DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Public Senior High School English Teachers' Knowledge and Implementation of Scientific Approach of K-13 in Malang

Raisa Fadilla




Fadilla, Raisa. 2016. Public Senior High School English Teachers’ Knowledge and Implementation of Scientific Approach of K-13 in Malang. Thesis. Graduate Program of English Language Teaching, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A., Ph.D., (II) Dr. Suharmanto, M. Pd.


Key words: teachers’ knowledge, implementation, scientific approach

This study is intended to find out the senior high school English teachers’ knowledge in terms of the aims, characteristics, principles, learning models, and steps of Scientific Approach, and the implementation of Scientific Approach (SA). This study was mixed method since quantitative and qualitative techniques were utilized in a single study to collect and analyze the data. The schools chosen were all public senior high schools in Malang. To collect the data, three instruments were used which were test about SA, observation sheet, and field notes.

The findings of the study are as follows. The findings for the teachers’ knowledge, first, teachers with teaching experiences and level of education did not simply guarantee that they had deep knowledge on SA. Meanwhile, the number of training or workshops they attended was in line with their comprehension. Secondly, the numbers of teachers who belonged to deep knowledge category and shallow knowledge category were balance. Specifically, teachers with good knowledge tended to have strong knowledge about the concepts of SA related to the characteristics, principles, learning models, and steps of SA. The next is teachers with fair knowledge were weak regarding the characteristics and steps in SA. The last is teachers who had poor knowledge were very weak in all parts. They did not understand mostly the concepts about SA. Related to the implementation, teachers who had good knowledge applied similar patterns like teacher with fair knowledge in applying the steps of SA. It proved that although teachers were different in the conceptual level, they were actually similar in the implementation level. However, in this case, teachers’ knowledge could not represent strongly the way teachers implement SA in the classroom.

Based on the findings, some suggestions can be offered for the improvement of teachers’ knowledge and implementation on SA. English teachers are suggested to participate a lot in professional development programs such as workshops, trainings, or seminars about SA. Dealing with implementation, teachers should be able to attract students’ attention by using attractive media, giving more challenging materials and various activities in pairs or in groups to develop their critical thinking. For the headmaster, it is expected to provide all English teachers with sufficient professional development programs. For the policy makers, the socialization of the regulation needs to be improved as the clear guidance for teachers in understanding and implementing the method. Finally, for other future researchers, this study can be used as a reference in conducting similar research of future studies about teachers’ knowledge and implementation on SA.