AN ANALYSIS OF SCIENTIFIC APPROACH USED BY ENGLISH TEACHERS IN TEACHING SPEAKING (A Case Study at the First Grade of Ihsaniyah Junior High School Tegal in Academic Year 2021/2022)

MUJAYANTI, . (2022) AN ANALYSIS OF SCIENTIFIC APPROACH USED BY ENGLISH TEACHERS IN TEACHING SPEAKING (A Case Study at the First Grade of Ihsaniyah Junior High School Tegal in Academic Year 2021/2022). Skripsi thesis, Universitas Pancasakti Tegal.

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Abstract

Mujayanti. 2022. 1618500005: “An Analysis of Scientific Approach in Teaching Speaking Used by English Teachers (A Case Study at the First Grade of Ihsaniyah Junior High School Tegal in Academic Year 2021/2022)”. Research Project. Strata 1 Program, Faculty of Teacher Training and Education, Pancasakti University Tegal. The first Advisor is Sumartono, M.Pd and the second Advisor is Nur Aflahatun, M.Pd. Key words: Scientific Approach, Teaching Speaking, Descriptive Text The problem statements of this research are: (1) To describe the teacher’s implementation of scientific approach in teaching speaking in first grade at Ihsaniyah junior high school Tegal. (2) To find out the teacher’s obstacles in teaching speaking using the scientific approach on first grade at Ihsaniyah junior school Tegal. The case study method was employed in this qualitative descriptive study. This study is being carried out at SMP Ihsaniyah Tegal. This research focuses on a scientific method to teaching speaking with descriptive text content about daily activities. The study's subjects are two English instructors (N1 and N2) in the first grade at Ihsaniyah junior school in Tegal. Data triangulation was done to assess the validity. The researcher employed non-participant observation, semi-structured interviews, and documentation to obtain data. The researcher conducted two observations in each of the two courses. (1) All teachers used the Scientific Approach to learning, which includes activities to observe, ask questions, gather information, associate, and communicate. However, the implementation of these activities has been suboptimal since teachers have not been able to properly construct scientific activities because pupils do not completely comprehend how to study using scientific techniques. (2) The students' lack of critical thinking and passiveness, their difficulty in identifying the solution to the problem, their inability to evaluate the material, and their lack of language knowledge are the hurdles that all teachers confront while adopting the Scientific Approach.

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