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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


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MOTTO

And if you have a desire, just trust Allah with His fate.

(QS Ali Imran)


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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


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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.


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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


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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


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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


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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


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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


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LIST OF FIGURES

Figure 2.1 The Relation of Attitude. Belief, and Behavior ............................. 47

Figure 3.1 Components of Data Analysis: Interactive Model ........................ 73


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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


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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

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Teachers’ Attitude toward the Implementation of Scientific · Teachers’ Attitude toward the Implementation of ... lesson plan of English subject of 2013 ... toward the Implementation