes on developing students’ ability for using English

language in various texts. Second, the texts which are being leant are not for

the target, but for tools to do some activities in real life. Third, texts usage is

for building students’ attitude and interaction effectively in their society.10

To sum up, the students are using text for developing their ability in using

englis language, for using English language in students’ daily life and for

using English language in raising their attitude and interaction in their

society.

b. Lesson Plan

Sanjaya stated in Musfiqon’s book named Pendekatan Pembelajaran

Saintifik that learning design is a sort of process and systematic in solving

learning problem through lesson plan, so the objective of learning process is

optimal.11

It means that lesson plan can help teachers to design or to arrange

learning process in the classroom.

Lesson plan are constructed by ideas of what will be appropriate to

students and what the syllabus expected to do.12

In other words, lesson plan is

10

Kementerian Pendidikan dan Kebudayaan, Silabus Mata Pelajaran Sekolah Menengah/Madrasah Aliyah/Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan. (Jakarta: 2014),

p. 1. 11 Musfiqon, Pendekatan Pembelajaran Saintifik. (Sidoarjo: Nizamia Learning Center, 2015), p.

129. 12

Jeremy Harmer, The Practice of English Language Teaching (4th

Edition). (Harlow: Pearson

Education Limited, 2007), p. 367.

12

collaboration of the ideas of activities which support students and the

expectation of syllabus. In Regulation of Ministry of Education and Culture

Number 22 year 2016 mentioned about lesson plan in learning. In designing a

lesson, the lesson plan is arranged in syllabus and lesson planning concern

about main standard. Design a lesson covers three aspects; lesson planning

arrangement, media preparation and resources of learning, assessment and

learning script.13

It means lesson planning arrangement, media, resources,

assesment and learning script are the aspects in designing a lesson.

In addition, in Regulation of Ministry of Education and Culture number

65 year 2013 stated lesson plan contains of learning activities for a meeting or

more. Lesson plan is developed from the syllabus for directing students into

learning activities in order to achieve Standard Competence. Moreover, every

teacher has to make lesson plan in details and systematic. Here are

components of lesson plan14

;

i. School identity

ii. Subject

iii. Class/semester

iv. Material

v. Time allocation

vi. Purpose of learning

vii. Material of subject

viii. Method

ix. Media

x. Sources

xi. Step of learning activities

13 Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture

Number 22 year 2016. Jakarta: 2016. 14 Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture

number 65 year 2013, about Standard Process in Elementary School and High School. Jakarta, 2013, p.

6.

13

xii. Evaluation

Following the components of lesson plan, the teachers must arrange or

design the lesson plan well, which means all components are included in. The

lesson plan developed must direct students to achieve the standard

competence.

c. Principles of Arranging Lesson Plan

In arranging a lesson plan teacher has to pay attention some principles,

here are the principles15

;

i. The background of students such as students’ skills, students’

intellectual, students’ motivation, students’ learning style, and et

cetera.

ii. Students’ participation

iii. The learning is student-centered, which means motivate them to learn,

creative, initiative, innovative and independent.

iv. Developing reading culture and written to develop their hobby in

reading, understanding in various texts, and expressing in writing.

v. Teacher gives feedback and follows up the lesson plan which contains

of giving feedback, reinforcement, enrichment and remedial.

vi. The lesson is emphasizing on correlation and cohesiveness among

basic competence, learning materials, indicator achievements,

assessment, and learning sources.

vii. Accommodate learning thematic, connection among any subjects,

learning aspects and various cultures.

viii. Applying information and communication technology integrated,

systematic and effective based on the situation and condition.

Following the principles of lesson plan above, the teacher must pay

attention on students’ background, participation of students, motivate them,

15

Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture number 65 year 2017. (Jakarta: 2017), pp. 6-7.

14

improving their reading culture, give feedback, emphasizing on correlation of

basic competence amd other aspects, the connection between a subject to

another and applying information in the situation and condition effectively.

3. Scientific Approach

Based on Regulation of Ministry of Education and Culture number 81A year

2013 for achieving quality which are arranged in curriculum documents the

learning process needs to use; the first is learning process is student-centered, the

second is improving the students’ creativity, the third is creating pleasing and

challenging, the fourth is containing of value, attitude, logic and kinesthetic, the

fifth is providing experimental learning through various strategies and

methodologies which are pleasing, contextual, effective, efficiency, and

meaningful.16

It means the students-centered as the learning process, improving

students’ creativity, pleasing and challencing, containing of value, attitude, logic

and kinesthetic, and providing the strategies and methodologies are for

achievinng the quality of curriculum.

