PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · to practice during the teaching learning activity. ... Apa efek dari penerapan pendekatan saintifik ... membantu penulis dalam menemukan

THE EFFECTS OF IMPLEMENTING

SCIENTIFIC APPROACH IN KTSP TO HELP

ARJUNA VOCATIONAL SCHOOL STUDENTS

IN MASTERING SPEAKING SKILL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Inka Ayu Henelawati

Student Number: 111214079

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI



iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and that

references, as a scientific paper should.

Yogyakarta, August 10, 2015

The Writer,

Inka Ayu Henelawati

111214079


v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Inka Ayu Henelawati

Nomor Mahasiswa : 111214079

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakan

Universitas Santa Dharma karya ilmiah saya yang berjudul:

THE EFFECTS OF IMPLEMENTING SCIENTIFIC APPROACH IN KTSP

TO HELP ARJUNA VOCATIONAL SCHOOL STUDENTS

IN MASTERING SPEAKING SKILL

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalty kepada saya selama tetap mencatumkan nama saya

sebagai penulis,

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 10 Agustus 2015

Yang menyatakan

Inka Ayu Henelawati


vi

ABSTRACT

Henelawati, Inka Ayu. 2015. The Effects of Implementing Scientific Approach

in KTSP to Help Arjuna Vocational School Students in Mastering Speaking

Skill. Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

Communicative skill, especially speaking skill, can be improved by

motivating the students to learn and widely open the opportunity for the students

to practice during the teaching learning activity. However, in Arjuna vocational

high school (disguised), the students lack in practicing their speaking skill because

most of the tasks given by the teacher were covered by written assignments. Lack

of having interaction with the teacher and the other students could also lead to

cognitive problem because they were not able to experience meaningful learning

in constructing their knowledge. Those problems, especially in communicating,

become the factors which can influence the students to build up their perception

that mastering speaking skill is difficult. The researcher proposes using Scientific

Approach within KTSP in teaching learning process to open the opportunity for

the students in practicing speaking skill. In the implementation of Scientific

Approach, the students could experience fun and meaningful learning activity

through six stages of learning: observing, questioning, experimenting, associating,

networking, and creating.

In this research, the researcher addresses two research problems, namely

(1) What is the students’ perception on their problem in mastering speaking skill?

(2) What are the effects of implementing Scientific Approach in KTSP on the

students’ ability in mastering speaking skill? To answer the research problems, the

researcher uses the theory of Scientific Approach, theory of perception, and

attitude.

In order to collect the data, the writer first distributed the questionnaire to

29 students of 11th

grade of Arjuna vocational school. The result of the

questionnaire was strengthened by the result of FGD (Focus Group Discussion)

by interviewing 6 students as the representative of the class. Those two methods

were conducted in order to help the writer discover the answer for the first

question.

Answering the second research question, the researcher presented the

result of hypothesis testing of the speaking tests which show an observable

improvement in mastering speaking skill. The description of the process of

implementing Scientific Approach through the researcher’s field notes during the

treatment can strengthen the result of the hypothesis testing. It solves the students’

problem in mastering speaking skill and changes their perception that speaking is

difficult.

Keywords: Scientific Approach, perception, KTSP


vii

ABSTRAK

Henelawati, Inka Ayu. 2015. The Effects of Implementing Scientific Approach

in KTSP to Help Arjuna Vocational School Students in Mastering Speaking

Skill. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Keterampilan berkomunikasi, terutama keterampilan berbicara dapat

ditingkatkan dengan memotivasi para siswa untuk belajar dan membuka luas

kesempatan bagi siswa untuk berlatih selama aktifitas belajar. Tetapi, di SMK

Arjuna (disamarkan), para siswa kurang diberi kesempatan untuk melatih

keterampilan berbicara dalam Bahasa Inggris karena sebagian besar tugas yang

diberikan oleh guru merupakan tugas tertulis. Hal tersebut dikarenakan para

siswa kurang mengalami interaksi dengan guru dan siswa yang lain juga dapat

mengacu kepada masalah kognitif karena mereka tidak dapat mengalami

pembelajaran yang bermakna dalam membangun pengetahuan mereka. Masalah-

masalah tersebut, terutama dalam berkomunikasi, menjadi faktor yang dapat

mempengaruhi siswa dalam membangun persepsi mereka bahwa menguasai

kemampuan berbicara itu sulit. Peneliti mengajukan penggunaan Pendekatan

Saintifik yang diterapkan dalam KTSP pada proses belajar mengajar untuk

membuka kesempatan bagi para siswa untuk melatih keterampilan berbicara.

Pada penerepan pendekatan saintifik, para siswa dapat merasakan kegiatan

belajar yang menyenangkan dan bermakna melalui enam tahapan pembelajaran:

mengamati, menanya, mencoba, mengasosiasikan, mengkomunikasikan, dan

mencipta.

Dalam penelitian ini, penulis mengajukan dua rumusan masalah, yakni (1)

Apa persepsi para siswa terhadap masalah mereka dalam menguasai

keterampilan berbicara? (2) Apa efek dari penerapan pendekatan saintifik dalam

KTSP terhadap kemampuan para siswa dalam menguasai keterampilan

berbicara? Untuk menjawab rumusan masalah tersebut, penulis menggunakan

teori mengenai pendekatan saintifik, teori tentang persepsi, dan sikap.

Untuk mengumpulkan data, pertama penulis mendistribusikan lembar

kuesioner kepada 29 siswa kelas 11 SMK Arjuna. Hasil dari kuesioner diperkuat

dengan hasil dari FGD (fokus diskusi grup) dengan mewawancarai 6 siswa

sebagai wakil kelas. Kedua metode tersebut dilaksanakan dengan tujuan untuk

membantu penulis dalam menemukan jawaban untuk pertanyaan pertama.

Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil dari

pengujian hipotesis dari tes berbicara yang menunjukan peningkatan yang

terlihat dalam menguasai keterampilan berbicara. Deskripsi dari proses

penerapan pendekatan saintifik melalui catatan penulis selama mendapatkan

perlakuan khusus dapat memperkuat hasil pengujian hipotesis. Hasil tersebut

dapat memecahkan masalah para siswa dalam menguasai kemampuan berbicara

dan merubah persepsi mereka bahwa berbicara dalam Bahasa Inggris itu sulit.

Kata kunci: Scientific Approach, Perception, KTSP


viii

ACKNOWLEDGEMENTS

First of all I would like to thank God for giving me strength and courage in

the process of completing my thesis. I was able to finish this thesis by His

blessings and guidance. He gives me power to believe and pursue my dream to

finish this thesis.

I am also thankful to my major sponsor, P. Kuswandono, Ph.D., my

thesis advisor, for his support, patience, advice, guidance, comments, suggestions,

and encouragement. I am thankful for all lecturers for their valuable knowledge

during my years of study in English Education Study Program of Sanata Dharma

University. May God always bless them.

My appreciation goes to the headmaster and all of teachers of Arjuna

vocational high school (disguised) especially the English subject teacher for

allowing me to conduct my observation in their school. To all my respondents, my

students of grade 11 of Arjuna Vocational High School, I really thank them for

their participation in my research.

I would like to thank my parents, Kastomo and Indarsih, who always

support me mentally and financially. They always give me strength whenever I

am down and encourage me to keep up. Their remarkable effort to educate me is

one of the greatest loves that they give to me.

My sincerest thanks go to my friends: Pipin, Dini, Intan, Prima, Sita,

Anita, Dino and all my PBI friends 2011. They always listen, encourage me, and


ix

support me every time I need them. I also want to express my thanks to all people

that I cannot mention one by one here.

Inka Ayu Henelawati


x

TABLE OF CONTENTS

TITLE PAGE .............................................................................................. i

APPROVAL PAGES ................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ....................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................ v

ABSTRACT ............................................................................................... vi

ABSTRAK .................................................................................................. vii

ACKNOWLEDGEMENTS ....................................................................viii

TABLE OF CONTENTS ........................................................................... x

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

CHAPTER I. INTRODUCTION .............................................................. 1

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

B. Research Problems ........................................................................... 6

C. Problem Limitation .......................................................................... 6

D. Research Objectives ......................................................................... 7

E. Research Benefits ............................................................................. 7

F. Definition of Terms .......................................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ................... 11

A. Theoretical Description .................................................................. 11

1. Scientific Approach ............................................................ 11

2. Scientific Approach Theory ............................................... 14

3. Perception ........................................................................... 17

4. Attitude ............................................................................... 20

5. Related Studies ................................................................... 20


xi

B. Theoretical Framework .................................................................... 23

1. Hypothesis ............................................................................... 23

CHAPTER III. METHODOLOGY ....................................................... 25

A. Research Method ............................................................................ 25

B. Research Participants ..................................................................... 26

C. Research Setting ............................................................................. 27

D. Research Instruments ..................................................................... 27

1. Questionnaire ......................................................................... 28

2. FGD ......................................................................................... 30

3. Speaking Test: Pre-test and Post-test ...................................... 30

4. Field Notes .............................................................................. 31

E. Data Gathering Technique .............................................................. 31

1. Preparation .............................................................................. 31

2. Distributing Questionnaire and Conducting the FGD ............ 32

3. Conducting the Pre-test ........................................................... 32

4. Treatment ................................................................................ 32

5. Conducting the Post-test ......................................................... 33

F. Data Analysis Technique ................................................................ 33

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ........... 36

A. Students’ Perception on Their Problem in

Mastering Speaking Skill ............................................................... 36

1. The Nature of Perception ................................................... 37

2. Factors Influencing Perception .......................................... 43

3. Students’ Attitude to Solve Their Problem

in Mastering Speaking Skill ............................................... 47

B. The Effect of Implementing Scientific Approach in KTSP ............. 50

1. Hypothesis Testing ............................................................. 51


xii

2. The Researcher Field Notes

During The Treatment in Class ........................................... 52

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....... 59

A. Conclusions .................................................................................... 59

B. Recommendations .......................................................................... 62

REFERENCES ......................................................................................... 65

APPENDICES .......................................................................................... 68


xiii

LIST OF APPENDICES Page

Appendix 1 School Permission Letter........................................................ 69

Appendix 2 Scientific Approach Lesson Plan ........................................... 70

Appendix 3 Result of Questionnaire .......................................................... 82

Appendix 4 Speaking Test’s Instruction .................................................... 89

Appendix 5 Rubric of the Pre-test .............................................................. 90

Appendix 6 Rubric of the Post-test ............................................................ 92

Appendix 7 Scoring Guide for Speaking Test ........................................... 94

Appendix 8 Result of T-test ....................................................................... 96

Appendix 9 Result of FGD ...................................................................... 101

Appendix 10 Researcher’s Field Notes .................................................... 105


xiv

LIST OF TABLES Page

3.1 The Nature of Perception ..................................................................... 29

3.2 The Factors Influencing Perception ..................................................... 29

3.3 Student’s Attitude to Solve Their Problem in

Mastering Speaking Skill .................................................................... 30

3.4 The Scoring Grade for Questionnaire .................................................. 34

4.1 The Nature of Perception ..................................................................... 37

4.2 The Factors Influencing Perception ..................................................... 44

4.3 Student’s Attitude to Solve Their Problem in Mastering

Speaking Skill ...................................................................................... 48


xv

LIST OF FIGURE Page

3.1 One Group Pre-test Post-test Design.................................................... 25


1

CHAPTER I

INTRODUCTION

This research investigates the implementation of Scientific Approach in

KTSP to help vocational high school students in mastering speaking skill in

language learning, especially in where the research was conducted. This

introductory chapter consists of six major sections, namely the research

background, the research problems, the problem limitation, the research

objectives, the research benefit, and the definition of terms.

A. Research Background

Many students who have been studying English for three years in

vocational high school still find some problems in achieving communicative

competence in English language learning. There are some common issues which

hinder their process in having communication with others, for instance lack of

vocabulary, poor pronunciation, lack of confidence, and lack of grammar

(Syafriyadin, Rahmawati, & Widiastuti, 2013). Meanwhile, communication skill

can be learnt best through the process of using the language to communicate. By

trying to use the language, the students can improve their speaking skill and also

find out the error and learn it better. The research was conducted in Arjuna

Vocational High School (disguised) in order to conduct the research on students’

ability in speaking English. The researcher’s decision to disguise the school’s

name is to protect the school’s privacy. It is because of the research results


2

criticize the teacher’s performance and school’s facilities. In Arjuna Vocational

High School, the students tend to use Javanese and Indonesian languages during

the English subject teaching learning activities. It happened because the teaching

method which was used by the teacher did not facilitate the students to practice

their speaking ability during the teaching learning activities. The learning activity

that was dominated by written assignments without the teacher’s guidance also

limits the students’ opportunity to practice in speaking. It also decreases the

students’ motivation in learning. Moreover, the lack of teaching learning books

that was not enough for the total number of the students also hindered the learning

process. Those problems influence the students to build up negative perception

that speaking skill is difficult. According to Ferianda (2013), perception can also

be determined by the environment, interaction, and also behavior, that in this case,

happen to the students. It can be concluded that the students give up trying to use

the language in the learning process. They had already built up their perception

that speaking English is difficult because the environment and the interaction with

the teacher or the other students did not support them to improve their speaking

ability.

Moreover, Arjuna Vocational High School is an automotive mechanical

engineering school with the majority of male students. It was a bit difficult to

handle the classroom management because the students who were not interested in

the learning subject would tend to sleep, draw, or skip the class. It happened

almost in all classes that the teachers were in trouble managing the class,

especially the 11th

grade, in which population is 33 students. During her PPL


3

period in teaching English subject, the researcher was appointed to teach the 11th

grade. That is why the researcher found the proof to strengthen the issues that led

the researcher did this research.

According to UU 20/2003, about national education system and PP no.

32/2013 about standard national education, every subject of learning is focused on

covering three domains namely affective, knowledge, and skill (Kemendikbud,

2012). Those domains are also stated on the process standard of Kurikulum

Tingkat Satuan Pendidikan (henceforth abbreviated as KTSP). However, on the

implementation of the learning process in the KTSP, the most dominant domain is

on the knowledge domain. The real example was framed in Arjuna Vocational

High School through the teacher’s method that only left written assignments

without considering students’ need to have fun and to have meaningful learning

activities. Through teacher’s method, it can be seen that the other two domains are

not fully achieved. The other two domains are covering the students’ interaction

and participation in gaining the knowledge in order to have real experience in

meaningful learning activities. Taher (2013) notes that affective domain deals

with the student’s interaction with their teacher and the other students to build up

positive behavior in learning. To have sufficient interaction, the students need to

become active participants. That is why the researcher proposes to implement the

Scientific Approach to teach the students.

The Scientific Approach is an approach that challenges the students to be

more creative and productive in the learning process through six stages:

observing, questioning, experimenting, associating, networking, and creating.


4

Scientific Approach in teaching English focuses on the achievement of integrated

skills, which means that the speaking skill is also counted as important part of

learning. Further definition of integrated skills is also employed by Brown (2004)

(as cited in Ferianda, 2013). It is a whole language approach if a course deals with

speaking skill, then, it will also deal with listening, writing, and reading skills. For

example, the purpose of learning is to improve students’ speaking skill. The

learning activity consists of meaningful reading and writing tasks of the topic. For

the application can be in a discussion and oral presentation which requires

speaking and listening skills.

