THE MAJOR PROBLEMS OF ENGLISH TEACHERS IN IMPLEMNTING SCIENTIFIC METHOD

Syarifah Aminah, Rahayu Apriliaswati, Endang Susilawati

Abstract


Abstract: The purpose of this research was to describe what the major problems are faced by English teachers in implementing scientific method in their classrooms. The method used was case study. The participants of this research were three English teachers of SMAN 3 Pontianak. The writer used questionnaire, class observation, and interview to collect the data. The result showed that the teachers faced problems in implementing scientific method with the average of the implementation was only 64,8% was able be implemented. The most problematic stage was in questioning which was only 60% implemented. Moreover,  experimenting stage was only 63% implemented. Another stage with the same percentage of implementation, networking stage which was only 63% can be implemented. Furthermore, in observing stage it was only 67%. Associating stage was the highest stage that can be implemented by the teachers with the percentage was only 70%. In conclusion, the major problem in implementing scientific method for English teachers was in questioning stage.

Keywords: English Teachers, Problems, Scientific Method, Implementation.

Abstrak: Penelitian ini bertujuan untuk mengetahui apa masalah utama yang di hadapi guru bahasa inggris dalam mengimplementasikan metode ilmiah. Metode yang digunakan adalah studi kasus. Peserta penelitian ini adalah tiga guru bahasa di SMAN 3 Pontianak. Penulis menggunakan kuesioner, observasi kelas, dan wawancara untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa guru menghadapi beberapa masalah dalam pengimplementasian metode ilmiah dengan rata-rata pengimplementasian hanya 64,8%. Tahapan yang paling bermasalah adalalah tahapan bertanya dengan diimplementasikan hanya 60%. Selain itu, tahapan mengumpulkan informasi diterapkan hanya 63%. Tahapan lainnya dengan persentasi yang sama adalah mengkomunikasikan dengan pengimplementasian hanya 63%. Selanjutnya, tahapan mengamati hanya 67%. Tahapan mengasosiasi merupakan tahapan dengan persentase tertinggi diimplementasikan oleh guru dengan hanya 70%. Kesimpulannya, masalah utama dalam pengimplementasian metode ilmiah untuk guru bahasa Inggris adalah dalam tahapan menanya.

Kata kunci : Guru Bahasa Inggris, Masalah-Masalah, Metode Ilmiah, Pengimplementasian.



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e-ISSN : 2715-2723