In 2013 curriculum, learning is a process that students have to be active and

creative to do some activities until students construct the knowledge by

themselves and their creativity will improve.17

In other words, students are being

active in learning process and constructing the knowledge and their creativity

will improve.

According to Ministry of Education and Culture, the essential of scientific

approach is believed to improve and attitude development, creativity and

knowledge of students. Longman in Zaim’s journal “Implementing Scientific

Approach to Teach at Senior High School in Indonesia” stated scientific

approach is a process to find out information in science, testing the ideas by

16

Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture number 81A year 2013. Jakarta: 2013.

17 Yunus Abidin, Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013. (Bandung: PT

Refika Aditama, 2018), p. 6.

15

showing experiments and making decision based on the result of analysis.18

It

means scientific approach is using to improve students’ ability, their attitude,

their creativity. Moreover, here are characteristics of scientific approach19

;

1) Substantial or materials based on the fact or phenomena which are to

be explained logically or rationally.

2) Teachers’ explanation, students’ response, and educative interaction

among teachers and students are logic.

3) Motivate and inspire the students to think critically, analytically, and

right in identifying, understand, solve the problem, and applying the

materials.

4) Motivate and inspire students to think hypnotically in observing the

differences and similarities in materials.

5) Motivate and inspire students to be able to understand, implement

and improve to think rationally and objective in responding materials.

6) Based on the concepts, theories and facts could be answered.

7) The learning purposes are formed simply and clearly, but interesting.

Following the characteristics of scientific approach, the role of teachers is

very important the first is connecting the materials with the phenomena in real

life, the second is role of students and teachers in the classroom, the third and

four are motivating and inspiring students to think critically and hypnotically in

observing. The fifth is engaging students to understand, implement and improve

their thoughts rationally. The sixth students are studying based on the concept,

theories and facts. The last, the learning is interesting but simply and clearly.

Learning process of scientific approach covers three aspects; attitude,

knowledge and creativity. The steps of learning with scientific approach; in

attitude involves materials in order to make students think “know why”. In

18

M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School in

Indonesia”, Asian Social Science, 13, 2017, p. 34. 19

Kementerian Pendidikan dan Kebudayaan, Konsep Pendekatan Scientific. 2013, pp. 8-9.

16

creativity involve materials in order to students think “how to”. In knowledge

involves materials in order to students think “know what about”. The result is

improving and balancing between capability of human being and human with

ability and knowledge for their lives.20

To sum up, learning process of scientific approach expected to improve

students’ capability in human being with ability and knowledge, so the learning

process covers three aspects are; attitude, knowledge, and creativity.

Moreover, 2013 curriculum has learning activities which support scientific

approach. In addition, learning activities have written in lesson plan must be

implemented in the classroom. Here are learning activities based on Regulation

of Ministry of Education and Culture number 65 year 2013 in chapter three about

learning activities as follows;

a. Opening Activity

In this activity, the first the teacher must make students be ready

physically and mentally to follow learning process; the second, the teacher

asks questions to students about the past material or the new material; the

third teacher engages students to a problem or task; the fourth they must do in

learning a material and explain the goal of learning or basic competence will

be achieved; and the fifth is teacher tells the material in general and

explanation about the activities for students to solve problem or task.21

It means that in opening activity, teachers must be sure that students be

ready for studying. Moreover, in opening activity, before learning the

material, teachers must students’ attention with mentioning problems nearby

them.

20

Kementerian Pendidikan dan Kebudayaan, Konsep Pendekatan Scientific. (2013), p. 11. 21

Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture number 65 year 2013, about Standard Process of Elementary School and High School. Jakarta, 2013,

pp. 8-9.

17

b. Whilst Activities

According to Regulation of Ministry of Education and Culture number

81A about the connection among the stages of learning process.

Table 2.1

Stages of Scientific Approach

LEARNING STAGES LEARNING

ACTIVITIES

DEVELOPED

COMPETENCY

Observing Reading, listening,

watching with or

without an object.

To drill students’

concentration.

Asking Ask a question about

the misunderstood

information from what

has been observing or

asking for getting

additional information.

To improve students’

creativity, curiosity,

ability to make a

question for forming

critical thinking.

Experimenting/Gathering

Information

Doing an experiment,

reading other resources,

observing object, and

interviewing someone.


characteristics, to

improve students’

communication

ability, applying

gather information, to

improve students’

habits in studying.