The six stages also stimulate the students to improve their speaking skill

because the opportunity to speak English is widely opened. The aim of the

implementation of Scientific Approach is the students can maintain their

motivation in learning and change their perception that speaking in English is

difficult. This perception is influenced by the old teaching method that was not

facilitating the students to practice.

Therefore, through this study, the researcher is going to find out the result

of implementing Scientific Approach in KTSP to help the students in mastering

speaking skill. The implementation itself is not only considering the knowledge

construction, but also the students’ interaction and participation in order to

achieve the goal in mastering the language to communicate.

The researcher’s decision to implement Scientific Approach in KTSP is

based on the statement in Permendiknas no.41/2007 which states that the teacher

is able to use any approaches, media, and any other sources of learning (BNSP,


5

2007, p. 15). In the implementation of KTSP, there are a lot of approaches that

were implemented in teaching learning activities. Badan Nasional Satuan

Pendidikan (henceforth abbreviated as BNSP) does not mention Specific

Approach that must be implemented in every subject. BNSP only states about the

teaching method as it is stated in Permendiknas no.41/2007, that the teaching

method should be appropriate for the students’ situation and condition. The

characteristic of each indicator and the competence must be achieved in each

subject (p. 10).

According to Nasution (2005), a method can also be interpreted as a model

or an approach of learning, depends on the characteristic of the approach or the

strategy that is chosen. There are any other researches that were conducted study

on the implementation of any other approaches, for instance the work of

Rabawati, Sutama, and Gosong (2013) in the implementation of communicative

approach in teaching Bahasa for student grade XI in SMK Negeri 1 Denpasar. The

curriculum which was implemented in SMK Negeri 1 Denpasar was KTSP.

Another approach that was implemented in KTSP was CTL (Contextual Teaching

and Learning) that was explained by Trianto (2009) about innovative-progressive

learning activity. Moreover, the original approach that was implemented in Arjuna

Vocational School was process skill approach. It was because the strategy that

was used in the learning process are EEC (Exploration, Elaboration, and

Confirmation). That is the ground reason for the researcher to implement the

Scientific Approach in KTSP without changing the spirit of the KTSP and fading

the readers’ vision whether the research focuses on KTSP or Curriculum 2013.


6

B. Research Problems

This study is aimed to address these following research questions:

1. What is the students’ perception on their problems in mastering speaking skill?

2. What are the effects of implementing Scientific Approach in KTSP on the

students’ ability in mastering speaking skill?

C. Problem Limitation

The researcher focuses her study on the implementation of Scientific

Approach on the teaching method. The researcher did not do in depth study on

EEC (Exploration, Elaboration, and Confirmation) as the original of the process

standard of KTSP. Therefore, this research only focuses on the effect of

implementing Scientific Approach in KTSP to help the students in mastering the

speaking skill. First, the researcher would find out about the students’ perception

on their problem limited on the nature of perception, factors which influence

perception, and students’ attitude to solve their problems in mastering speaking

skill. Second, the researcher focuses on the effect of implementing the stages of

Scientific Approach which are observing, questioning, experimenting, associating,

networking, and creating to maximize students’ opportunity to use the language in

active teaching learning process. The research was conducted in Arjuna

Vocational High School from April 7, 2015 up to May 4, 2015.


7

D. Research Objectives

Based on the problem limitation, this research has two objectives. The first

one is to find out the students’ perception on their problems in mastering speaking

skill. The second one is to know the effects of implementing Scientific Approach

in KTSP on the students’ ability in mastering speaking skill.

E. Research Benefits

It is expected that the results of the study can be beneficial for the students,

the teacher, and the future researchers. It is expected that the students are able to

solve their problems in mastering speaking skill by implementing Scientific

Approach. For the teacher and the future researchers, the study can help to find

better solution on the implementation of Scientific Approach.

1. The Students

The result of this research is expected to give benefit to the students who

have problem in mastering speaking skill, such as lack of vocabulary, lack of

spoken interaction, and communication strategies. The result of this research is

expected to find the solution of the students’ perception on their problem in

mastering speaking skill. The solutions are the parts of the learning process by

maximizing the opportunity to use English in active learning process through the

stages of Scientific Approach: observing, questioning, experimenting, associating,

networking, and creating. This study is expected to improve the students’ ability

in speaking skill.


8

2. The Teacher

This study helps the teacher to understand how to maximize the Scientific

Approach in the learning process. The result of this research is also expected to

have contribution to the development of the teaching learning process.

Furthermore, this study will help the teacher to understand the students’ problems

in speaking skill. This research can help the teacher to make a beneficial decision

to improve the students’ awareness and motivation in mastering the speaking skill.

3. The Future Researchers

This study will help the future researchers to understand the students’

perception on the speaking problems. The future researchers can try to find out

better solutions for the educational development, especially ELT in Indonesia.

This study can also help the future researchers to develop the study on the

implementation of the Scientific Approach as the original process standard of

Curriculum 2013.

F. Definition of Terms

In this sub-chapter, the researcher provides some definition of terms which

are used as the basis theories in the discussion. The definition of terms can help

the readers to understand the meaning of the terms which is used in the research.

The definition of terms consists of the brief explanation of speaking, Scientific

Approach, KTSP, Curriculum 2013, and perception.


9

1. Speaking

The important idea of speaking is a tool of communication which refers to

the medium of the message (aural/oral or written). According to Bailey (2005),

speaking is a productive aural/oral skill which consists of producing systematic

verbal utterances to convey meaning (p. 48).

2. Scientific Approach, KTSP and Curriculum 2013

Scientific Approach is an approach that is used for giving a material based

on fact which can be explained by logic. The result of learning is expected to

create productive, creative, innovative, and affective students by integrating their

attitude, skill, and knowledge (Kemendikbud, 2013). Scientific Approach consists

of six stages namely, observing, questioning, experimenting, associating,

networking, and creating which are the compilations of many stages in affective,

skill, and knowledge domain (Permendikbud, 2013).

KTSP or School-Based Curriculum is designed based on PP No. 19/2005.

Sutena, Padmadewi, and Artini (2013) states that the schools are allowed to make

their own syllabus and lesson plan under the supervision of district or city

department. However, in the curriculum development, the newest curriculum

namely Curriculum 2013 was implemented on July, 2014. According to Lazim

(2013), Curriculum 2013 is covering the competence of attitude, skill, and

knowledge.

3. Student’s Perception

Perception is a sensory input and it is interpreted meaningfully, which can

be constructive in what people see. Perception can also be affected by individual’s


10

expectations (Hochberg, 1978). By having such experience in learning, the student

will interpret and shape their view based on their experience in learning. The

students’ perception is being observed in order to find out their problems in

mastering speaking skill.

In the next chapter, the researcher provides the theories which can be used

as the underlying theories to answer the research problems. The theories are

Scientific Approach, the theory of Scientific Approach, the theory of perception

and attitude stated by Altman and Valenzi (1985).


11

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher is going to present some related theories to

the research problem. It consists of two major sections, namely the theoretical

description and the theoretical framework.

A. Theoretical Description

The researcher would like to discuss some theories which are related to the

topic. The theories are Scientific Approach, the theory of Scientific Approach, the

theory of perception, and attitude. The purposes of using those theories are to

strengthen the result of the research and to find out the correlation between the

result of the research and also theories proposed by the experts.

1. Scientific Approach

According to Permendikbud no. 65/2013 about Curriculum 2013, the

characteristic of learning in every education unit is related to the output standard

and the content standard (Permendikbud, 2013, p. 3). Therefore, the purpose of

learning is to develop three domains which are affective, knowledge, and skill.

Those domains can be achieved by implementing Scientific Approach. In the

affective domain, the students know why they have to learn. On the skill domain,

the students know how they gain their knowledge. The last one which is the

domain of knowledge, the students know what they are learning. As the result,


12

the students increase and balance their ability in soft skills and hard skills to build

up students’ productivity and creativity.

In the curriculum development, there is a change in the learning process of the

implementation of Scientific Approach in Curriculum 2013. Based on

(Kemendikbud, 2012), Scientific Approach has five stages of learning process,

namely observing, questioning, associating, experimenting, and networking.

Those are the original stages that are proposed by the government. According to

Permendikbud no. 65/2013 about the process of standard, the stages in the

learning process become 6 steps which are observing, questioning, experimenting,

associating, networking, and creating. The last step is taken from the knowledge

domain which is adapted to complete the learning process (p. 3). Another

definition of Scientific Approach as it is stated by Sani (2014), Scientific

Approach is developed from Dyer’s theory about components of innovative skill

integrated in the learning process which are observing, questioning,

experimenting, associating, and networking (p. 53).

However, the researcher uses the component of Scientific Approach as it is

proposed by Permendikbud no.65/2013 with six stages of learning process,

namely observing, questioning, associating, experimenting, networking, and

creating. All stages are described below:

1. In the process of observing, it primarily focuses on meaningful learning. This

method has some specific benefit like providing realia, challenging, and

interesting process.


13

2. In the questioning stage, the role of the teacher can be optimally needed. An

effective teacher becomes the inspiration for the students to increase and

develop their attitude, skill, and knowledge (Lazim, 2013, p. 4). The teacher,

who is trying to give a question to the students, can direct the students to be a

good learner. While the teacher gives the answer of the students’ question,

he/she pushes the students to be a good listener. Almost all of the questions in

this stage are primarily seek for verbal feedback by changing the structure of

the question word into statement.

3. In the experimenting stage, in order to get factual and authentic result, the

students must hold an experiment. In language learning, the students must

comprehend the concept of language as a tool of communication in their daily

life. The students also must develop their knowledge and are able to use

scientific methods to solve the problems that happen in their daily life.

4. In the process of associating, the teacher and the students are the active

participants. However the students must be more active in the learning

process. Associating itself is the process of logic and systematic thinking

based on empiric and observable fact to get the node in the form of

knowledge.

5. Networking is a means of collaborative learning. Collaboration essentially is

an interaction between the students and teacher-student. Collaborative learning

makes the students conduct such interaction with others to communicate and

share their knowledge in order to enrich their information from others.


14

6. Creating is the stage in which the student shows a result of their learning

process.

Those stages are primarily used to make the students understand and be more

active in the learning activities. The students are challenged to be more creative

and innovative in order to achieve the goal of learning. The following paragraph

explains about the Scientific Approach theory.

2. Scientific Approach Theory

In the implementation of Scientific Approach, Taher (2013) has said that

the learning process is mainly focused on these three taxonomy; Bloom’s

taxonomy on the knowledge domain, Krathwohl’s affective domain, and Dyer’s

skill domain that support five stages in Scientific Approach.

The cognitive process dimension or in the knowledge domain, contain six

stages from the low order of thinking skills up to the higher order which are

remember, understand, apply, analyze, evaluate, and create (Anderson &

Krathwohl, 2001, pp. 67-68). The students will determine the meaning of

instructional messages, including oral, written, and graphic communication. Then,

the students will apply their knowledge in a given situation. The students begin to

analyze by breaking the material into its constituent parts, detecting how the parts

relate to one another, and to an overall structure or purpose. The students go on to

make judgments based on criteria and standards so they will put element together

to make an original product which is belong to the higher order of thinking

(Anderson & Krathwohl 2001, pp. 67-68). Those six stages are maximized in the


15

Scientific Approach’s stages and strengthening the domain of the student’s

knowledge.

The researcher has mentioned that Scientific Approach is dealing with

three domains. The next domain is Krathwohl’s affective domain. There are some

interrelationship between cognitive domain and affective domain. This interaction

helps to build the correlation between comprehension and responding in order to

apply and value the information (Taher, 2013). On the next theory, the researcher

is going to explain further about Krathwohl’s affective domain.

Affective domain deals with emotions, attitudes, and value (Krathwohl,

1961) (as cited in Taher, 2013). In teaching learning process, it deals with the

interaction between the teacher and the students to build a relationship. This

theory is about how the students build their value system based on the students’

learning experiences. Krathwohl’s affective domain is originally contains five

levels which are receiving, responding, valuing, organizing, and characterizing

(Taher, 2013). From the lowest level that is receiving, the students pay attention to

the stimulus to form positive behavior from their respond to the stimulus which is

given in the learning process. For example, a student who loves reading gradually

makes it as his/her positive behavior as the result of the stimulus and the direction

from the teacher in the learning activity by using books. As the students who have

already paid attention and built up their positive behavior, the students will

actively participate as a part of their habit. The learning result of this stage is the

students’ respond; this stage seeks for the students’ interest in the learning

process. On the valuing stage, once the students have already given their respond,


16

the students will deal with act of determining value, belief, and attitude toward the

learning process. The students will show their commitment in the learning

process. Then, the students will organize his/her commitment in the learning

process until the students gain their own characterization and build up a value

system to control their behavior. Those are the explanation of the students’

attitude in receiving and digesting the knowledge. On the next paragraph, the

researcher will explain the Dyer’s theory about skill domain.

Originally, this theory is used for creative leadership by Dyer (2011). This

domain contains five stages, which are associating, questioning, observing,

experimenting, and networking. Dyer (2011) states that people have more creative

capacity than they think. It is about innovative ideas coming from and the ability

to connect seemingly unrelated ideas and put them together in new ways.

1. In the associating stage, a student is trying to associate his/her creative

thinking, lateral thinking, associational thinking, and right brained thinking.

The students’ creativity is connecting things as a creative people connecting

experiences that they have and synthesize new things (Dyer, 2011, p. 6).

2. In the questioning stage, the students must actively question at the steady state

at a given time (Dyer, 2011, p. 26). The students gain understanding of what

the problem is and make an identification to solve it.

3. In the observing stage, the students understand the job-to-be done and gain

insights for new ways to do things by finding ideas.


17

4. In the experimenting stage, the students learn new skill, taking apart ideas and

processes. The students must piloting ideas to test hypothesis to answer the

questions (Dyer, 2011).

5. In the networking stage, a student is finding and testing ideas with a network

of individuals who are diverse in both background and perspective (Dyer,

2011, p. 53).

As the conclusion, in the skill domain, students are actively processing

their discovery behavior namely associating, questioning, observing,

experimenting, and networking by using their cognitive skill in associating to

make a product as the result of the students’ creative idea. Scientific Approach is

believed can help the students to improve their ability in speaking and change

their perception. The change of students’ perception can influence their attitude in

learning; not to use Javanese and Indonesian language but trying to use English

during the teaching learning process.

3. Perception

Perception, as it is described by Altman and Valenzi (1985) is the way

stimuli are selected and grouped by a person so that they can be meaningfully

interpreted (p. 85). Each person will have the different point of view because they

select information (stimuli) and interpret in the different way. The process of

perception can help us to understand and adapt with the environment in where we

live. If people do not sort out the stimuli in their environment, they will be

overwhelmed by the “sensory input” (Altman & Valenzi, 1985, p. 85).


18

In line with Altman and Valenzi’s definition, the journal of perception and

human perception (as cited in Ferianda, 2013) states that perception is the way

human try to understand the world around them (p. 27). People gather information

through their five sense organs, and perception adds meaning to the sensory

inputs. Each person can have different ways in interpreting the information about

the environment.

