A STUDY ON THE IMPLEMENTATION OF SCIENTIFIC APPROACH USED BY ENGLISH TEACHER IN TEACHING ENGLISH TO LOW LEVEL STUDENTS AT SMP IN MALANG

This research concerns with the implementation of scientific approach used by English teacher in teaching English to low level students at SMP in Malang. In addition, the purposes of this research are to investigate the procedure of English teacher in implementing scientific approach; to identify the problems faced by the English teacher in implementing the scientific approach; and to find out the English teacherÂ’s solutions of the problems in implementing scientific approach in teaching English to low level students at SMP in Malang. This research used descriptive qualitative design because it was intended to know the implementation of scientific approach used by English teacher in teaching English. Furthermore, this research was used to describe the implementation of scientific approach used by English teacher in teaching English to low level students at SMP in Malang. Moreover, the instruments that used in this research were documentation, observation, and semi- or partially structured interview. Based on the result of data analysis, the researcher can conclude that the English teacher could apply the scientific approach but he could not apply in accordance with the Ministry of National Education and Culture. Furthermore, he implemented the scientific approach which was different from the rule from the Ministry of National Education and Culture. He put associating step after experimenting step. (1) Observing, (2) questioning, (3) experimenting, (4) associating, (5) networking or communicating. Therefore, the English teacher faced many problems like the students were not active in the class and the lack of time. The English teacher had tried to make the students active in certain way like doing activities outdoor, but it did not make all of them active. So, the class became the teacher-centered. Then the lack of time, the teacher had 2 hours (2X40 minutes) in each meeting. Furthermore, there was a schedule that 2 hours is divided into two, before and after break time. It also made the students did not focus in the material. In addition, the English teacher coped with the problems by guiding the students in every step. Further, the teacher asked the coordinator of the group to manage their member. This was the reason why the teacher mostly made the discussion in the group rather than individually in the class.