18

LEARNING STAGES LEARNING

ACTIVITIES

DEVELOPED

COMPETENCY

Associating/Analyzing

Information

Analyzing information

has gathered from some

activities.


thinking in inductive

and deductive. To

improve students’

ability in

implementing

procedure.

Communicating Telling the result by

observing, making

conclusion by analyzing

orally, written and

another medium.


thinking

systematically,

expressing students’

opinion briefly and

clearly. Then, to

improve students’

ability in language

correctly.

After mentioning scientific approach based on the government

regulations, here is the additional explanation of scientific approach;

(1)Observing

In this stage, the learning activities conducted in observing based on

Regulation of Ministry of Education and Culture number 81A year 2013 is

reading, listening, and seeing with or without media.22

So, observing

activities overome reading, listening and seeing objects.

22

Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture number 81A year 2013, about Curriculum Implementation.. Jakarta: 2013, p. 5.

19

According to Abidin, observing is the activity to introduce the materials

to be learned. In observing the teacher gives an opportunity to the students to

know and familiar to be learned. This activity is providing media clearly.

Moreover, in this activity students are challenging and easy in learning.23

It

means observing activities are to make students curious and to introduce the

material they are going to learn.

Moreover, according to Faturrohman kinds of observations might be

implemented by teachers24

;

a. Structured observation is an observation that has prepared

systematically and has known the basic concept and indicators. In

doing this observation, students are not involved and they only

observe phenomena in front of them.

b. Unstructured observation is when students are involved in learning

process or are being observer. Unstructured observation is not

preparing, students only observe, make a note, record or memorize it,

objective or situation to be observed.

c. Common observation is when students are being subjects of the

lesson.

So, there are structured observation, unstructured observation and

common observation might be implemented by teachers or might be

happened in the classroom.

(2)Questioning

In this stage, the learning activities conducted in questioning based on


asking a question about the misunderstood information from what has been

23

Yunus Abidin, Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013. (Bandung: PT Refika Aditama, 2018), p. 133.

24 Muhammad Faturrohman, Paradigma Pembelajaran Kurikulum 2013 Strategi Alternatif.

(Yogyakarta: Kalimedia, 2015), p. 121.

20

observing or asking for getting additional information. On the other hand,

teacher needs to guide students to ask; a question about the result by

observing or by asking a question for getting information.25

In other words,

this stage made students ask questions freely to get information. Otherwise,

teachers might ask questions for students for guiding them ask a question.

Through this stage can improve students’ curiosity. The function of

questioning is to encourage students to be active in learning and develop

questions. This stage is also to improve students’ skill in talking and asking

questions.26

In other words, questioning stage helps students to build their

curiousity about the material they learn and by asking a question, they can

develop their encouragement and their skills.

In addition, as Seidel stated that questioning is such a strategy that can

drive students’ prior knowledge and permit them to take new knowledge and

meaning to their previous knowledge. However, to help students engage in

the text, teacher asks a question and predicts the outcomes.27

So, questioning can help students to connect the new knowledge for them

with the previous knowledge they have gotten and for teachers, they might

predict the outcomes of students when teachers ask them a question.

(3)Experimenting

In this stage, teacher must arrange the purpose of experimenting, prepare

the tools with students, and then students do an experiment is guided by

English teachers.28

It means that before doing experiment in the classroom,

teachers must prepare all tools which are needed to support the activities.


number 81A year 2013. (Jakarta: 2013). 26

M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School in

Indonesia”, Asian Social Science, 13, 2017, p. 34. 27

Robert J. Seidel, et al., From Principles of Learning to Strategies for Instruction, (New York: Springer, 2005), p. 55. 28

Faturrohman, loc.cit., p. 135.

21

In addition, the learning activities conducted in experimenting based on


doing experiment, reading any resource beside the textbook, observing

object and interviewing the informant. By doing experiment, students will

collect amount of information. 29

So, activities that cover in experimenting

are collecting additional information by searching in any sources.

Zaim mentioned the activities in experimenting; grouping, discussion,

memorize what students have found, teachers have to make sure that

students active during the lesson and teachers direct the group which is need

some help.30

In other words, experimenting activities are grouping,

discussing to make students active in the classroom.

(4)Associating/Reasoning

According to Nugraha, associating is analyzing the information, a text, or

data which has been collected either from experimenting or from observing.

The process of collecting is from deep and wide information, from finding

solution from any resource which has different opinion and contradiction.31

It means after collecting information from experimenting activities, in

associating students are necessary to analyze each information to find

solution in different opinions.