In line to the theory of perception, perception in learning has correlation

between belief and concept. It has connection with belief about knowledge that is

able to influence students’ behavior toward learning (Ferianda, 2013). It means

that perception plays an important role in the process of gaining the knowledge.

According to Biggs (1992) (as cited in Ferianda, 2013), in gaining the knowledge,

there is a system which relates the concept with the environment. The concept is

formed by the stimuli coming from the environment namely interactive system.

Interactive system has three elements which are presage, process, and product or

learning outcome (Ferianda, 2013, p. 13). Presage is an indicator of future

occurrence. It includes learning conception and learning context for example

teachers and school’s facility, and also students’ understanding about knowledge

(Biggs, 1992). The example of presage is students’ eagerness in participating

during the learning process. Process is a factor that includes students’ perception

in the learning environment and specific learning strategies that they experience in

learning tasks (Biggs, 1992). The example of the process is how the students’

learn appropriately with the teaching method to achieve the subject’s competence.

The third element is product; it is the learning outcome which is influenced by the


19

learning strategies used. According to Ferianda (2013), the students can have

good learning outcome when the learning strategies that are used are suitable for

them. The learning outcome can make the students have positive perception on the

learning process. Students’ perception in learning is influenced by the teaching

method and process of teaching learning activities. Campbell (2001) (as cited in

Ferianda, 2013), states that those three elements are also mentioned in the five

elements of the language teaching learning activities that build the students’

perception. The five elements cover 1) the way the teacher teaches the students, 2)

the kind of materials that the teacher wants the students to learn, 3) the students

behavior in class during the learning process, 4) the materials that the students

learn, 5) the goal of learning the language (p. 14).

a. Factors Influencing Perception

There are four factors that influence a person’s perception; 1) selection of

stimuli, 2) organization of stimuli, 3) the situation, and 4) the person’s self-

concept (Altman & Valenzi, 1985, pp. 85-90).

1) Selection of Stimuli

People focus only on a small number from the entire stimuli around them.

This process is known as a selection and one reason why people perceive things

differently. Each person selects specific cues and filters, or screens, out of others.

2) Organization of Stimuli

After the information has been selected, it must be arranged so it can be

meaningful. The mind tries to bring order out of the chaotic onslaught of sensory


20

data by selecting certain items and putting them together in a meaningful way

based on experience.

3) The Situation

The third factor which influences perception is the situation. A person’s

perception familiarity with, or expectations about, a situation, as well as his/her

past experience, affects what that person perceives. Perceiving a situation

accurately is also related to how well a person adjusts his/her behavior to

situations.

4) Self-concept

The fourth factor that influences perception is self-concept. The way

people feel about and perceive themselves is known as self-concept. The way

people see themselves affects their perception of the world around them.

4. Attitude

According to Altman and Valenzi (1985), attitude is a person relatively

enduring disposition toward people, objects, events, or activities (p. 94). Those

feeling can be positive or negative and typically learned over a period of time.

Because attitude itself is multidimensional, they manifest the simultaneous

operation of several factors, on of it is conative component (p. 95). Conative

component is behavioral disposition a person exhibits toward an attitude object.

5. Related Studies

There are some research studies which are relevant to this research. The

first one is a postgraduate e-journal about the implementation of process standard

of teaching English at SMK NEGERI 1 Gianyar by Sutena, Padmadewi, and Artini


21

(2013). This study mainly talks about the implementation of process standard and

also refers to the vocational student’s problem in speaking. However, their finding

focus on the implementation of process standard in teaching English in terms of

planning, learning process, assessment used in lesson plan and the problem faced

by the teacher in implementing the process standard of teaching English in SMK

Negeri 1 Gianyar. The process standard that has been mentioned in this study is

the process standard of KTSP. Therefore, through Sutena, Padmadewi, and

Artini’s study, the researcher tried to find the comparison by implementing

Scientific Approach especially in the learning process which changed the process

from Exploration, Elaboration, and Confirmation into observing, questioning,

experimenting, associating, networking, and creating. The researcher only focuses

on the effect of implementing the steps in Scientific Approach in the learning

process.

The second study is about Scientific Approach in curriculum 2013 to

improve student’s skill in critical thinking by Leksono (2014). This study focuses

on how the Scientific Approach can increase students’ ability to think critically.

Therefore, through this study, the researcher tried to relate how the

implementation of Scientific Approach in teaching vocational high school

students.

The difference between Leksono’s study and the researcher’s study is that

in Leksono’s study, he only describes each step of Scientific Approach and how it

can increase the students’ ability to think critically. In the researcher’s study, the

researcher tried to see the effect by describing the process also testing the


22

hypothesis to see whether there are any observable effects or not. The other

difference is that in the researcher study, she tried to implement Scientific

Approach in KTSP not in Curriculum 2013. The reason is because the researcher

tried to suggest the school which returns into KTSP can also implement Scientific

Approach in their learning process. In Permendiknas no 41/2007 about the

process standard, it is clearly stated that teacher can implement any approaches,

media, and sources of learning without changing the spirit of KTSP (p. 15). It can

be a solution to prepare both the teacher and the students when the Curriculum

2013 is implemented to all schools later on. This approach is also suggested to

make the students become active and creative in the learning process through its

steps.

The third related study was a thesis by Ferianda (2013) about perception in

the implementation of integrated skills in critical listening and speaking class by

English language education students of Sanata Dharma University. The thesis is

discussed about the students’ perception on integrated skills by considering the

nature of perception, the factors that influence students’ perception in order to see

whether the integrated skills are applicable and acceptable or not. The similarity

between Ferianda’s study and the researcher’s study is that both studies use the

same theory by Altman and Valenzi (1985) about perception which are the nature

of perception and the factors that influence students’ perception. However, in the

researcher study, the main idea does not only stop on perception but also on the

students’ attitude.


23

B. Theoretical Framework

The theories above are the basis of the theoretical framework for the

research. There are two research problems in this research. The first one concerns

with the students’ problems in mastering speaking skill. The second one is about

the effects of implementing Scientific Approach on the students’ ability in

speaking skill. To answer the first research problem, the researcher chooses to use

the theory of perception and the students’ attitude by Altman and Valenzi (1985).

The theory of perception and attitude were used as the basis for constructing the

questionnaire. The nature of perception is used as the guidance to see the student’s

perception toward English subject. The second one is the factors that influence the

student’s perception. However, the researcher only used 3 factors and took out the

organization of perception. The last 3 statements in the questionnaire, the

researcher relates the result with the theory of attitude.

To answer the second research problem, the researcher analyzes the data to

proof that implementing Scientific Approach in KTSP can improve the students’

ability in speaking by calculating the data manually using a paired sample t-test.

In order to strengthen the proof, the researcher explains the factors which

influence the observable improvement through the researcher’s field notes during

the treatment that can be explained by using Scientific Approach and the theory of

Scientific Approach.

1. Hypothesis

The conceptual hypothesis of this research is stated as follows: the

implementation of Scientific Approach in KTSP can improve the students’


24

speaking skill. The statistical hypothesis of this research is stated as follows: Null

hypothesis ( will be rejected if there is a difference between the pre-test and

the post-test mean score of the experimental group. It means that the

implementation of Scientific Approach in KTSP can improve the students’ ability

in mastering speaking skill.


25

CHAPTER III

METHODOLOGY

The methodology and procedures employed in this research are presented

in this chapter. This chapter is organized into six major sections, namely the

research method, the research participants, the research setting, the research

instruments, the data gathering technique, and the data analysis technique.

A. Research Method

This research is conducted by using a mixed method, the triangulation of

qualitative and quantitative research. According to Creswell (2012), mixed

method design is a procedure for collecting, analyzing, and utilizing both

quantitative and qualitative research and method in a single study to understand a

research problem. Mixed method design is used to provide a better understanding

of the research problem. Creswell (2012) states that mixed method can help the

researcher to see in multiple view points for being pragmatism. In this research,

both of quantitative and qualitative researches were used so the researcher can

provide more detail information by collecting numeric data and text data. To gain

the data for research problem number one, the researcher used closed-ended

questionnaire and Focus Group Discussion (henceforth abbreviated as FGD).

Afterwards, to gain the data for research problem number two, the researcher

conducted speaking test by using pre-experimental design; one group pre-test and

post-test design with the result in numeric data. To be the proof of the students’


26

improvement, the researcher used field notes to record and described the students’

activities and improvement during the learning process.

There are two types of pre-experimental design (Salkind, 2011). The first

one is one group of pre-test and post-test design. This type is a simple

experimental research design without the involvement of a control group. The

reason for not involving a control group is because there was only one class for

the 11th

grade. This type is considered as a pre-experimental design because it

includes only one group of participants. This design can be diagrammed as:

Students assigned to group Pre-test treatment implemented Post-test

Figure 3.1 One Group Pre-Test Post-Test Design

To see the effect of implementing Scientific Approach, the researcher

compared the result of the pre-test and the post-test. Pre-test was given before the

group got the treatment. After the students got the treatment, the researcher

conducted the post-test.

B. Research Participants

The population is defined as all members of any well-defined class of

people, events, or objects (Ary, Jacobs, & Razavieh, 2005). The target population

of this research was the 11th

grade of Arjuna Vocational High School in which

population is 33 students. Therefore, the researcher chose to invite all of the

students because the researcher wanted to meet the objective results. The

participants of the research gave contribution on the information collecting. There

were 5 steps on the data gathering technique, which were questionnaire, FGD


27

(Focus Group Discussion), pre-test, post-test, and field notes. The researcher

invited all of the students of 11th

grade to be the participants to gain the data for

the questionnaire. However, the participants of the questionnaire were 29 students

who attended the class because there were 4 students who were absent at that

time. Afterwards, the researcher selected 6 students as the representative of the

class. The selection was based on their participation in the class and their grade of

mark. For the field notes and speaking evaluation, the researcher invited the entire

members of the class. Those steps will be explained further in the research

instruments and the data gathering technique.

C. Research Setting

This research was conducted in the second grade of Arjuna Vocational

High School (disguised). The researcher’s decision to disguise the school’s name

was to protect the school’s privacy. It is because the research’s results criticize the

teacher’s performance and school’s facility. The decision is made as the

consideration that the result might harm the school’s name. The information

collection was done in Arjuna Vocational High School. The research was begun

on April 7, 2015 up to May 4, 2015.

D. Research Instruments

The instruments for the research and collecting the information were 5

steps on the data gathering technique which were questionnaire, FGD, pre-test,


28

post-test, and field notes. The instruments were used to collect the data in order to

answer the research questions in the research problems.

1. Questionnaire

The first instrument was questionnaire. According to Taylor (1996) (as

cited in Ferianda, 2013), questionnaire is used as a tool to get information which

can be managed in a form of table and discussion. The questionnaire was closed-

ended form to get the data of the students’ perception on their problem in

mastering speaking skill. It was divided into three categories which are the nature

of perception, the factors which influence students' perception, and students’

attitude to solve their problems. The first category was about the nature of

perception. It was about the students’ motivation, interaction, and environment.

The second category was about factors that influence the students’ perception.

The specific statements of the factors were divided into some parts. The first was

about the situation which influenced the student’s perception about their problem

in mastering speaking skill. The second part was the selection of stimuli, which

are the common problems which hinder the students in learning English subject.

The last part was the students’ self-concept. The third category was about the

student’s attitude to solve their problem. The questionnaire used Indonesian

language to avoid some confusion or misunderstanding for the participants. The

questions of the questionnaire will be shown below.


29

Table 3.1 The Nature of Perception

No Statements

Explanation

Strongly

Agree Agree Disagree

Strongly

Disagree

1 I love English

2 I am interested in learning and

mastering English

3 I am highly motivated to learn

English

4 The teacher has explained the

material clearly

5 I can understand the teacher’s

explanation

6 Classmate(s) influence my

motivation in mastering English

7 Future jobs will affect my

motivation in mastering English

language actively

Table 3.2 The Factors Influencing Perception

No Statements

Explanation

Strongly


Strongly

Disagree

8 I have difficulty in learning

English, especially speaking

skill

9 I have difficulty in memorizing

vocabulary; therefore, my

speaking ability is limited

10 I have difficulty in learning

grammar and tenses

11 I have difficulty in memorizing

tenses which makes me cannot

spontaneously speak in English

12 I have difficulty to pronounce

the words which makes me

hesitant to speak in English

13 I have difficulty to speak in

English because lack of

opportunity to practice it during

teaching learning activities


30

No Statements

Explanation

Strongly

Agree

Agree Disagree Strongly

Disagree

14 It is easier for me to write / read

rather than speak / listen during

teaching learning activities

Table 3.3 The Student’s Attitude to Solve Their Problem in

Mastering Speaking Skill

No Statements

Explanation

Strongly


Strongly

Disagree

15 I learn actively in class so that I

am able to master English

language, especially speaking

skill.

16 I try to solve my problem and

difficulty in learning by

consulting to the teacher subject.

17 It is easier for me to master

English language by practicing

and discussing it with friends.

2. FGD (Focus Group Discussion)

Focus Group Discussion (FGD) is a group interview. It offers the opportunity

to interview several respondents systematically and simultaneously (Boateng,

2012). In this research, FGD was used as a tool to gather the data to strengthen the

result of the questionnaire. The respondents of the FGD were 6 students. They

were selected as the order: 2 students who always get high scores, 2 students who

were in the middle and 2 students who were in the low rank. The questions of the

interview were originally used in the questionnaire (see Appendix 9).

3. Speaking Test

The researcher taught the class by implementing the Scientific Approach.

After several meetings, the researcher conducted an evaluation to see the


31

influence of implementing Scientific Approach. The evaluations were conducted

twice by using the same instruction (see Appendix 4). The evaluation was

conducted based on scoring guide for speaking in Brown’s book (2004) about oral

proficiency scoring categories and speaking rubric (see Appendix 7). Originally,

in Brown’s rubric, there are 6 aspects to assess. However, in this research, the

researcher omitted one aspect, namely task. This action was taken because during

the oral presentation, the students did not get through question and answer

session.

4. Field Notes

During the treatment, the researcher wrote the improvement and the

students’ engagement by using field notes (see Appendix 10). The researcher

wrote down the process of the pre-test on April 9, 2015 until the post-test on May

4, 2015. Therefore, the reason of presenting the field notes was to strengthen the

result of the speaking evaluation that the students improve their ability in speaking

by participating during the learning process in the implementation of Scientific

Approach.

E. Data Gathering Technique

In order to collect the data, the researcher took several steps. These steps

of data gathering technique will be explained below.

1. Preparation

In the preparation, the researcher asked permission from the school to do a

research in the school (see Appendix 1). The researcher discussed the time to


32

conduct the research with the subject teacher. Last, the researcher came to school

and conducted the researcher from April 7, 2015 until May 4, 2015.

2. Distributing Questionnaire and Conducting FGD

In order to get the data of the students’ perception on their problems in

mastering speaking skill, the researcher distributed the questionnaire in April 7,

2015. The questionnaire was distributed to 29 students who attended the class (see

Appendix 3). After distributing the questionnaire, the researcher asked 6 students

to do FGD with her. Those respondents were selected based on the researcher’s

observation while teaching them during PPL. The selection was done by involving

2 students who always get higher score, 2 students in the middle, and 2 students in

the lower score to meet the objective result.

