« Vol. VIII No. 3 April 2016
THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING READING COMPREHENSION AT SMK NEGERI 3 JAMBI IN THE ACADEMIC YEAR 2014/2015Sonang Panjaitan (SMK N 3 Jambi)
AbstrakKata kunci : Scientific approach, reading comprehension
Scientific Approach is a teaching approach emphasized in curriculum 2013 to be implemented in teaching all subjects. This study investigated how the teacher implemented scientific approach in teaching reading comprehension, how the students encountered reading comprehension, and found out how the students performed their formative test on reading comprehension by applying scientific approach. This research was a Classroom Action Research (CAR) which used research design of the Spiral model by Kemmis and McTaggart (1988). It consisted of four phases in one cycle; they are planning, acting, observing, and reflecting. This research contained three cycles in which each cycle consisted of three meetings. The first of which was to find if any problems and difficulties faced by the students then made some revisions. The second cycle was to implement the revised plan and find out if still any problems in the teaching and learning hopefully in the third cycle the students and the teacher didn’t find any difficulties faced by the students anymore during the teaching and learning activities. While the teaching and learning process followed the steps of scientific approach, they are observing, questioning, experimenting, associating, and communicating. The subject of the study is the students of class X TAV (Technique Audio Video) of SMK N 3 Jambi. The data were collected based on the teacher’s note, students’ diary, and the students’ test result given to the students in each end of one cycle. The result showed that the teacher implemented scientific approach in teaching reading comprehension by following the five steps of scientific approach: observing, questioning, experimenting, associating, and communicating. The teacher designed the tasks done by the students adjusted to the five steps in scientific approach and the tasks made the students more active, creative and involved in the learning process. The students also followed all the scenarios of the learning process and they were more active, creative during the teaching and learning process. However, the students still faced difficulties in associating and communicating step. The teacher made some revisions in each cycle. The test result showed that the students improved their scores from cycle to cycle. In test 1, 20%, in test 2, 71%, and in test 3, 91% of students could achieve the minimum mastery criterion (KKM) with the score of 75 as stated in curriculum 2013.
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