Besides, associating according to Zaim is ability to analyze and associate

information within group or pairs. Associating is the process of analyzing

information to find the patterns of relationship among information, so

students can make conclusion by the patterns they have found.32

So, in

associating, students can analyze information in a group.


number 81A year 2013. (Jakarta: 2013). 30 M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School in

Indonesia”, Asian Social Science, 13, 2017, p. 34. 31 Intan Siti Nugraha, et al, “Scientific Approach: An English Learning-Teaching (ELT)

Approach in the 2013 Curriculum”, Journal of English and Education, 5, 2017, p. 114. 32 Zaim, op.cit., p. 34.

22

However, according to Faturrohman, associating refers to skill of

grouping or associating variety information or ideas. Then, memorize them

in students’ memory. During transfer the special events, especially an

experience with other experiences which are saved in students’ minds.33

It

means

Additionally, learning process will success if the students and the teacher

have interaction effectively during the learning process. This is similar to

Thorndike’s theory based on his experience that the interaction happens

through stimulus and response, specifically during learning process is step

by step.34

It means there is a stimulus can engage the respond from students

and learning process is not directly get the output, but it is step by step.

(5)Communicating/Networking

Nugraha stated that communicating is an activity that students telling the

result of observation, concluding based on analyzing orally, written, et

cetera. From the presentation will be scored by teacher. Communicating can

be done through dialogue and interaction between students and teacher.35

In addition, Zaim conducted the activities that teachers possibly doing in

communicating; the first is teachers asking students to read their result from

discussion to the whole class, the second is asking students to listen to the

other students’ presentation in order to add other opinions. The third is

teachers are giving feedback or explanation to the students after they have

ended the presentation. The fourth is arranging task and providing

opportunities students to present of learning given.36

In other words,

33

Faturrohman, loc.cit., p. 140. 34

Ibid., p. 35. 35

Intan Siti Nugraha, et al, “Scientific Approach: An English Learning-Teaching (ELT)

Approach in the 2013 Curriculum”, Journal of English and Education, 5, 2017, p. 115. 36

M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School in Indonesia”, Asian Social Science, 13, 2017, p. 34.

23

activities in communicating students communicate or present their works

and teachers give feedback directly or indirectly.

c. Post Activity

In this activity, students and teacher either individually or group do a

reflection for evaluating; (1) a whole step of learning activities, (2) giving

feedback of learning process and the result of what have learnt, (3) giving a

task and (4) giving information for next material.

4. Learning Models

Musfiqon defined learning model defined conceptual plan contains of

strategy, approach, methodology, technique that has arranged by teachers.

Learning model is an accumulation of learning process which is implemented in

the classroom. 37

It means learning model is the sum of learning activities or

learning process in the classroom. It covers methodology, approach, strategy and

technique.

In addition, Faturrohman stated learning models which are used in 2013

curriculum are not teachers oriented. In these learning models are emphasizing

on activeness of students. These models are derived from the scientific

approach.38

Based on the syllabus of 2013 curriculum, the characteristics of learning

process of English subject; dialogic, collaborative, guided and independent. Here

are the learning models mostly use in English subject;

1) Project-Based Learning

According to Cord in Faturrohman’s book named Paradigma

Pembelajaran Kurikulum 2013 Strategi Alternatif that project-based learning

is an innovative learning and more emphasizing on contextual learning

37

Musfiqon, Pendekatan Pembelajaran Saintifik. (Sidoarjo: Nizamia Learning Center, 2015), p.

132. 38

Muhammad Faturrohman, Paradigma Pembelajaran Kurikulum 2013 Strategi Alternatif. (Yogyakarta: Kalimedia, 2015), p. 193.

24

through learning activities in the classroom. Project Based Learning is

emphasizing on making project or research in learning. This learning

model gives students a chance to work on constructing knowledge by

themselves and the result is to create a product.39

According to Abidin this activity is done by students with focusing

on finding an answer for teacher’s question. In implementing this learning

model, students have many opportunities to make a decision in choosing

topic, in doing a research, and creating a project.40

In a brief explanation, project-based learning is learning model that

students construct the knowledge by themselves. This learning mode is

students-centered, and by doing some activities they create a product in

the end of lesson.

2) Cooperative Learning and Collaborative Learning

According to Brown, cooperative learning model is where teachers

and students work together to achieve the goals and objective. In addition,

cooperative learning is more structured and gives more perspective to

teachers about the classroom technique. Moreover, in cooperative

learning model a group activity is depended on exchanging information

among students.41

To sum up, the cooperative learning model helps

students and teacher to achieve the goals of the material.