3. Conducting the Pre-test

To measure the students’ ability in speaking before getting any treatment,

the researcher conducted the pre-test. It was done in April 9, 2015. In the pre-test,

the students had to individually make a brief persuasive speech about persuading

their friends on the theme “students should/should not smoke in school area”.

Their speech was assessed using speaking rubric (see Appendix 5).

4. Treatment

The treatment was done 4 times from April 21, 2015 until April 30, 2015.

The treatment was about the implementation of Scientific Approach in the process

standard, especially on the teaching strategy (see Appendix 2). The researcher

gave the treatment to the students by giving opportunity to the students to practice


33

their speaking. The process of the treatment would be explained further in the

Chapter IV using the result of the researcher’s field notes (see Appendix 10).

5. Conducting the Post-test

After conducting the pre-test, the researcher gave treatment to the students.

The treatment was done by implementing Scientific Approach in KTSP. The final

result of the treatment was measured by post-test. Similar to the pre-test, the

students had to make a persuasive speech to persuade their friends on the theme

“students should/should not smoke in school area”. The post-test was assessed by

using the same rubric used to assess the pre-test (see Appendix 6).

F. Data Analysis Technique

In this study, the researcher used 5 steps on the data gathering technique,

which were questionnaire, FGD, pre-test, and post-test, and field notes.

1. Questionnaire

The questionnaire in this study is used a likert scale (Ary, Jacob, &

Sorensen, 2006) which is also used by Ferianda, (2013) in his thesis. A likert scale

is a topic in a form of statement and the respondent should choose whether they

strongly agree, agree, disagree, or strongly disagree. The scoring technique will be

presented on the following table:


34

Table 3.4 Scoring Grade for Questionnaire

To find out the choices of the respondents, they had to circle the answer. The

researcher had calculated the results and presents it in a form of percentage with

the formula below:

x100%

X: the total number of students based on the degree of agreement

n: the number of all students

2. Statistical Hypotheses

The researcher collected the scores of the pre-test and the post-test as the

data of the research. The data was calculated manually by using formula of the

paired sample t-test (Supranto, 2009). First, the researcher would calculate the

standard deviation with formula:

Ho: the mean score of post-test is equal or less than the mean score of pre-test

Ha: the mean score of post-test higher than the mean score of the pre-test

Ho is refused if t ≥ t table; α: 0.05.

S =

Option Score

Strongly agree (sangat setuju)

Agree (setuju)

Disagree (tidak setuju)

Strongly disagree (sangat tidak setuju)

5

4

2

1


35

S: standard deviation

n: the total number of all students

: the total of the mean of difference

After that, the researcher would calculate the “t” by using formula:

t=

the mean of difference

Sd: standard deviation

n: the total number of all students


36

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher presents and discusses the data. First, to

answer the first research problem, the researcher focuses on finding the student’s

perception on their problems in mastering speaking skill based on KTSP. Second,

the researcher focuses on answering the second research problem about the effects

of implementing Scientific Approach in KTSP on the students’ ability in

mastering speaking skill.

A. Students’ Perception on Their Problem in Mastering Speaking Skill

The first problem in this research focuses on the students’ perception on

their problems in mastering speaking skill. In order to answer the first research

problem, the researcher used close-ended questionnaire and FGD to gather the

data. The questionnaires were distributed to 29 students from the total 33 students

of Arjuna Vocational High School of 11th

grade. Through the data that was gained

from the questionnaire and FGD, the students built up their perception that

speaking is difficult. It was concluded from the students’ answers that they did not

have much time to practice their speaking. For further explanation, the data is

presented into three parts, namely: (1) the nature of perception, (2) factors that

influence perception, and (3) students’ attitude to solve their problem in mastering

speaking skill.


37

1. The Nature of Perception

Table 4.1 presents the students’ perception on their problem in mastering

speaking skill, especially on the nature of perception. It is stated by Ferianda

(2013) that perception can also be determined by looking at these points, such as

environment, interaction, and also behavior, that in this case, happen to the

students as the nature of perception. Numbers 1 up to 7 investigate the students’

eagerness in learning, interaction, and the environment in which shows the nature

of perception. The statements 1 up to 3 investigate the students’ eagerness in

learning.

Table 4.1 The Nature of Perception

No Statements

Explanation

Strongly


Strongly

Disagree

1 I love English 1

(3.44%)

27

(93.10%)

1

(3.44%)

0

(0%)

2 I am interested in

learning and

mastering English

3

(10.34%)

25

(86.20%)

1

(3.44%)

0

(0%)

3 I am highly motivated

to learn English

1

(3.44%)

26

(89.65%)

2

(6.89%)

0

(0%)

4 The teacher has

explain the material

clearly

3

(10.34%)

23

(79.31%)

2

(6.89%)

1

(3.44%)

5 I can understand the

teacher’s explanation

2

(6.89%)

19

(65.51%)

7

(24.13%)

0

(0%)

6 Classmate(s) influence

my motivation in

mastering English

3

(10.34%)

12

(41.37%)

11

(37.93%)

3

(10.34%)

7 Future jobs will affect

my motivation in

mastering English

language actively

3

(10.34%)

17

(58.62%)

9

(31.03%)

0

(0%)


38

The first statement was about their interest in the English subject. From

the respondents’ answers, the researcher found that 27 students (93.10%) agreed,

1 student (3.44%) strongly agreed, 1 student (3.44%) disagreed, and none of the

students (0%) who chose strongly disagreed. The data showed that more than 90%

of the students were interested in English subject. This result was proven by the

data of FGD that was conducted by inviting 6 students as the classroom

representatives to strengthen the data. Most of the students said that they were

interested in learning English subject. All of the students have already learnt

English since elementary school from the first grade until now, which means that

the students have learnt for 11 years. However, when the researcher asked about

what they have learnt for 11 years, the students just mentioned very limited

materials that they remembered.

The second statement was about the students’ interest in learning and

mastering English subject. From the respondents’ answers, the researcher found

that 25 students (86.20%) agreed, 3 students (10.34%) strongly agreed, 1 student

(3.44%) disagreed and none of the student (0%) who chose strongly disagreed.

The data showed that the students were interested in learning and mastering

English subject actively. This data was proven by the result of FGD, that the

students were interested in learning and mastering English language. Most of

them live in Kaliurang, so there are many possibilities for them to meet foreigners

and communicate with them. Besides, the students also love to listen to western

songs and watch movies. It actually forms the habit of learning and motivates

them to learn English language. It will be explained more on the third statement.


39

The third statement was about the students’ motivation to learn English

subject. From the respondents’ answers, the researcher found that 26 students

(89.65%) agreed, 2 students (6.89%) disagreed, 1 student (3.44%) strongly

agreed, and none of the student (0%) who chose strongly disagreed. The data

showed that the students were highly motivated in learning English subject.

However, there were two students who were not highly motivated. Motivation is

actually something which energizes someone’s behavior (Rhodes & Steers, 1981).

In this case, the students were motivated to learn because they were accustomed to

listen to western song or watching movies and also interested on the new teaching

method which was used by the researcher. However, Altman and Valenzi (1985)

states that motive which a person has for a particular action cannot be seen; it can

only be inferred (p. 146). It means that even when the student looks active in

class; it cannot definitively shows that he/she is highly motivated to learn. The

statements numbers 4-6 are about the students’ interaction that support their

learning experienced that will be explained further in the paragraphs below.

The fourth statement was about the roles of the teacher in teaching and

giving explanation about the English subject in class. From the respondents’

answers, the researcher found that 23 students (79.31%) agreed and 3 students

(10.34%) strongly agreed. It means that the teacher has the important roles based

on the students’ perception. However, responding to the fourth statement, 2

students (6.89%) disagreed, and 1 student (3.44%) strongly disagreed. It showed

that some of the students were not satisfied with the teacher’s explanation. The

data showed that 80% students satisfied with the teacher’s explanation about the


40

English subject in class. However, the result from FGD was against this result.

The students said that the teacher’s explanation was not clear. The method that

she used in the class was only giving assignments and then left the class. She

rarely explained it until the students understood about the material. It will be

explained further on the fifth statement about the teacher’s explanation in the

class.

The fifth statement was about the students’ ability to understand the

teacher’s explanation. From the respondents’ answers, the researcher found that

19 students (65.31%) agreed and 2 students (6.89%) strongly agreed. Meanwhile,

7 students (24.13%) disagreed and none of the student (0%) strongly disagreed.

The data showed that even though the teacher tried to explain the material, some

of the students could not really understand it well. However, the data from FGD

was against this result, it has been mentioned that the teacher rarely explains the

material until the students understood. In FGD, the students said that they just

made their facial expression look like they understood, but the fact was they were

still confused. This action could be defined as their rationalization. Altman and

Valenzi (1985) see rationalization was defense mechanism of someone to make

excuse for failure (p. 148). The students said that they were not satisfied by the

teacher’s method in teaching and it was affecting their motivation in learning

English subject. This statement could be their excuse to show their frustration

because their need of satisfaction was hard to accomplish alongside with the

teacher’s inability to motivate her students in learning.


41

The sixth statement was about the roles of the classmates in influencing

the students’ motivation and interest in mastering English subject actively. From

the respondents’ answers, the researcher found that 12 students (41.37%) agreed

and 3 students (10.34%) strongly agreed. Meanwhile, 11 students (37.93%)

disagreed and 3 students (10.34%) strongly disagreed. From the data, the results

showed that it was almost equal between the agreement and the disagreement on

the importance of the classmates’ role in influencing their motivation and interest

in mastering English subject actively. The result of FGD showed that the students’

interaction with their friends to learn English was very limited. The students was

having very limited opportunity to speak in English to have interaction with their

friends. They would ask the way to solve the problem in doing the assignments or

just cheating. They chose to give up with active interaction which is not

motivating them (Alman & Valenzi, 1985, p. 149).

The seventh statement was about the environment that might affect the

students’ motivation and interest in mastering English subject. The statement was

about the roles of the students’ future chances on their job field, whether it will

influence their motivation and interest in mastering English subject or not. From

the respondents’ answers, the researcher found that 17 students (58.62%) agreed,

3 students (10.34%) strongly agreed, 7 students (31.03%) disagreed and none of

the student (0%) strongly disagreed with the statement. It showed that the

students’ future goal on their job field was not necessarily influence their

motivation and interest in mastering English subject, especially speaking skill.


42

The researcher related those 7 statements to the theory that would

strengthen the data. Ahen (2009) states that the ability to communicate in a second

language enables people to interact with each other and changes the way they

perceived things and matters happening to them. Proficiency in the English

language is determined by the students’ motivation and attitude in learning the

language. In the statements numbers 1 up to 3 indicated the students’ eagerness in

learning based on the students’ motivation. More than 80% of the students were

motivated in learning English subject. According to Gardner and Lambert (as

cited in Brown, 1994, p. 168), motivation is a construct made up from certain

attitudes. In this case, the students’ motivation in improving their speaking skill

could be affected by their attitude in learning. Hence, the students’ performance in

the learning process will be determined by their motivation in learning process

which results from their perception and attitudes (Ahen, 2009, p. 2). According to

Gardner and Lambert (as cited in Ahen, 2009), the positive or negative attitude is

derived from individual’s perception toward certain objects or matters. Campbell

(2001) as cited in Ahen (2009) states that perception is a process where one will

form an impression about someone or something. The input that is gained through

one’s observation will produce certain judgment or belief which influenced the

attitudes of an individual toward certain things or events occur around them (p. 3).

The researcher also found out another meaning of perception according to

Hardy and Heyes on Kurniyati’s journal (2006) as it is cited in Ferianda (2013)

that perception is a form of behavior that allows individuals to interact with or

adjust to the varying demands of environment (p. 69). The researcher concluded


43

that perception could also be determined by looking at the interaction and the

environment. On the following paragraph, the researcher would give further

explanation about factors that influence the students’ perception especially on

their problems in speaking skill.

2. Factors Influencing Perception

In Table 4.2, the researcher presents the factors that influence the students’

perception. The statement number 8 was about the situation in which the students’

problem came up, especially in speaking. The statements number 9-12 were about

the selection of stimuli. The statements number 13 and 14 were about self-

concept.

The eighth statement was about the situation in which the students’

problems emerge, especially in speaking skill. From the respondents’ answers, 17

students (58.62%) agreed and 7 students (24.13%) strongly agreed. However, the

researcher found out that 5 students (17.24%) disagreed. From the data, the results

showed that 80% students had problem in mastering English subject, especially

speaking skill. Altman and Valenzi (1985) define that situation is also the factor

that influence someone’s perception. The situation like they did not understand

with the teacher explanation and the teaching method which was not satisfied their

expectation could affect the students’ perception.


44

Table 4.2 Factors Influencing Perception

No Statements

Explanation

Strongly


Strongly

Disagree

8 I have difficulty in

learning English,

especially speaking skill

7

(24.13%)

17

(58.62%)

5

(17.24%)

0

(0%)


memorizing vocabulary;

therefore, my speaking

ability is limited

4

(13.79%)

22

(75.86%)

3

(10.34%)

0

(0%)


learning grammar and

tenses

4

(13.79%)

21

(72.41%)

4

(13.79%)

0

(0%)


memorizing tenses which

makes me cannot

spontaneously speak in

English

6

(20.68%)

20

(68.96%)

3

(10.34%)

0

(0%)


pronouncing the words

which makes me hesitant

to speak in English

4

(13.79%)

21

(72.41%)

2

(6.89%)

0

(0%)

13 I have difficulty to speak

in English because lack of

opportunity to practice it

during teaching learning

activities

3

(10.34%)

20

(68.96%)

5

(17.24%)

1

(3.44%)

14 It is easier for me to write /

read rather than speak /

listen during teaching

learning activities

4

(13.79%)

16

(55.17%)

9

(31.03%)

0

(0%)

The ninth statement was about their problem in memorizing vocabulary

which limits their ability in speaking skill. From the respondents’ answers, 22

students (75.86%) agreed and 4 students (13.79%) strongly agreed. The researcher

concluded that more than 80% of the students were facing problem in memorizing

vocabulary. On the contrary, there were 3 students (10.34%) who chose disagreed


45

and none of the student (0%) strongly disagreed. From this data, it could be

concluded that more than 80% students was facing problem in memorizing

vocabulary.

The tenth statement was about the students’ problem in learning grammar

and tenses in English subject. From the respondents’ answers, 21 students

(72.41%) agreed, 4 students (13.79%) strongly agreed, 4 students (13.79%)

disagreed, and none of the student (0%) strongly disagreed. It could be proven that

the students were facing problems in learning grammar and tenses. When the

researcher asked a question during the FGD to the students to translate the

simplest sentence “saya adalah seorang pelajar” in English, only 3 students tried

to answer it and they forgot to add the article “a” in the sentence, so their answer

was “I am student” without “a”.

The eleventh statement was about the students’ problem in memorizing

tenses which caused the limitation of the students’ ability to speak spontaneously.

From the respondents’ answers, 20 students (68.96%) agreed and 6 students

(20.68%) strongly agreed. The researcher did observation in class while PPL, the

researcher found that the students still could not memorize the tenses very well.

