THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING
READING COMPREHENSION FOR THE TENTH GRADE STUDENTS OF
SMAN 2 KARANGANYAR IN 2016/2017 ACADEMIC YEAR
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Institusion
IAIN Surakarta
Author
Septiana, Dyah Untari
Hj., Suprapti, M.Pd
Hj., Suprapti, M.Pd
Subject
370 Education
Datestamp
2017-09-07 01:19:35
Abstract :
Key words: Scientific Approach, Teaching and Learning, Reading Comprehension The problems statement of this research are: (1) How is the Implementation of Scientific Approach in Teaching Reading Comprehension for the Tenth Grade Students of SMAN 2 Karanganyar in 2016/2017 Academic Year, (2) What are the strengths and the weaknesses of scientific approach in teaching reading comprehension tenth grade students of SMAN 2 Karanganyar in 2016/2017 academic year. Thus, aims of this research are: to describe the Implementation of Scientific Approach in the Teaching of Reading Comprehension for the Tenth Grade Students of SMAN 2 Karanganyar, to find the strengths and the weaknesses of Scientific Approach in Teaching Reading Comprehension Tenth Grade Students of SMAN 2 Karanganyar in 2016/2017 Academic Year. This research is descriptive qualitative, because the researcher used descriptive method to analize the data and the data are in the form of word. This research conducted in SMAN 2 Karanganyar. The researcher used three techniques to collecting the data. Those are observation, interview and study document. The researcher did two observations in class. The subject of the interview is the teacher as implementer the teaching learning process. While in the study document the researcher collected the sylaby, lesson plan and permendikbud. The research findings are (1) the Implementation of the Scientific Approach in the Teaching of Reading Comprehension for the Tenth Grade Students of SMAN 2 Karanganyar was good, because was appropriate with the regulation, (2) in applying scientific approach, the teacher used five phase, those are observing, questioning, experimenting, associating, and communicating. The teacher used authentic assessment in the evaluation. It covers three aspects namely, students‟ attitude, students‟ knowledge and students‟ skill. Based on the second meeting, the English teacher uses writing test to assess the cognitive aspect of the students.
Key words: Scientific Approach, Teaching and Learning, Reading Comprehension The problems statement of this research are: (1) How is the Implementation of Scientific Approach in Teaching Reading Comprehension for the Tenth Grade Students of SMAN 2 Karanganyar in 2016/2017 Academic Year, (2) What are the strengths and the weaknesses of scientific approach in teaching reading comprehension tenth grade students of SMAN 2 Karanganyar in 2016/2017 academic year. Thus, aims of this research are: to describe the Implementation of Scientific Approach in the Teaching of Reading Comprehension for the Tenth Grade Students of SMAN 2 Karanganyar, to find the strengths and the weaknesses of Scientific Approach in Teaching Reading Comprehension Tenth Grade Students of SMAN 2 Karanganyar in 2016/2017 Academic Year. This research is descriptive qualitative, because the researcher used descriptive method to analize the data and the data are in the form of word. This research conducted in SMAN 2 Karanganyar. The researcher used three techniques to collecting the data. Those are observation, interview and study document. The researcher did two observations in class. The subject of the interview is the teacher as implementer the teaching learning process. While in the study document the researcher collected the sylaby, lesson plan and permendikbud. The research findings are (1) the Implementation of the Scientific Approach in the Teaching of Reading Comprehension for the Tenth Grade Students of SMAN 2 Karanganyar was good, because was appropriate with the regulation, (2) in applying scientific approach, the teacher used five phase, those are observing, questioning, experimenting, associating, and communicating. The teacher used authentic assessment in the evaluation. It covers three aspects namely, students‟ attitude, students‟ knowledge and students‟ skill. Based on the second meeting, the English teacher uses writing test to assess the cognitive aspect of the students.
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