Meanwhile, collaborative learning students take part among people

whom capable in English language and whom can assist and guide

them.42

Collaborative learning has been improved in social constructivist

39

Muhammad Faturrohman, Paradigma Pembelajaran Kurikulum 2013 Strategi Alternatif.

(Yogyakarta: Kalimedia, 2015), p. 227. 40

Yunus Abidin, loc.cit., p. 168. 41

Brown H. Doughlas, Teaching by Principles: An Interactive Approach to Language Pedagogy. (New York: Pearson ESL, 2001), p. 47.

42 Yunus Abidin, op.cit., p. 242.

25

schools of thought to promote communities of students that cut across the

usual hierarchies of students and teachers.

3) Problem-based Learning

Anderson, et al. problem-based learning could help students to be

active because students are learnt by real situation or real problems so

they can responsible for what they receive in learning. The problem is the

basic of learning process and teachers emphasize students as the owner of

the problems and make a question rather than answer.43

In short, students

could be active in the classroom because teachers implement problem-

based learning, but the concern of this learning model is students could

not imagine what teachers tell.

Faturrohman stated that problem-based learning is a learning model

which is using the real problem or authentic problem as a contextual in

learning process to improve their creativity in solving problem and

thinking critically also constructing new knowledge.44

B. Curriculum Evaluation

1. Definition of Curriculum Evaluation

Definition of curriculum evaluation in Regulation of Ministry of Education

and Culture number 159 year 2004 about curriculum evaluation verse 1 point 1

“is a set of planned activities, systematic and systematic in collecting

information, in giving consideration within taking a decision to fulfill the

curriculum.” Moreover, this regulation purposes to get information about45

;

a. Compatibility between curriculum idea and curriculum design.

b. Compatibility between curriculum design and curriculum documents.

43

Ellen Christiansen (eds), Problem-Based Learning for the 21st Century, (Denmark: Aalborg University Press, 2013), p. 309 & 311.

44 Muhammad Faturrohman, Paradigma Pembelajaran Kurikulum 2013 Strategi Alternatif.

(Yogyakarta: Kalimedia, 2015), p. 227. 45

Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture number 159 year 2014. (Jakarta: 2014).

26

c. Compatibility between curriculum documents and curriculum

implementation.

d. Compatibility between curriculum idea, the result of curriculum and

impact of curriculum.

In other words evaluate curriculum is to find or to get information the

compatibility in some aspects; curriculum ideas, curriculum documents,

curriculum design, curriculum implementation, the result of curriculum, and the

impact of curriculum itself.

2. Kinds of Curriculum Evaluation

According to Hasan, kinds of evaluation divided into context evaluation,

document evaluation, process evaluation, and product or learning outcomes

evaluation46

;

a. Context Evaluation

Context evaluation is evaluating related to all aspects which will create

document of curriculum. Context evaluation is directed to support from the

citizens toward a school. The supports are likely financially, facilities, and

participation in learning activities.

b. Document Curriculum Evaluation

Document evaluation is a product and guidance for who involves in

curriculum process actively and have influences to reinforce or attenuate

curriculum characteristics.

c. Process Evaluation

Process evaluation related to the activities which have scheduled or

unscheduled when communication and instruction occur in a process.

Interaction and communication become a main focus on evaluating process.

For instance, class situation, facilities and teaching, schedule, teachers’ job

46

S. Hamid Hasan, Evaluasi Kurikulum, (Bandung: Sekolah Pascasarjana UPI dengan PT Remaja Rosdakarya, 2008), pp. 137-141.

27

inside and outside the school, school environment and supprot from the

society.

d. Learning Outcomes Evaluation

Learning outcomes evaluation is based on the result of learning process.

This category is known and is used by people is Bloom’s theory. Moreover,

this category is for developing cognitif, affective and physicomotoric of

students. Cognitive related to intellectual skill in accepting, processing and

using information. Affective related to attitude, moral, and not about score.

It means curriculum evaluation has four kinds. There are context evaluation,

process evaluation, documents curriculum evaluation and the learning outcomes

evaluation. Each of evaluations has different focus to evaluate aspects in

curriculum.

In addition, according to Regulation of Ministry of Education and Culture

number 159 year 2004, curriculum evaluation divided into two; evaluation of

limited curriculum implementation and evaluation of curriculum implementation

as a whole. Then, limited curriculum evaluation is for evaluating the content or

certain subject, certain level and/or for certain education unit. Meanwhile,

evaluation of curriculum as a whole is for evaluating all levels and/or whole

certain education.47

To sum up, the limited curriculum evaluation is for

evaluating the content of one subject, meanwhile curriculum evaluation as a

whole is for evaluating all levels in specific education.