Meanwhile, the results showed that there were 3 students (10.34%) disagreed with

the statement and none of the student (0%) strongly disagreed.

The twelfth statement was about the students’ problem in pronouncing

some of the words in English which made the students could not speak

spontaneously. From the respondents’ answers, 21 students (72.41%) agreed, 4

students (13.79%) strongly agreed, 2 students (6.89%) disagreed and none of the


46

student (0%) strongly disagreed. From the result, the researcher concluded that

more than 80% students were facing problem to speak when the students did not

know how to pronounce the words well.

From those explanations, the researcher related it with Altman and

Valenzi’s (1985) definition about selection of stimuli, because individual tends to

focus only on small number of stimuli. This sorting process is known as

“selection” and becomes the reason why each person perceives things differently

(p. 86). In learning English, especially in mastering speaking skill, students sort-

out their problem in a very common problem that people face in learning English

like vocabulary, pronunciation, and tenses. However, people have different

threshold levels (Altman & Valenzi, 1985, p. 87). Some students might not face

any difficult problem in memorizing vocabulary and tenses, whereas others cannot

remember what vocabulary that he/she has learnt before. However, the same

person may have different threshold at different times; this phenomenon is called

“sensory adaptation”, a diminished sensitivity to stimuli that evolves upon

continued exposure (Altman & Valenzi, 1985, p. 87). When the students are not

distracted by their speaking problems again, it is because they tried to adapt the

situation, in which can decrease their motivation in participating during the

teaching learning activities. Those problems can also be affected by their self-

concept that will be explained in the next paragraph.

The thirteenth statement was about the students’ belief in why the students

facing problem in speaking was because the less chance for them to directly use it

when the teaching learning process happened. From the respondents’ answers, 20


47

students (68.96%) agreed, 3 students (10.34%) strongly agreed, 5 students

(17.24%) disagreed and 1 student (3.44%) strongly disagreed. It happened

because the teacher were rarely explained the material in class. Based on the

students’ statement during FGD, they said that the teacher only gave them written

assignments to be done without any chance to practice their speaking skill.

The fourteenth statement was about the students’ belief that writing and

reading were easier for the students rather than listening and speaking when the

teaching learning process happens. From the respondents’ answers, 16 students

(55.17%) agreed and 4 students (13.79%) strongly agreed. However, 9 students

(31.03%) disagreed and none of the student (0%) strongly disagreed.

Altman and Valenzi (1985) see that self-concept is also the factor that can

influence perception (p. 91). The problem in mastering speaking skill is not only

the basic grammar and vocabulary but also the students belief in other aspect like

less chance to sharpen their ability in speaking skill and their belief that other

skills is much easier that speaking spontaneously. The students believed that they

are facing difficulties in mastering speaking skill because their mental pictures of

themselves determine much of what they perceive and do (Altman & Valenzi,

1985, p. 90). However, the researcher tried to dig deeper to find out their way to

solve the problems in mastering speaking skill through their attitude that would be

explained further in the paragraphs below.

3. Students’ Attitude to Solve Their Problem in Mastering Speaking Skill

In Table 4.3, the researcher tried to present the students’ attitude to solve

their problem in mastering speaking skill.


48

Table 4.3 Students’ Attitude to Solve Their Problem in

Mastering Speaking Skill

No Statements

Explanation

Strongly


Strongly

Disagree

15 I learn actively in class

so that I am able to

master English language,

especially speaking skill.

0

(0%)

26

(89.65%)

3

(10.34%)

0

(0%)

16 I try to solve my problem

and difficulty in learning

by consulting to the

teacher subject.

2

(6.89%)

21

(72.41%)

5

(17.24%)

1

(3.44%)

17 It is easier for me to

master English language

by practicing and

discussing it with friends.

0

(0%)

23

(79.31%)

6

(20.68%)

0

(0%)

The fifteenth statement was about the students’ participation in the

teaching learning process, especially in mastering the speaking skill. From the

respondents’ answers, 26 students (89.65%) agreed and 3 students (10.34%)

disagreed, none of the student (0%) who chose strongly agreed or strongly

disagreed. However, during the treatment, some of the students rarely participated

in the learning activities and some students chose to sleep.

The sixteenth statement was about the students’ effort to overcome their

problems in learning by consulting to the teacher’s subject. From the respondents’

answers, 21 students (72.41%) agreed, 2 students (6.89%) strongly agreed, 5

students (17.24%) disagreed, and 1 student (3.44%) strongly disagreed.

The seventeenth statement was about the students’ opinion that learning

can be easier if the students get more chance to discuss the material with their


49

friends. From the respondents’ answers, 23 students (79.31%) agreed and 6

students (20.68%) disagreed.

From those three statements, the researcher relates those actions with

conative component of attitudes (Altman & Valenzi, 1985, p. 95). Conative

component is the students’ behavioral disposition toward their problem. Martin

(1967) (as cited in Altman & Valenzi, 1985) states that some psychologists

believe that a certain attitude will lead to predictable behavior (p. 447). It can be

positive attitude like actively participating in teaching learning activities,

consulting to the teacher, and discussing the material with their friends. However,

before the implementation of Scientific Approach, the students did not indicate

those behaviors during the teaching learning activities. Therefore, the researcher

used it as part of the treatment for the students to participate in learning,

consulting and receiving feedback from the teacher, and also having discussion

during the teaching learning activities.

To conclude, the students are interested in learning English subject and

feel motivated to learn. However, the teacher’s method in teaching and unclear

explanation can lead to unmotivated students’ perception. Another problem that

comes up is their selection of stimuli which can affect their perception on their

problem in mastering speaking skill like vocabulary, grammar, pronunciation, and

tenses. Those sorts out of stimuli are strengthened by their self-concept that they

have less chance to practice their ability in speaking. The students also built the

perception that speaking skill is harder than other skill because they accustomed

to learn in written assignments rather than having speaking activity in class which


50

was guided by the teacher. Most of the students agreed that they needed to have

attitudes to solve their problems like what Altman and Valenzi (1985) define as

conative action or behavioral disposition to solve their problem in positive ways.

Referring to this result, the researcher tried to solve the problem by

implementing Scientific Approach in class during the treatment. The aim of the

implementation itself is to give the students chance to increase their speaking

skill. According to Ferianda (2013), the students’ perception and behavior can be

changed through the process of learning. On this research, at first, the students

experienced that speaking was difficult. However, since speaking activities were

adjusted to the students’ condition and interest, they could consider the speaking

activity is interesting.

In the next paragraph will be explained about the research findings to

answer the second research question in quantitative ways by using t-test to see

whether the implementation of Scientific Approach in KTSP can help vocational

school students in mastering speaking skill.

B. The Effect of Implementing Scientific Approach in KTSP

The second problem of this research focused on the effect of implementing

Scientific Approach in KTSP on the students’ ability in mastering speaking skill.

In order to know the effect of the implementation, the researcher first presented

the hypothesis testing for the result of the pre-test and the post-test. The researcher

also explained about the process of implementing Scientific Approach in class

during the treatment as the factor that influenced the result of the experiment. In


51

the paragraph below, the result of speaking evaluation and the field notes show

that the implementation of Scientific Approach can improve the students’ ability

in speaking and change the students’ perception and attitude that speaking is

difficult.

1. Hypothesis Testing

The hypothesis testing was done to see whether there is any improvement

after implementing the treatment or not. In testing the hypothesis, the researcher

used t-test. There are two assessors in assessing speaking skill to get the objective

results. The samples of this research were 32 male students and 1 female student

in one group. However, during the pre-test and the post-test, there were 5 students

who were absent. So, for those who were not participating on the pre-test or post-

test, they would not be included in the analysis. Therefore, the total number of the

participant which was analyzed was 28 students. The assessors were the

researcher and the teacher. That is why in the hypothesis testing, there are two

results from the researcher and the teacher. First, the researcher would do the

hypothesis testing on the researcher’s rubric in the pre-test and post-test. The

result of the analysis shows that the treatment could influence the students’ ability

in mastering speaking skill. It is shown based on the result of the t-test which was

counted manually. This shows that the is bigger than the in which the

result of the analysis shows that the of the researcher is 10.7288 whereas the

= 1.7033 (see Appendix 8). The value of is taken by the db that is 27

with α: 0.05, which is shown in = 1.7033. The result of the rubric that was

done by the teacher also shows an improvement with the =11.0480;


52

whereas, the = 1.7033. In conclusion, the result of the research after

collecting and calculating the data, the result of the t-test showed the difference in

the mean score from the pre-test and the post-test. The null hypothesis is rejected.

Therefore, the alternative hypothesis is used.

2. The Researcher Field Notes during the Treatment in Class

In this part, the researcher explained the factor that was found during the

research. Before implementing Scientific Approach in the teaching learning

activities, the researcher did the pre-test. The aim of doing pre-test and post-test is

as direct evaluation to assess the progress of the students in learning the material.

The thing that needed to be evaluated was the students’ improvement in speaking

skill. The material that the researcher chose was the expression of persuading.

However, this material was integrated with the expression of convincing others,

the next topic after persuading, because it can be assessed together through

persuasive text and speech.

There were 4 times meeting for the treatment that was scheduled on

Tuesday and Thursday. On Tuesday, the time allocation is 2x45 minutes. On

Thursday, the time allocation is 2x45 minutes. However, the learning activity is

following the school’s prayer activities, so the time allocation is reduced 30

minutes in every Thursday meeting.

The pre-test was done on April 9, 2015. The students had received the

information for the very first meeting after conducting questionnaire’s survey was

the pre-test evaluation. The pre-test evaluated the students’ in performing oral

presentation in a form of brief persuasive speech. Even though they had already


53

received the information to prepare their speech in the previous meeting, the

students did not prepare it well. Most of the students did the preparation in the

class which made the evaluation was postponed for 30 minutes. The students only

made a very brief speech consisted of one up to two sentences.

The first treatment was done on April 21, 2015. The researcher as the

teacher introduced the expression to persuade others to do something. In this

treatment, the researcher first gave stimulus to the students by asking about the

material in expressing opinion and agreeing disagreeing that has been learnt

before in the previous meeting. However, the students could not remember about

those materials without looking at the handout. During the teaching learning

process while doing the PPL, the researcher were using handout and worksheet to

anticipate the text books which were not available enough for the total number of

the students. In the core activity, the students got information about the expression

of persuading / forbid someone to do something. The students were delivered the

handout about the expression that can be used in persuading and also the example

of the dialogue. However, they found it difficult to pronounce some of the words.

The speaking treatment that was used in this meeting was a game. The

teacher anticipated passive and unsuccessful activity in playing the game by

giving the example together with active students in class. In this game, the

students must work together in order to accomplished the game. The students

needed to make a group consisted of 6-7 students who would stand in a row. They

had to whisper the situation that was given to the last player on the back up to the

front player. Then, the front player should write down the answer on the white


54

board. Those who had written down the answer would run immediately to the

back.

Through the researcher’s notes, the students were enjoying the game.

However, the students’ habit to answer the teacher’s question in Javanese

language was hardly omitted. The students who were not interested in playing the

game would make a group and did not pay attention to the learning activities. The

researchers anticipated this action by walking around the class and dragged them

back to their group. The game was quite interesting for the students. However, it

was a bit difficult to control the classroom management because the students who

played the game tended to move around. The game was the part of networking

stage and the result was the students who were usually quiet and passive tried to

participate. The speaking treatment itself happened in networking and creating

stages (Kemendikbud, 2013). In the teaching learning process, the students were

already having a lot of interaction with the teacher to build the students’

engagement. According to Krathwohl (1961) (as cited in Taher, 2013), the

learning activity and the students’ experience is the basic process in which the

students build their value system. With the majority of male students, teaching

became more challenging because the teacher should make sure that all of the

students paid attention and built up their positive behavior to become students

who would actively participate in teaching learning activity. Therefore, teaching

the material in the stages of observing, questioning, experimenting, and

associating were only covered the knowledge domain. In order to thrill the

students’ excitement, the use of game could help all of the students to actively


55

participate. The treatment by using game was the process in which the students

having interaction and creating the product as the result of their learning process

at the same time in interesting way.

The second treatment was done on April 23, 2015. The researcher was

giving extra time to the students to practice their speaking skill through drilling.

First, the students got information about the next topic. The topic was about “if

clause type 2” in which the students had experienced the stage of observing. The

researcher plays the slide show about the topic. The students read the example and

the construction of the sentence. According to Dyer (2011), observing is the

process where the students gain their insight by finding the ideas. The process of

observing could affect the students’ engagement in the learning activity because

the students build up their knowledge in order to be able in participating actively.

Then on the speaking treatment, the students were drilled by changing “if clause

type 1” into “if clause type 2” one by one beginning from the students sitting at

the back to the front.

The researcher took notes that the students could not easily get involve in

the drilling process because they never experienced it before. Even though the

students had read the example, they still hesitated in answering. It could happen

because the students did not optimally use the stages of questioning and

experimenting. According to Dyer (2011), in the stage of questioning, the students

must actively question what they did not know and gain the understanding what

was the problem. Because of the drill was new for the students, the students could

find the other sources to enrich their knowledge which belong to experimenting.


56

The researcher took this opportunity to make the students work in pair which

belongs to associating process. This action could be the stimulus to the students to

understand the material better because they had the responsibility to explain to

their partner. The researcher tried to minimalize the use of Javanese language by

giving the rules for those who speak in Javanese; they had to answer two

questions. After some trials in two rows, the students could follow the drilling

process and showed their result of learning in speaking spontaneously.

The third treatment was done on April 28, 2015. In the induction phase,

the researcher gave stimulus to the students to recall what they have learnt in the

previous meeting which was about if clause type 2. In the core activity, the

students got information about the competence, learning object, function and steps

of the lesson about persuasive text. The students received a handout about the

topic. The speaking treatment was a group discussion. They had to make a group

of 4. Each student was given a handout with reading passages of the persuasive

text. There were 8 groups and each group had the responsibility to explain to the

whole class about the paragraph that was appointed for them based on the number

of the group. This opportunity was created to make the students to be able to

speak in English to explain to their friends. However, not all of the students were

able to explain because of the time limitation. The students tended to give the

responsibility to the cleverest student in their group to explain.

The fourth treatment was done on April 30, 2015. The researcher

introduced persuasive speech and helped the students to prepare for their post-test

by introducing the theme that will be used. The students discussed the theme with


57

their friend in pair about student should/should not smoke in school area. The

students consulted to the researcher or their friends about the content of their oral

presentation in the post-test. The students also tried to find the way to pronounce

the words and mind the content of their speech.

The post-test was conducted on May 4, 2015. There are three students who

were absent because they had test on another subject. The review was shown that

the students made an improvement compared to the pre-test. There were still a

few mistakes in pronouncing the words. But, overall, the students could improve

their speaking and communicating skill.

