A STUDY ON THE IMPLEMENTATION OF SCIENTIFIC APPROACH OF 2013 CURRICULUM IN ENGLISH TEACHING PROCESS AT TWELFTH GRADE OF SMK SAKTI GEMOLONG IN 2017/2018 ACADEMIC YEAR

Amaliya, Syahyu and Santoso, Rochmat Budi (2018) A STUDY ON THE IMPLEMENTATION OF SCIENTIFIC APPROACH OF 2013 CURRICULUM IN ENGLISH TEACHING PROCESS AT TWELFTH GRADE OF SMK SAKTI GEMOLONG IN 2017/2018 ACADEMIC YEAR. skripsi thesis, IAIN Suarakarta.

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Abstract

Syahyu Amaliya. 2018. A Study on The Implementation of Scientific Approach of 2013 Curriculum in English Teaching process at Twelfth Grade SMK Sakti Gemolong in 20172018 Academic year. Thesis. English Education Study Program, Islamic Education and Teacher Training Faculty. Advisor : Dr. Rochmat Budi Santoso, S. Pd., M.Pd. Key words : 2013 Curriculum, Scientific Approach, English Teaching Process. Scientific approach is approach which is implemented in all learning subjects of 2013 curriculum. The implementation of scientific approach is also intended for non-science lesson including English. The learning process is developed through activities of observing, questioning, exploring, associating and communicating. The objectives of this research are: 1) to know the implementation of scientific approach at twelfth grade of SMK Sakti Gemolong, 2) to know the difficulties faced the teachers in implementing scientific approach at twelfth grade of SMK Sakti Gemolong, 3) to know the solutions in implementing scientific approach at twelfth grade of SMK Sakti Gemolong. The researcher used descriptive qualitative research; the data of this research was collected by conducting observation, interview, and collecting document (lesson plan and syllabus). The researcher took four of English teachers and twelfth grade students of SMK Sakti Gemolong TKBA, TKRA TKRD, TKRF, TKJ, TPA and TPD classes. The technique to analyze the data was data reduction, data display and conclusion. The results of the research shown that: (1) two teachers implemented scientific approach completely. Two teachers did not implement some steps of scientific approach. (2) The teachers got difficulties in doing questioning, exploring and communicating steps. The teacher also had difficulties to do 13 five steps orderly and direct the students in creating project. The last, the difficulty also came from the external factor as LCD and media. (3) The solutions in questioning step, the teacher gave stimulus to the students. In communicating, the teacher asked them to communicate or present their work. In creating project, the teacher directed them to make a simple project. In doing five steps orderly, the teacher tried to make the steps as the habit of teaching learning process.

Item Type: Thesis (skripsi)
Subjects: 400 Bahasa > 407 Education, research, related topics
Divisions: Fakultas Ilmu Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User: Maha siswa
Date Deposited: 18 Dec 2018 01:16
Last Modified: 18 Dec 2018 01:16
URI: http://eprints.iain-surakarta.ac.id/id/eprint/2325

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