According to Regulation of Ministry of Education and Culture number 81 A

year 2013 about evaluation of curriculum, here are the aspects of evaluating

curriculum implementation include48

;

47

Kementerian Pendidikan dan Kebudayaan, Regulation of Ministry of Education and Culture number 159 year 2014. (Jakarta: 2014).


number 81 A year 2013. (Jakarta: 2013).

28

a) Reflective evaluation which is done through discussing about the

fundamental of curriculum philosophy, theoretic, and models which are used

in developing curriculum.

b) Documents evaluation is assessing toward; curriculum document in an

education’s units, syllabus, the guidance of curriculum implementation,

textbook, and et cetera. This is for evaluating the benefits of documents from

the users’ sides (e.g. teachers and students).

Evaluating curriculum implementation is done to study about the

implementation and impact from implementing the curriculum in national,

regional, and education units.

C. Writing Skill

1. The Definition of Writing

According to Langan Writing as a skill is such a skill to be learned. In

addition, writing is a skill which be learnt with practice, it is the details process

of principles and techniques which can be studied and mastered. 49

In writing,

students must have ideas to be explored or to be written. Writing as a skill means

if students know what they want to write, they can master in writing.

Meanwhile, Harmer stated writing as process because the result of the product

of writing is not instant. People change the plan and modify the result before

appearing the finished product.50

It means that writing is not about the product

that students will produce, but it is about the process. In the process, they plan

ideas to be written and modify or revise before they finish or they produce their

works.

The writing is not an automatic process, but it can be mastered if students

ready to work and learn what they want to know.51

It means that when students

49

John Langan, Exploring Writing: sentence and paragraph, (New York: McGraw-Hill, 2009), p. 5.

50 Jeremy Harmer, How to Teach Writing, (Harlow: Pearson Education Limited, 2007), p. 8.

51 Langan, op.cit.., p. 10.

29

have some ideas and have learnt about what they want to write they will be easy

to write, otherwise if they have no ideas for what they write it is hard to write

something because writing is not automatic process.

In short, writing as a skill means writing must be learned with more practice.

Meanwhile, writing as a process means writing is not instantly to get the result.

Students have to revise to get the best result.

2. Process of Writing

Process of writing according to Harmer has four main elements; planning,

drafting, editing (reflecting and revising) and final draft. First is planning,

planning is when students plan before they are going to write. Moreover, in

planning have three issues which are to be considered, purpose of writing, target

readers or audiences, and content structure that contains of the best sequences

about facts, ideas or arguments they have written. Second is drafting, drafting is

the first version of writing. Third is editing, in editing students read and filtered

the ideas they write on their works. The last process is final version, the final

version is might not like the original plan and different from the first draft. In

addition, in final draft means it is ready to be read by the readers.52

In short, the

process of writing starts with planning of ideas, then editing the works or

revising in many times and the final draft is ready to be read by the readers.

Those are definitely similar to Osima and Hugue divided the process of

writing into three steps; the first is planning, this is the process of finding

information and designing what they want to write. The second is drafting, this is

the process of organizing and developing pieces of writing. The third is revising,

this is the final process. In addition, this is the process of correcting and

improving the works. This process is for examining and re-evaluating the

information which have written.53

52

Jeremy Harmer, How to Teach Writing, (Harlow: Pearson Education Limited, 2007), p. 5. 53

Cited in Alek, “Teaching Argumentative Text to Foster Students Academic Writing”, UIN Syarif Hidayatullah Jakarta, p. 7-8.

30

To sum up, the process of writing is three or four steps. Start from plan what

students are going to write, the second is drafting or editing to revise students

works and the last is final draft, it is the final works and ready to be read by the

readers.

3. The Importance of Writing

According to Graham the importance of writing is a tool for accomplishing

many goals. In addition, through writing students preserve personal relationship

with family, friends, and et cetera. Besides, writing is great to persuade people, in

other words writing can influence the readers easily. The importance of reading

is also influence students’ text comprehension when they write about many

subjects or genres.54

So, writing is important because it can be a tool for

communicating to other people through writing. Through writing, students can

influence or persuade other people to do something or to have some ideas as

theirs.

As long as writing is such an important skill of English language, it must have

some benefits. Here are the benefits of writing55

;

a. For showing someone’s personality.

b. For improving communication ability each other.

c. For developing thinking skills.

d. For making something logical and for stating persuasive arguments.

e. For someone to reflect their ideas and to re-evaluate them.

f. For providing and accepting the feedback.

g. As the preparation for school and employment.