To conclude, the process of implementing Scientific Approach during the

treatment helps the students in mastering speaking skill. Students’ improvement

could not be separated from the process of shaping their positive perception in the

learning process. The students’ preparation in learning, their engagement during

the teaching learning activities, and the product of learning indicated that the

element of language teaching which built the students’ perception that mastering

speaking skill could be fun. It could be compared with the learning process during

the subject teacher classroom activities, researcher’s PPL classroom activities, and

the treatment. During the subject teacher classes, the students lack of opportunity

in practicing their speaking skill because the teacher tended to give writing

assignments. During the PPL, the researcher was implementing the process skill

approach and followed the process in the lesson plan that was given by the

teacher. However, the students’ engagement in learning could not show any

improvements. By optimizing the opportunity to practice speaking by


58

implementing Scientific Approach, the students were able to solve their problem

in mastering speaking skill. It happened because the implementation of Scientific

Approach was using integrated skills. According to Oxford (2001) (as cited in

Ferianda, 2013), integrated skills or integration of skills can be defined as the

combination of two or more skills within a communicative task. In the language

learning process, listening, speaking, reading, and writing should be treated as

integrated, interdependent, and inseparable element of language (Ferianda, 2013).

Harmer (2009) states that productive skills (writing-speaking) and receptive skills

(reading-listening) are two sides of a coin that cannot be separated, because one

skill can reinforce another in a number of ways. Work just one side of the coin as

the subject teacher did, it would yield wrong results for the students and they

would have a broken English learning, which show up the deficiencies about any

skill (Ferianda, 2013). The integrated skill that was supported by affective,

knowledge, and attitude domains in term of students’ interaction, knowledge

construction, and active participation could bring the greatest chance of successful

learning outcomes.

The treatment by implementing Scientific Approach was also decreasing

the students’ habit to speak Javanese and Indonesian languages during the

teaching learning process. In each stage, the students had to practice their English

during the treatment in order to maximize their speaking in English. By trying to

change their habit and improve their ability in speaking, the result showed that the

students’ perception in learning had changed altogether with their improvement in

speaking.


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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher presented the conclusions and the

recommendations of the research. There are two sections discussed in this

research. The first section is the conclusions of the research based on the result in

chapter IV. The second section is the recommendations for the teacher, and the

future researchers.

A. Conclusions

In this section, the researcher divides the conclusions into two parts. The

first one is about the conclusion of the students’ perception on their problems in

mastering speaking skill. The second one is the effects or the result of

implementing Scientific Approach in KTSP on the students’ ability in mastering

speaking skill. In order to get the data, the researcher used 5 instruments, namely

questionnaire, FGD (Focus Group Discussion), pre-test, post-test, and field notes.

The data was obtained first by distributing questionnaire to the students of 11th

grade of Arjuna Vocational High School. To answer the first research question,

the researcher gathered both the questionnaire and FGD in order to obtain the data

from the participants about the students’ problem in mastering speaking skill. The

main data was gathered from the result of the pre-test and the post-test. Besides,

the researcher also wrote field notes in order to take notes while giving the


60

treatment to the students. The aim of writing field notes is to record the students’

participation and the students’ improvement in class during the treatment.

For the answer of the first research problem, the result of the questionnaire

has already corroborated with the findings of FGD. However, there are some

different points from the results of the questionnaire and the FGD. The aspects

that the researcher tries to find out are the nature of the perception, the factors

which influence the students’ perception, and the student’s attitude to solve their

problems.

The first conclusion was drawn by the researcher based on the first

research problem that was about the students’ perception on their problems in

mastering speaking skill. The researcher distributed questionnaire to the students

to get the data. From the nature of perception, the researcher found out that the

students’ eagerness in learning is high. The data of the questionnaire show that

more than 80% of the students were interested in learning English subject. Most

of the students are highly motivated in learning English subject by looking at the

result of the data which is shown more than 80% of the students who are

motivated to learn. It is also strengthened by the result of FGD that most of the

participants agreed that they are motivated. However, the result that was shown on

the questionnaire and the result from the FGD for the question number 4 are quite

different. It is about the teacher roles in teaching and giving explanation in class.

Based on the result of the questionnaire, most of the students were satisfied with

the teacher’s explanation about English subject. On the other hand, the result of

FGD showed that the teacher’s explanation was unclear and she seldom taught in


61

class and only gave written assignments. This action can be defined as their

rationalization. The students said that they are not satisfied by the teacher’s

method in teaching and it was affecting their motivation in learning English

subject. This statement can be the students’ excuse to show that they were

frustrated because their need of satisfaction was hard to accomplish alongside

with the teacher’s inability to motivate her students in learning. The researcher

also concludes that the students’ environment does not really influence the

students’ motivation in mastering English language actively.

From the factors that influenced the students’ perception, there was the

situation in which the students’ problems emerge, especially in speaking skill. The

factors that would also influence the students’ perception on their problems in

speaking skill was also derived from the common problems hat might happen like

vocabulary, tenses, pronunciation and grammar which limit their ability in

mastering speaking skill. However, the problems in mastering speaking skill were

not only the basic grammar and vocabulary, but also the students’ belief in other

aspects. For example, less chance to sharpen their ability in speaking skill and

their belief that the other skills were much easier than speaking spontaneously.

The students belief that they are facing difficulties in mastering speaking skill

because their mental pictures of themselves determine much of what they perceive

and do. Referring to this result, the researcher tried to solve the problem by

implementing Scientific Approach in class during the treatment. The aim of the

implementation itself was to give the students chance to increase their speaking


62

skill and change the students’ perception that speaking is difficult. The change of

students’ attitude influenced the students’ participation in the learning activities.

The second conclusion is drawn from the results of the hypothesis testing

of the pre-test and the post-test. The result showed that the both from the

teacher and the researcher indicate an observable improvement after receiving the

treatment. The researcher’s was 10.7288 and the of the teacher was

11.0480. Those results were higher that with the critical region of a test (α)

0.05 for the 28 students showed = 1.7033. The result showed that the

students improved their ability in speaking skill after receiving treatment by

implementing Scientific Approach in KTSP. The results that were written in field

notes also showed that the students had more chance to practice by discussing and

communicating with their friends, that is why the teacher can try to implement

Scientific Approach to give the students more chance to improve their speaking

ability.

B. Recommendations

After finishing the research, the researcher would like to give some

recommendations to the teacher who teaches students of 11th

grade of Arjuna

Vocational High School. The recommendations are aimed to improve the teaching

learning process to be better by implementing Scientific Approach. The aim of

implementing Scientific Approach is to create active learning process so the

students can improve their ability and master all English skills, especially

speaking skill. Moreover, the researcher also gives some recommendations to the


63

future researchers who want to conduct a similar research dealing with the

Scientific Approach. The following are the recommendations given by the

researcher.

1. Recommendations for English Subject Teachers

The teacher can improve her teaching method which can motivate her

students to learn English. The teacher can use her knowledge related to Scientific

Approach to create active teaching methods and materials to be applied in the

class. The researcher hopes that this research can be implemented or applied to

teach the students. It is because, sooner or later, the Curriculum 2013 will be

implemented again and it can help both the teacher and the students to prepare

themselves and be accustomed to this approach. Furthermore, by applying this

approach, the teacher can also apply interesting teaching strategies to support the

students to learn actively and encourage them to speak more.

2. Recommendations for Future Researchers

For the future researchers, it is suggested to focus on the Scientific

Approach and to find more theories related to Scientific Approach. The future

researchers can try to find the more details information about the educational

documents which explain about Scientific Approach on the idea of mixing three

domains which are knowledge, affective, and skill in order to give a wide

description about it. This approach is actually implemented in Curriculum 2013,

so if it is possible the future researchers can do a research about the

implementation of Scientific Approach in Curriculum 2013 to help the students in


64

mastering speaking skill. Furthermore, the future research can compare the results

of this research and the result of the future researchers’ research.


65

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Jakarta: Kencana Predana Media Group.


APPENDICES


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Appendix 1: School Permission Letter

(Disguised)

(Disguised)


70

Appendix 2: Scientific Approach Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN 4

(RPP) B. 16. PERSUADING

Nama Sekolah : SMK Arjuna (Disguised)

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 2

Alokasi Waktu : 8 x 45’

Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara level

Elementary

Kompetensi dasar : 2.5. Mengungkapkan berbagai macam maksud

hati

KKM : 7,0

A. INDIKATOR

Pertemuan Indikasi yang harus dicapai:

1 - Sikap bersahabat dan komunikatif dalam

mengucapkan bujukan atau larangan untuk

melakukan sesuatu diwujudkan secara tepat.

- Sikap bersahabat dan komunikatif dalam merespon

ucapan atas bujukan/larangan untuk melakukan

sesuatu dari orang lain dilakukan secara tepat.

2 - Gemar membaca dan menemukan informasi umum

dan khusus dari percakapan yang menjelaskan

tentang bujukan/larangan untuk melakukan sesuatu

dijawab secara komperehensif.

- Kebiasaan bicara/menulis dengan bahasa yang benar

dengan menggunakan ungkapan dalam menyatakan

bujukan/larangan diimplementasikan secara tepat.

3 - Kebiasaan bicara/menulis dengan bahasa yang benar

dengan menggunakan conditional sentence type 2

dalam menyatakan bujukan/larangan

diimplementasikan secara tepat.

- Mengidentifikasi penyusunan teks yang menyatakan

bujukan/larangan sesuai dengan konteks

penggunaannya

4 - Siswa dapat mengidentifikasi langkah- langkah

penyusunan pidato singkat yang menyatakan

bujukan/larangan sesuai dengan konteks

penggunaanya

- Siswa mendiskusikan tema yang akan digunakan

dalam pidato singkat yang menyatakan

bujukan/larangan dengan guru dan teman


71

- Siswa dapat mempersiapkan teks pidato singkat yang

menyatakan bujukan/larangan

B. TUJUAN PEMBELAJARAN

Setelah selesai proses pembelajaran, siswa dapat:

1. Menggunakan ungkapan-ungkapan untuk menyatakan bujukan untuk

melakukan suatu hal/ kegiatan tertentu.

2. Menggunakan ungkapan-ungkapan untuk menyatakan larangan untuk

melakukan suatu hal/ kegiatan tertentu,

3. Menggunakan pola kalimat if clause tipe 2 yang relevan dengan topic

bujukan/larangan

4. Mengidentifikasi penyusunan teks yang menyatakan bujukan/larangan

sesuai dengan konteks penggunaannya

5. Mengidentifikasi langkah- langkah penyusunan pidato singkat yang

menyatakan bujukan/larangan sesuai dengan konteks penggunaanya

6. Mempraktikan pidato singkat yang menyatakan bujukan/larangan yang

sudah dibuat di depan kelas.

C. MATERI PEMBELAJARAN

Ungkapan-ungkapan untuk menyatakan meyakinkan atau melarang terhadap

suatu hal/kegiatan tertentu:

Expression to show Persuasions

If I were you, I would just stay at home.

I think you ought to ...

Oh, come on!

I really think you’d do well to ...

How can I persuade you to ...?

Why don’t you .... ?

You’d better .. / You should .. / Why don’t you ....

It might not be a bad idea if .....

My advice would be to ....

I would .... , if I were in your position.


72

Expressions are used to forbid someone to do something

I don’t think you should ....

You’d better not ....

It’s up to you but I wouldn’t .....

I wouldn’t advice .....

Contoh Dialog Tentang Persuading

Farhan : How are you doing? I haven’t seen you for a long time. Is

everything, OK with you?

Anggit : I’m not very well at the moment. Actually I have a bad cold but I

have to be here, just the same. How are you, Farhan? Yes, we

haven’t met since Purbaya’s party last month.

Farhan : I’m allright, thank you, Anggit. Why don’t you just stay at home.

You can ask for permission not to be here now. You do look

terrible.

Anngit : I would like to stay at home, but I’m in charge of escorting guests

to the conferene room. I’ll be back when the conference starts a

moment later.

Farhan : you had better be careful. If I don’t attend the conference, I will

take you home

Anggit : it’s OK, I’ll take a taxi.

Farhan : I think you’d better see the doctor this afternoon.

Anggit : Yes, I’ll do that. Now, go inside the room or you’ll be late. It’s

good to see you again. Bye bye

Farhan : I hope you’ll soon be better. I’ll come to your house this evening.

Anggit : I’ll wait. Thanks and good bye

Answer these questions!

1. How long is it since Farhan and Anggit seeing each other?

2. What is the matter with Anggit?

3. What does Farhan advice her to do?


73

4. Is Anggit going to do what Farhan has suggested?

5. What is Farhan’s promise to Anggit

Contoh persuasive text

Children should have to play sport

Children all over Australia are getting fatter and fatter and the way we live

is making it worse. So how can we help? The best way is to get kids of all ages

involved in playing sport.

Being active by playing sport is going to keep kids strong, fit, and healthy.

Growing bodies need lots of daily exercise and the way to do this is to play sport.

Scientists have shown that kids who play sport have less health problems that kids

who sit at home and watch too much TV.

There are lots of sports that kids can play such as soccer and netball in the

winter, and softball and cricket in the summer. They can also play sports like

gymnastics, tennis and basketball all year round. So it doesn’t matter what you

like or where you live, there is a sport for everyone. You won’t have to complain

about being bored!

It is obvious that all children should have to play sport. It helps them make

new friends, keep fit and healthy and learn how to work with others. playing a

sport is fun and exciting and it is much better that being bored at home.

Contoh persuasive speech

Preparing for the persuasive speech:

1. Determining your specific purpose

To change audience’s belief (that something is true or false)

To change audience’s opinion

To change audience’s behavior

2. Choosing your topic

Choose a topic that really interests you


74

Choose a topic that is controversial

3. Analyzing your audience

Agree completely

Be indifferent

Disagree completely

4. Gathering information

Write down your own observations or experience related to your topic

Conducting library or internet research

Interviewing expert

Quote specific people or use information

5. Preparing Visual aids

Visual aids- pictures, graphs, or objects- can make your speech more

interesting and can be very powerful persuasive tools.

6. Organizing your speech

Opener building on areas of agreement

Statement purpose

Body

Summary

Memorable concluding remarks

D. Metode Pembelajaran

1. Metode Scientific Approach

2. Cooperative learning

3. Problem based learning

E. Sumber Belajar

English for Vocational Schools II B

http://britishcourse.com/expressions-of-persuading-encouraging-and-

hoping.php

Public speaking Handout: speaking to persuade


http://britishcourse.com/expressions-of-persuading-encouraging-and-hoping.php

http://britishcourse.com/expressions-of-persuading-encouraging-and-hoping.php

75

NAPLAN* Persuasive Text

F. Media Pembelajaran

1. Media :

Laptop, LCD / Projector, viewer, whiteboard, boardmarker dan speaker

2. Alat dan Bahan :

Power Points Slides dan video.