After mentioning some benefits of writing skills, it means writing skills have

benefits in expressing, communicating, developing thinking skills, and preparing

for next school level and employment, et cetera.

54

Steve Graham, et al., “Writing: Importance, Development, and Instruction, Springer Science+Business Media B.V, 2012, p. 3.

55 Bianka Klimova, “The Importance of Writing”, Indian Journal of Research, 2, 2013, p. 9.

31

D. Previous Studies

There are some previous studies conducted by some researchers which are

relevant to this research, such as;

1. The first study is Scientific Approach of 2013 Curriculum: Teachers’

Implementation in English Language Teaching conducted by Sri

Ratnaningsih.56

This research is aimed to find out about the implementation of

scientific approach in English language teaching in junior high school in

Bandung. This research used case study qualitative research design. The data

were collected from classroom observation, teachers’ interview and lesson

plan analysis. The respondents are three English teachers of eleventh grade.

The result was divided into three main parts; the first was presenting the

implementation of scientific approach in classroom observation, the second

was the conformation between the implementation and the lesson plan by

analyzing the lesson plan, and the third was interview to support the first and

the second parts. The first, the implementation of scientific approach in the

classroom, the teachers mostly were using pictures in observing activitiy. But,

there was teacher used video to be observed by students. The teachers used

relevant media with the materials. The students were fun and it created

meaningful learning. The teachers implemented the observing well. The

second was questioning, the teachers keep stimulating students to ask

questions or to let students discuss in a group in order to encourage them to

speak or give their opinion. The third was experimenting, the three teachers let

students to collect the relevant data for writing descriptive text or to describe

people’s appearance and personality and explore the text book. The fourth

was associating, in associating the teachers let students to analyze and modify

their descriptive opinions and associated their knowledge from observing and

experimenting activities. The fifth was communicating, the representations of

56

Sri Ratnaningsih, “Scientific Approach of 2013 Curriculum: Teachers’ Implementation English Language Teaching”, ENGLISH REVIEW: Journal of English Education, 6, 2017.

32

each group came forward in front of the class and presented their works.

Teachers monitored and led students discuss with their groups.57

To sum up

all stages of scientific approach by observing the classroom were implemented

well. The result of document analysis was in line with what the teachers have

implemented in the classroom.58

The similarities between this research and this study were the participants

of the research. Moreover, these participants are the English teachers of

eleventh grade of senior high school. Meanwhile, the difference of this

reseach and this study was the implementation of scientific approach in

observing activity, the teachers mostly used media to support the materials,

but the teachers of this research, the teachers only used textbook in observing

activity.

2. The second study is Implementing Scientific Approach to Teach English at

Senior High School in Indonesia conducted by M. Zaim.59

This study is aimed

to investigate the implementation of scientific approach to teach English at

senior high schools in Indonesia and problems of teaching and learning in

implementing scientific approach. This study is descriptive research. The data

were collected through observation of teaching learning process and interview

with the teachers and students in two senior high schools in Padang. The

research problems are to find out how teachers implement the scientific

approach in teaching English descriptive, narrative, explanation and functional

text. The second is to find out the effectiveness of the implementation of the

scientific approach in teaching English descriptive, narrative, explanation and

functional texts. The research subjects of this study were English teachers and

students in two senior high schools.

57

Sri Ratnaningsih, “Scientific Approach of 2013 Curriculum: Teachers’ Implementation English Language Teaching”, ENGLISH REVIEW: Journal of English Education, 6, 2017, pp. 36-37.

58 Ibid, p. 40.

59 M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School”, Asian Social Science, 13, 2017.

33

The result of this study was the teachers implemented the stages of

scientific approach were very well. Based on the classroom observation, in

observing activities the teachers were not consistent in implementing the

activities in observing, but they were well enough to implement observing

activities and the problem was the students have limited vocabulary to express

the idea. In questionning stage, the teachers were well enough in

implementing questioning stage and the problem of questioning stage was still

students have limited vocabulary to ask questions, in other words they were

afraid to make mistakes. Then, in experimenting stage, the teachers were well

to implement activities in experimenting stage and the problem was from

teachers, that they had short time to finish their experimental procedures. In

associating stage, the teachers were well to implement the associating stage

and the problem was students were hard to compare the information with

other information and to express their ideas related to the information. The

last stage was communicating, the teachers were very well in implemnting

communicating activities and the problem was the limited time of students to

communicate their works in front of the class.60

The similarities between this research and this study were this study

explored the implementation of scientific approach at senior high school and

to this study explored the problems faced by the teachers and students. While,

the differences between this research and this study were this study explored

all skills of English in the implementation of scientific approach, but this

research was only explore one skill of english, it was writing.

60

M. Zaim, “Implementing Scientific Approach to Teach English at Senior High School”, Asian Social Science, 13, 2017, p. 37-38.

34

CHAPTER III

RESEARCH METHODOLOGY

This chapter contains of place and time of research, research method, research

subjects, data collection technique with observation, interview and documents, and

data analysis. Those could be explained below:

A. Research Method

This study is qualitative research method. According to Tracy, qualitative research

method is an umbrella concept included interview groups or individual, respondent

observation and document analysis.1

The writer used qualitative research because the writer got the implementation of

scientific approach in writing by observing the classroom during the lesson. Then, the

writer interviewed the English teachers about the implementation of scientific

approach in writing. The last was analyzing documents because the writer evaluated

the implementation of scientific approach in the classroom was in line with the

documents or not.

B. Research Design

For the research design, the writer used case study. According to Yin, case study

examines a contemporary phenomenon or case in depth and in its real context,

especially when the limits between phenomena and context the evidence is not clear.2

The writer would examine the implementation scientific approach in writing class in

real condition and also the problems faced by the English teachers in implementing

scientific approach in writing class.

1 Sarah J, Qualitative Research Methods (Collecting Evidence, Crafting Analysis,

Communicating Impact), (Chichester: John Wiley & Sons, Ltd, 2013), p. 28. 2 Robert K. Yin, Case Study Research: Design and Methods. (London: SAGE Publication Ltd,

2014), p. 16.

35

In addition, case study research is a qualitative research when the writer examines

a case through in-depth data collection involving some sources; observation,

interviews, documents, et cetera.3

After mentioning the characteristics of qualitative approach and case study

research, the writer explores the learning process of scientific approach in English

writing class by observing teacher’s and students’ during activities in the lesson.

Moreover, in collecting the data the writer uses multiple sources; observation,

interview, and documents, then organize them into categories.

C. Place and Time of Research

This research was conducted at eleventh grade of SMA N 6 Depok which is

located at Jl. Limo Raya No.30, Meruyung, Kec. Limo, Kota Depok, Jawa Barat

16514. Moreover, SMA Negeri 6 Depok is implementing scientific approach in

English subject, specifically in writing class. The writer did a research on Tuesday,

November 12th

2019 up to Wednesday, November 20th

2019.

This research was conducted specifically at eleventh grade of SMA 6 Depok. The

writer used XI MIA 1 and XI MIA 2.

D. Research Subject

According to Yin, sampling is important to be concerned because it determines

the sources for the data. Purposeful sampling technique is selecting individuals to

learn or understand the central phenomenon.4 The writer used purposeful sampling

because interviewed the English teachers of eleventh grade in order to get

information from the teachers whom implementing scientific approach in the

classrom, especially in English writing class.

In addition, Creswell stated purposeful sampling is choosing subjects which will

fit with the data based on the research questions, the goals and the research’s

3 John Creswell, Qualitative Inquiry and Research Design: Choosing Among Five Approaches,

(California: Sage Publication, 2007), p. 73. 4 John Creswell, Educational Research. (Boston: Pearson, 2012), p. 206.

36

objective.5 Furthermore, the research subjects of this study are teachers at eleventh

grade of SMA N 6 Depok whom implementing the scientific approach in learning

process in the classroom. In addition, the teacher faces the problems or challenges in

implementing the scientific approach in learning process in the classroom. Moreover,

the students at eleventh grade of SMA N 6 Depok as research subjects whom

studying English with scientific approach in writing class. The writer will take 10

students as the representative of whole class.

E. Data Collection Technique

Neuman stated that in collecting qualitative data the writer described in details

about people, actions, and events in society. The data are collected from interview,

observation, documentations such as photos or videos and physical artifacts.6 Based

on the characteristics of qualitative research, in collecting data the writer use multiple

sources as instruments; observation, interview and documents. Here are the

instruments which are used in this study;

1. Observation

According to Creswell observation is a process of gathering the information

by observing people and circumstances. Observation has roles; participant

observer and nonparticipant observer. Moreover, as participant observer is

researcher or observer who will take a part or will join the activities in the

situation. Meanwhile, nonparticipant observer is researcher or observer who does

not take a part in the activities. A nonpa