G. Langkah-langkah Kegiatan Pembelajaran

1. Pertemuan Pertama

Pendahuluan (10 menit)

1. Guru masuk kelas, memberi salam, menanyakan kabar dan memberi

kesempatan berdoa sebelum pelajaran dimulai

2. Guru memeriksa kehadiran siswa

3. Guru memeriksa kesiapan siswa untuk menerima pelajaran

4. Siswa mengingat kembali materi yang diajarkan pada pertemuan

sebelumnya

5. Guru memberi penjelasan mengenai keterkaitan materi sebelumnya

dengan materi hari ini

6. Guru memberi penjelasan tujuan pembelajaran yang akan dicapai

7. Guru memberikan instruksi mengenai kegiatan yang dilakukan hari ini

Kegiatan Inti (70 menit)

Mengamati

1. Siswa mengamati serta menyebutkan ungkapan bujukan/larangan yang

terdapat pada lingkungan mereka

2.Siswa mengamati penjelasan guru mengenai ungkapan bujukan/larangan

3. Siswa menyebutkan dan menirukan ungkapan-ungkapan dalam

memberi bujukan persuading and responses dari handout

Menanyakan

1. Siswa diberi kesempatan untuk bertanya mengenai pernyataan yang

belum dimengerti dalam ungkapan meberi bujukan/larangan

2. Siswa diberi kesempatan menanyakan dan mempertanyakan perbedaan

antara memberi bujukan dan larangan

3. Siswa diberi kesempatan untuk bertanya mengenai ucapan, tekanan

kata, dan intonasi yang benar


76

Mencoba/mengumpulkan Data atau Informasi

1. Siswa membaca berbagai sumber untuk mendapat contoh ungkapan

memberi bujukan/larangan untuk melakukan sesuatu

2. Siswa membaca contoh dialog mengenai ungkapan bujukan/larangan

3. Siswa menandai ungkapan yang menyatakan bujukan/larangan yang

terdapat pada dialog

Menalar

1. Siswa mendiskusikan ungkapan yang digunakan untuk memberi

bujukan/larangan

2. Siswa mendapat feedback dari guru dan teman atas tugas yang

dikerjakan

Mengkomunikasikan

1. Siswa menyampaikan hasil analisa tentang ungkapan memberi

bujukan/larangan dengan teman sekelompok dalam kegiatan game

Mencipta

1. Siswa membuat beberapa kalimat dengan menggunakan ungkapan

memberi bujukan/larangan untuk melakukan sesuatu dalam kegiatan game

Penutup (10 menit)

1. Siswa dan guru melakukan refleksi terhadap kegiatan pembelajaran

yang telah dilakukan

2. Siswa dan guru menyimpulkan materi yang telah dipelajari bersama

3. Siswa mendapat tugas mandiri

4. Siswa menerima informasi tentang materi pembelajaran berikutnya

2. Pertemuan kedua







sebelumnya






77


Mengamati

1. Siswa memperhatikan slide show yang ditampilkan oleh guru mengenai

if clause type 2

2. Guru memberi contoh cara mengubah bentuk kalimat if clause type 1

menjadi bentuk kalimat if clause type 2 dengan cara diucapkan

3. Siswa menirukan pengucapan bentuk kalimat if clause type 1 dirubah

menjadi bentuk kalimat if clause type 2

4. Siswa mengidentifikasi perbedaan bentuk kalimat if clause type 1

dengan if clause type 2

Menanyakan


belum dimengerti dalam mengubah bentuk kalimat if clause type 1

menjadi bentuk if clause type 2

Mencoba/ mengumpulkan Data atau Informasi

1. Siswa membaca secara seksama penjelasan pada slide show dan juga

membaca berbagai sumber untuk mendapatkan informasi mengenai if

clause type 2

Menalar

1. Siswa berdiskusi dengan teman sebangku tentang informasi mengenai if

clause type 2

Mengkomunikasikan

1. Siswa bertukar informasi dengan teman lain bangku tentang informasi

mengenai if clause type 2

Mencipta

1. Siswa satu persatu secara berurutan merubah bentuk kalimat if clause

type 1 menjadi bentuk if clause type 2 secara spontan melalui kegiatan

drilling

Penutup (10 menit)






5. Kegiatan pembelajaran diahiri dengan salam penutup


78

3. Pertemuan Ketiga







sebelumnya





Kegiatan inti (70 menit)

Mengamati

1. Siswa memperhatikan slide show yang ditampilkan oleh guru mengenai

persuasive text

2. Siswa mengidentifikasi fungsi sosial, struktur teks, dan unsur

kebahasaan persuasive text

3. Siswa mengamati contoh persuasive text yang terdapat pada handout

untuk masing- masing siswa

Menanyakan


belum dimengerti dalam mengidentifikasi fungsi sosial, struktur teks, dan

unsur kebahasaan persuasive text

Mencoba/ Mengumpulkan Data atau Informasi

1. Siswa membaca berbagai sumber untuk mendapatkan contoh persuasive

text

Menalar

1. Siswa berdiskusi dalam kelompok mengenai informasi yang mereka

dapat tentang contoh persuasive text

2. Siswa mengidentifikasi body of persuasive text

3. Siswa mendapat feedback dari guru dan teman atas tugas yang

dikerjakan

Mengkomunikasikan

1. Siswa menyampaikan hasil diskusi mengenai persuasive text secara

berurutan antar kelompok melalui diskusi perkelompok


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Mencipta

1. Siswa mencoba membuat contoh persuasive text dengan tema yang

telah ditentukan

Penutup (10 menit)







Pertemuan Keempat







sebelumnya




Mengamati

1. Siswa memperhatikan video yang ditampilkan oleh guru tentang contoh

persuasive speech

2. Siswa memperhatikan power point slide show yang ditampilkan oleh

guru mengenai persuasive speech

3. Siswa memperhatikan penjelasan guru mengenai langkah-langkah yang

harus diperhatikan dalam mempersiapkan persuasive speech

Menanyakan


belum dimengerti mengenai langkah-langkah yang perlu diperhatikan

dalam mempersiapkan persuasive speech

2. Siswa diberi kesempatan menanyakan dan mempertanyakan perbedaan

antara persuasive text dan persuasive speech


80

Mencoba/Mengumpulkan Data atau Informasi

1. Siswa membaca berbagai sumber untuk mendapatkan contoh membuat

persuasive speech

Menalar

1. Siswa berdiskusi dalam kelompok kecil mengenai informasi yang

mereka dapat tentang mempersiapkan dan membuat persuasive speech

3. Siswa mendapat feedback dari guru dan teman atas hasil diskusi

Mengkomunikasikan

1. Siswa menyampaikan informasi yang mereka dapat tentang

mempersiapkan dan membuat persuasive speech di depan kelas dengan

diwakili satu siswa tiap kelompok

Penutup (10 menit)





81




H. Penilaian

a. Teknik Penilaian : Tertulis & Observasi

b. Bentuk Instrumen : Rubrik Penilaian Speaking

c. Kisi- kisi :

d. Scoring Guide Speaking (terlampir)

e. Speaking Rubric (terlampir)


82

Appendix 3: Result of the Questionnaire

Questionnaire

Jenis Kelamin : L / P (coret yang tidak perlu)

Saya mahasiswa Pendidikan Bahasa Inggris Universitas Sanata Dharma ingin

meminta bantuan untuk mengisi kuisioner ini sebagai salah satu bahan pendukung

skripsi saya. Tolong diisi sesuai dengan pengalaman dan kebutuhan adik saat belajar

Bahasa Inggris.

Berilah tanda (√) pada pilihan jawaban yang dipilih.

No

. Pernyataan

Keterangan

Sangat

Setuju Setuju

Tidak

Setuju

Sangat

tidak

Setuju

1 Saya menyukai mata

pelajaran Bahasa Inggris.

1

(3,44%)

27

(93,10%)

1

(3,44%)

0

(0%)

2 Saya tertarik untuk

mempelajari dan menguasai

kemampuan berbahasa

Inggris yang baik secara

aktif.

3

(10,34%)

25

(86,20%)

1

(3,44%)

0

(0%)

3 Saya memiliki motivasi yang

tinggi untuk mempelajari

Bahasa Inggris.

1

(3,44%)

26

(89,65%)

2

(6,89%)

0

(0%)

4 Guru telah memberikan

penjelasan yang jelas saat

menjelaskan materi Bahasa

Inggris dikelas.

3

(10,34%)

23

(79,31%)

2

(6,89%)

1

(3,44%)

5 Saya dapat mengerti

penjelasan guru saat

menjelaskan pelajaran

Bahasa Inggris dengan baik.

2

(6,89%)

19

(65,51%)

7

(24,13%)

0

(0%)

6 Teman sekelas

mempengaruhi motivasi dan

minat saya untuk menguasai

Bahasa Inggris secara aktif.

3

(10,34%)

12

(41,37%)

11

(37,93%)

3

(10,34%

)

7 Prospek bidang kerja yang

akan saya hadapi

mempengaruhi motivasi dan

minat saya untuk menguasai

Bahasa inggris secara aktif.

3

(10,34%)

17

(58,62%)

9

(31,03%)

0

(0%)

8 Saya menemukan kesulitan

dalam belajar Bahasa Inggris,

terutama berbicara

menggunakan Bahasa

Inggris.

7

(24,13%)

17

(58,62%)

5

(17,24%)

0

(0%)


83

No

.

Pernyataan

Keterangan

Sangat

Setuju Setuju

Tidak

Setuju

Sangat

tidak

Setuju

9 Saya mengalami kesulitan

dalam menghafal vocabulary

sehingga saya hanya mampu

berbicara menggunakan

Bahasa Inggris secara

terbatas.

4

(13,79%)

22

(75,86%)

3

(10,34%)

0

(0%)


dalam belajar tata bahasa

(grammar dan tenses) dalam

Bahasa Inggris

4

(13,79%)

21

(72,41%)

4

(13,79%)

0

(0%)


dalam menghapal tenses

Bahasa Inggris sehingga

kesulitan dalam berbicara

secara spontan dalam bahasa

inggris

6

(20,68%)

20

(68,96%)

3

(10,34%)

0

(0%)


dalam pengucapan kata

(pronunciation) dalam

Bahasa Inggris sehingga

membuat saya ragu- ragu

untuk berbicara dalam

Bahasa Inggris.

4

(13,79%)

21

(72,41%)

2

(6,89%)

0

(0%)

13 Saya kesulitan untuk

berbicara dengan

menggunakan Inggris karena

kurangnya kesempatan untuk

mempergunakan kemampuan

berbahasa Inggris secara

langsung ketika pelajaran.

3

(10,34%)

20

(68,96%)

5

(17,24%)

1

(3,44%)

14 Saya merasa lebih mudah

mempergunakan Bahasa

Inggris ketika

menulis/membaca daripada

untuk

berbicara/mendengarkan saat

pelajaran.

4

(13,79%)

16

(55,17%)

9

(31,03%)

0

(0%)

15 Saya belajar secara aktif

dikelas agar dapat selalu

terlibat dalam kegiatan

belajar mengajar agar dapat

menguasai Bahasa Inggris

terutama speaking skill.

0

(0%)

26

(89,65%)

3

(10,34%)

0

(0%)

16 Saya mencoba mengatasi 2 21 5 1


84

kesulitan yang saya hadapi

dalam mempelajari Bahasa

Inggris dengan berkonsultasi

dengan guru mata pelajaran.

(6,89%) (72,41%) (17,24%) (3,44%)

17 Saya merasa akan lebih

mudah menguasai Bahasa

Inggris apabila lebih sering

diberi kesempatan untuk

berdiskusi dengan teman.

0

(0%)

23

(79,31%)

6

(20,68%)

0

(0%)


85

Example of students’ questionnaire


86


87


88


89

Appendix 4: Speaking Test’s Instruction

Speaking test: Pre-test on April 9, 2015.

1. Make an oral presentation about persuasive speech min. performance 3

minutes.

2. The topic is “student should/ should not smoke in school area”.

3. Each student is allowed to bring notes during the presentation.

4. Having the same content is NOT ALLOWED!

5. The student is allowed to use aids during the presentation i.e. ppt, pictures,

white board, etc.

Speaking test: Post-test on May 4, 2015.

1. Make an oral presentation about persuasive speech min. performance 3

minutes.

2. The topic is “student should/ should not smoke in school area”.

3. Each student is allowed to bring notes during the presentation.

4. Having the same content is NOT ALLOWED!

5. The student is allowed to use aids during the presentation i.e. ppt, pictures,

white board, etc.


90

Appendix 5: Rubric of the Pre-test

RUBRIC PENILAIAN PRE-TEST SPEAKING

No. Name Grammar Vocabulary Comprehension Fluency Pronunciation

1 Student Aa

2 Student Ab

3 Student Ac

4 Student Ad

5 Student Ae

6 Student Af

7 Student Ag

8 Student Ah

9 Student Ai

10 Student Aj

11 Student Ak

(D.O)

12 Student Al

13 Student Am

14 Student An

15 Student Ao

16 Student Ap

(D.O)

17 Student Aq

18 Student Ar

19 Student As

20 Student At

21 Student Au

22 Student Av

23 Student Aw

24 Student Ax


91


25 Student Ay

26 Student Az

27 Student Ba

28 Student Bb

29 Student Bc

30 Student Bd

31 Student Be

32 Student Bf

33 Student Bg

34 Student Bh

35 Student Bi


92

Appendix 6: Rubric of the Post-test

RUBRIC PENILAIAN PRE-TEST SPEAKING


1 Student Aa

2 Student Ab

3 Student Ac

4 Student Ad

5 Student Ae

6 Student Af

7 Student Ag

8 Student Ah

9 Student Ai

10 Student Aj

11 Student Ak

(D.O)

12 Student Al

13 Student Am

14 Student An

15 Student Ao

16 Student Ap

(D.O)

17 Student Aq

18 Student Ar

19 Student As

20 Student At

21 Student Au

22 Student Av

23 Student Aw

24 Student Ax


93


25 Student Ay

26 Student Az

27 Student Ba

28 Student Bb

29 Student Bc

30 Student Bd

31 Student Be

32 Student Bf

33 Student Bg

34 Student Bh

35 Student Bi


94

Appendix 7: Scoring Guide for Speaking Test

GRAMMAR VOCABULARY COMPREHENSION FLUENCY PRONUNCIATION

I Errors in

grammar are

frequent, but

speaker can be

understood by

a native

speaker used

to dealing with

foreigners

attempting to

speak his

language.

Speaking

vocabulary

inadequate to

express anything

but the most

elementary needs

Within the scope of his

very limited language

experience, can

understand simple

questions and

statements if delivered

with showed speech,

repetition, or

paraphrase

(no specific

fluency

description.

Refer to

other four

language

areas for

implied level

of fluency.)

Errors in

pronunciation are

frequent but can be

understood by a

native speaker used

to dealing with

foreigners attempting

to speak his language.

II Can usually

handle

elementary

constructions

quite

accurately but

does not have

thorough or

confident

control of the

grammar

Has speaking

vocabulary

sufficient to

express himself

simply with some

circumlocutions

Can get the gist of most

conversations of non-

technical subjects (i.e.,

topics that require no

specialized

knowledge).

Can handle

with

confidence

but not with

facility most

social

situations,

including

introductions

and casual

conversation

s about

current

events, as

well as

work,

family, and

autobiograph

ical

information.

Accent is intelligible

though often quite

faulty.

II

I

Control of

grammar is

good. Able to

speak the

language with

sufficient

structural

accuracy to

participate

effectively in

most formal

and informal

conversations

on practical,

social, and

professional

topics.

Able to speak the

language with

sufficient

vocabulary to

participate

effectively in

most formal and

informal

conversations on

practical, social,

and professional

topics.

Vocabulary is

broad enough that

he rarely has to

grope for a word.

Comprehension is quite

complete at a normal

rate of speech.

Can discuss

particular

interests of

competence

with

reasonable

ease. Rarely

has to grope

for words.

Errors never interfere

with understanding

and rarely disturb the

native speaker.

Accent may be

obviously foreign.

I

V

Able to use

the language

Can understand

and participate in

Can understand any

conversation within the

Able to use

the language

Errors in

pronunciation are


95

accurately on

all levels

normally

pertinent to

professional

needs. Errors

in grammar

are quite rare.

any conversation

within the range

of his experience

with a high degree

of precision of

vocabulary

range of his

experience.

fluently on

all levels

normally

pertinent to

professional

needs. Can

participate in

any

conversation

within the

range of this

experience

with a high

degree of

fluency.

quite rare.

V Equivalent to

that of an

educated

native speaker.

Speech on all

levels is fully

accepted by

educated native

speakers in all its

features including

breadth of

vocabulary and

idioms,

colloquialism, and

pertinent cultural

references.

Equivalent to that of an

educated native

speaker

Has

complete

fluency in

the language

such that his

speech is

fully

accepted by

educated

native

speakers.

Equivalent to and

fully accepted by

educated native

speakers.

Oral proficiency scoring categories (Brown, 2001, p.406-407)


96

Appendix 8: Result of the T-test

No. Name

Researcher

Pretest Post-test d d2

1 Student Aa

7 10 3 9

2 Student Ab 5 7 2 4

3 Student Ac 8 10 2 4

4 Student Ad 7 11 4 16

5 Student Ae 8 10 2 4

6 Student Af 6 7 1 1

7 Student Ag 11 12 1 1

8 Student Ah 6 8 2 4

9 Student Ai 10 12 2 4

10 Student Al 7 10 3 9

11 Student An 6 9 3 9

12 Student Aq 7 8 1 1

13 Student Ar 8 11 3 9

14 Student As 6 8 2 4

15 Student At 7 7 0 0

16 Student Au 8 10 2 4

17 Student Av 7 8 1 1

18 Student Ax 10 13 3 9

19 Student Ay 6 8 2 4

20 Student Az 6 9 3 9

21 Student Ba 8 10 2 4

22 Student Bb

7 12 5 25

23 Student Bc

10 13 3 9


97

24 Student Be

5 8 3 9

25 Student Bf

9 13 4 16

26 Student Bg

7 12 5 25

27 Student Bh

8 12 4 16

28 Student Bi

10 15 5 25

RESULT 210 283 73 235

Mean pretest: 7,5

Mean posttest: 10,10714

Median pretest: 6,5

Median posttest: 7,5


98

No. Name

Teacher

Pre-test Post-test D d2

1 Student Aa

12 20 8 64

2 Student Ab 5 10 5 25

3 Student Ac 10 16 6 36

4 Student Ad 13 16 3 9

5 Student Ae 15 22 7 49

6 Student Af 17 20 3 9

7 Student Ag 20 22 2 4

8 Student Ah 12 15 3 9

9 Student Ai 11 15 4 16

10 Student Al

15 19 4 16

11 Student An

13 18 5 25

12 Student Aq 16 18 2 4

13 Student Ar 10 15 5 25

14 Student As 12 15 3 9

15 Student At 10 17 2 4

16 Student Au 11 15 3 9

17 Student Av 10 17 2 4

18 Student Ax 10 18 8 64

19 Student Ay 8 18 10 100

20 Student Az 8 16 8 64

21 Student Ba 11 17 6 36

22 Student Bb 15 19 4 16

23 Student Bc 11 17 6 36

24 Student Be 10 18 8 64

25 Student Bf 10 15 5 25


99

26 Student Bg 19 21 2 4

27 Student Bh 20 23 3 9

28 Student Bi 20 25 5 25

29 RESULT 354 391 132 760

Mean pretest: 12,642857

Mean posttest: 17,75

Median pretest: 11

Median posttest: 16


100

Hypothesis Testing

The researcher:

S =

S =

S =

S = S = 1, 2863

t=

t=

t=

t=10,7288

db 27= 1,7033

The teacher:

S =

S =

S =

S = S = 2,2584

t=

t=

t= 11,0480

db 27= 1,7033


101

Appendix 9: Result of FGD

Transcription of FGD (Focus Group Discussion) written version from the

audio recorder

Peneliti : FGD ini akan membicarakan tentang yang kemarin kalian isikan

dalam questionnaire. Tentang bahasa Inggris terutama. Dengan persetujuan

sebelumnya saya sudah mengatakan bahwa saya sedang mengadakan penelitian

tentang speaking skill kalian. Mayoritas kalian kemarin menjawab setuju untuk

hampir semua pertanyaan yang diajukan entah itu jawaban kalian jujur atau tidak.

Nah, disini saya mau bertanya, apakah benar kalian menyukai pelajaran Bahasa

Inggris?

Responden : Benar

Peneliti : alasanya kenapa kalian menyukai pelajaran Bahasa Inggris?

Responden : biar bisa/ belum bisa/ pengen bisa.

Peneliti : sudah berapa lama kalian belajar Bahasa Inggris?

Responden : 9 tahun

Peneliti : 9 tahun? Sejak?

Responden : sejak SD (sekolah dasar)

Peneliti : SD kelas berapa?

Responden : iya, eh sudah 11 tahun dari kelas 1 SD jadi sudah 11 tahun./ sejak

TK sudah belajar malahan

Peneliti : oke, jadi kalau di total sudah ada sekitar 11 tahun kalian belajar

Bahasa Inggris? Nah kalian selama 11 tahun itu sudah dapat apa aja selama

mempelajari Bahasa Inggris?

Responden : ya.. yes/no

Peneliti : just yes/no? tidak ada yang lain?


102

Responden : speaking, listening

Peneliti : ya, itu skill nya. Kalau misalkan materinya apa yang di dapat?

Masih ingat tidak? Ketika SD dulu belajar apa?

Responden : fruit, berhitung, kosakata (vocabulary), alphabet

Peneliti : terus apa yang sebenarnya membuat kalian tertarik, kemarin kan

kalian menjawan kalau kalian setuju tertarik untuk menguasai Bahasa Inggris, apa

yang membuat kalian tertarik?

Responden : karena bagus

Peneliti : pernah tidak terpikirkan kalau kalian menguasai Bahasa Inggris,

suatu saat nanti ketika bertemu dengan orang asing kemampuan itu dapat

menguntungkan kalian?

Responden : iya

Peneliti : pernah tidak bertemu orang asing? Pernah mencoba berbicara

dengan mereka?

Responden : pernah/ sering. Kadang lewat sepedaan di depan rumah.

Bicara/menyapa good morning/ good afternoon.

Peneliti : oke, itu tadi mengenai ketertarikan kalian terhadap Bahasa

Inggris, nah kalian suka nonton film atau lagu barat?

Responden: : ya, suka

Peneliti : film yang menggunakan Bahasa Inggris atau lagu, apakah kalian

sebagian besar mengerti maksud/ arti dari percakapannya?

Responden : ngerti/ nggak. Terkadang mengerti kalau cuma film soalnya ada

subtitle nya. Kalau misalnya lagu ya dikira- kira.

Peneliti : kalau lagu/film dalam Bahasa Inggris yang kalian suka apa yang

berbahasa Inggris?


103

Responden : six degree of separation/ iklan pepsodent/ iklan es krim katty

perry. Kalau film fast furious 6.

Peneliti : nah itu tadi kan tentang kenapa kalian suka Bahasa Inggris,

tertarik dengan pelajaran Bahasa Inggris dan pengalaman kalian. Nah apakah

kalian termotivasi?

Responden : ya, termotivasi

Peneliti : terutama ketika praktikan yang mengajar kalian termotivasi, nah

sebelum praktikan mengajar, kalian diajar oleh ibu Mawar (disamarkan), nah

ketika Bu mawar memberikan penjelasan itu sudah jelas belum menurut kalian?

Responden : belum

Peneliti : metode pengajarannya itu kayak gimana sih?

Responden : kasih tugas, tinggal/ jadi sibuk sama urusannya sendiri. Kasih

contoh, trus suruh ngerjain. Kadang- kadang dijelaskan sampai mengerti tapi

banyak nggak jelasnya.

Peneliti : cara mengajar beliau memotivasi kalian atau tidak?

Responden : tidak jelas mengajar jadi tidak paham. Kalau dibandingkan

dengan praktikan beda cara mengajarnya, enak. Karena kalau praktikan diajar

sampai sampai jelas. Kalau diajar sama Bu Mawar, pasang muka jelas (read:

hanya pura- pura jelas)

Peneliti : prospek kerja kalian kedepan apa setelah lulus nanti?

Responden : nggak tau/pengen jadi pengusaha.

Peneliti : kalau misalkan kalian pengen jadi pengusaha, aka ada

kemungkinan kalian akan berhubungan/bekerja sama dengan orang asing, kira-

kira kalian mempelajari Bahasa Inggris itu membantu atau tidak?

Responden : membantu


104

Peneliti : jadi prospek bidang kerja berpengaruh terhadap motivasi belajar

Bahasa Inggris. Nah, kalian pernah nggak sih berdiskusi dengan teman?

Responden : ya, bertanya pada Eka (disamarkan)/ mencontek/minta penjelasan

teman

Peneliti : kalau sama Bu Mawa pernah nggak belajar sambil bermain games

atau berdiskusi gitu?

Responden : tidak

Peneliti : emm, Bahasa Inggris itu impossible kalau nggak ada masalah

dalam mempelajarinya, kalian kesulitan tidak dalam mempelajarinya?

Kesulitannya apa yang paling sering dihadapi?

Responden : sulit/ kesulitan dalam kosakata ( vocabulary) terutama speaking;

pronunciation. Jarang menjawab secara spontan karena tidak mengerti sususan

kata dan pengucapannya.

Peneliti : berapa tenses yang kalian ketahui? Apakah kalian juga

mengalami kesulitan dalam grammar? Coba artikan kalimat “saya adalah seorang

pelajar” dalam bahasa Inggris?

Responden : 3 tenses (simple present/past tense/future tense)/grammar juga

kesulitan/ I am student.

Peneliti : I am student? ada yang kurang karena kalian harus menambahkan

“a”, jadi I am a student. Nah itu tadi FGD kita hari ini, kalau di sum up maka hasil

dari FGD adalah: kalian memiliki minat, dan motivasi tetapi mengalami

penurunan motivasi dan mengalami kesulitan dalam speaking karena cara

mengajar guru mata pelajaran yang kurang memuaskan dan kurangnya

kesempatan.


105

Appendix 10: Researcher’s Field Notes

Journal field notes: pre-test April 9, 2015

1. Students make a brief speech

Theme: students should/should not smoke in school area

Even though the topic is related to their habit, the students still face some

difficulties. They only made 1-2 lines of speech. Persuading, but the students

begin their sentence by saying “I agree/ I disagree”

2. Error in pronunciation: should/ smoke/ school/ habit/ behavior

3. Classroom management in chaos because those who sit at the back tried to

disturb their friend’s attention. As always the best performance is Student Bi.

4. The students’ voice>>> so soft!! (no confidence at all)


106

Journal field notes: the first treatment April 21, 2015

The teacher (researcher) asked about the previous material but almost all of the

students said that they do not remember.

Action >> ask them to re-open their handout, a lot of students left it at home.

The students’ habit: (1) forget to bring their pen and only bring the books of the

most “killer” teacher. (2) speak in Javanese to the teacher, calling the teacher

“mbak” instead of “Miss”

Introduced the topic: persuading others

Observing: handout, teacher’s explanation, tried to repeat the teacher’s

instruction, walking around the class to prevent the students to sleep/ playing with

their gadget

Questioning: need to learn how to make the students feel curious, when the

teacher ask “any question?” they keep silent, “Any difficulties?” silent.

Treatment: games >> whispering game “what should I do?”

Notes: networking + creating accomplished.

1. cheating

2. time consuming game

3. classroom management: active but need more help!

4. Javanese and Indonesian language still can be found

5. Another “group” of uninterested students comes up; action >> dragged them.

Gaming is interesting, fun, full of interaction. Only need to make them practicing

their speaking. Too many students with the majority of male students: BE

PATIENCE. Notes: tried to make Student Aa. Aq, and Ad get engage with

activity. Anthony >> compliment makes him active, keep it up.


107


108

Journal field notes: the second treatment April 23, 2015

Speaking treatment >> drilling

Topic >> if clause type 2 (conditional sentence)

Media >> slide show power point

Today, the students look very active, as usual Student Bi, Ag, Az my favorite

students as the mood booster and role model for others.

Notes:

The process of observing: explain the sentence construction, listen and repeat

example done.

Experimenting: more info from the book

Associating: because the sentence construction from LP2IP and PPT is different

(kebalik/ the reverse) the students confused, need more explanation, pair.

Networking: exchanging information with their friends, Javanese LANGUAGE IS

PROHIBITED. Light punishment: need to answer twice if the students speak

Javanese.

Creating: drilling process.

Notes: for those who doesn’t know the answer might cheating, when they know

they’ll be punished if using Javanese language, they speak using Indonesian

language. Classroom management can be controlled but still using the loudest

voice.


109


110

Journal field notes: third treatment April 28, 2015

Induction phase >> recall what they have learnt before, if clause type 2,

expression to persuade others.

Handout >> only for discussion (reading passage)

Observing: giving the explanation about persuasive text.

Questioning: make the students come up with question.

Experiment + associating: the students are able to discuss the reading passage, the

students are allowed to come to the teacher desk to see the Naplan’s explanation.

Networking + creating: time limitation, the students dare to try to explain (at least

only the idea), need more papers, only appoint/ make their cleverest students to

speak up.

Notes: prepare for the post-test, explain what they have to do, the same topic, next

meeting, persuasive speech.


111

Journal field notes: the fourth treatment April 30, 2015

My pens were gone

Speaking treatment >> discussion

Today’s topic >> persuasive speech

Observing: watch video about persuasive speech “ why I hate school but love

education” the story of bottle water” “ I will not let an exam result decide my

fate” by Suli break.

Education is about inspiring ones mine not just filling their head- S.B

My students love the videos very much, even though they only catch a bit of its

idea. It is a good stimuluss which can lead their question and unexpectedly lots of

them ask question about the video. The teacher’s job is directing them to think

about it and make something as good as the video. Then explain the steps in

making persuasive speech. The discussion helps them to prepare. “wild” idea for

their speech come up. Speak both in English and Bahasa.


112

Journal field notes: post-test May 4, 2015

The topic: student should/ should not smoke in school area.

Error pronunciation (difficult for them to pronounce it)

Danger / damage / cigarette / know / easily / twice / banned / smoke / moreover /

toxins/Reason/addition/task/ugly/comfortable/avoid/active/disagree/around/cause/

effect/unfortunately/chemical/dangerous/waste/those/air/environment/study/shoud

/decrease/miserable/why/smoker/damage/cough/indicating/disease/used/

damaging/break/rules/carelessly/obey/student/right now/an/irony/ if you

cannot/now on.


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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · to practice during the teaching learning activity. ... Apa efek dari penerapan pendekatan saintifik ... membantu penulis dalam menemukan