Time management

Amivianingrum, Istiqomah,
MARTIANA
Amivianingrum, Utami, Istiqomah
Utami
Wahyudin, Suharyadi
Haryati

Stages
SA rarely implemented
SA not effective, blur
Teacher Not consistent

5 stages lack of time SA rarely implemented stages not consistent SA not

effective, blur

a. Suharyadi

EXPLORING

SCIENTIFIC

APPROACH

IN

ENGLISH

LANGUAGE TEACHING
SA is old in science but new in English language teaching. Science and
English are different. The way students learn and teachers teach science and
English are different. SA in ELT is still blurred. It is not clear yet how SA can be
applied in ELT. Comprehensive examples of SA application are available. SA is
not a model of teaching, but a set of fixed steps that can be used in teaching. SA
cannot replace the existing approaches and methods in ELT.
b. Haryati. 2016. The Implementation of Scientific Approach in English Teaching.
UNS
The English teachers were not consistent in implementing the Scientific
Approach. The results of this study imply that understanding the nature of lesson
plan, the concept of Scientific Approach, students-centered learning and
modifying the Scientific Approach are needed. The researcher suggests that the
lesson planning, teaching materials and the several of activities should be
improved to make betterment in implementing Scientific Approach.
c. MARTIANA, 2016. A PROJECT-BASED EFL LEARNING: INTEGRATING
FOUR lang skills. Postgraduate. UPI.
While, in terms of time, most of the students encountered a challenge that was to
manage time in accomplishing the project. It was due to limited time
to assess final product of students competency.
d. Wahyudin and Sukyadi. 2015. A Closer Look at the Implementation of the
Curriculum 2013 in Indonesia: Should the Scientific Approach Be Used in EFL
Classroom? UPI. RJES Vol. 2, No. 2, July

it seems that scientific approach could not be effectively applied by the teacher
but it somehow gave some positive contributions to the students participation,
and critical thinking as it is depicted in the questioning stage and communicating
stage
e. Istiqomah. 2015. Graduate dgree. Upi.Teachers attitude toward
Most of the teachers cannot implement all of the steps of SA in one meeting.
Mostly, they abandoned queening and associating. They also have difficulties to
differentiate experimenting and associating. They are also upset to determine
what kind of activities can be conducted in associating. They do not always
implement SA. If they think SA is not appropriate with the material, they will
implement other methods.
f. Utami. 2016. The implementation of SA to teach speaking to junior high school
students. Postgraduate thesis. Surakarta. UNS
The steps of SA in the classroom are not always completely implemented and do
not always run in order OQEACC, moreover the questioning step does not
happen in class because students do not ask any questions particularly after the
observation step.
g. Amivianingrum, 2016. Uns. Undergraduate thesis. The implementation of SA in
ENg teachingin smp n 1 boyolali.
The problems being faced by the teachers on implementing SA in English
teaching a 8th grade students of Juniro High School in Boyolali are the adaptation
from the former curriculum into the newest one, time management, questioning
stage, and the difficulty on operating technology.

It is a barrier for the teacher to cover the scope of learning evaluation

(attitudes, knowledge, and skills competence) which is mandated in 2013
curriculum. The evaluation on knowledge only is not fair to the students that

have different tendencies of competencies. THE IMPLEMENTATION OF 2013

CURRICULUM BY THE ENGLISH TEACHER AND ITS BARRIERS.
KHASANAH. 2015. Undergraduate. EDUCATION AND TEACHER TRAINING
FACULTY WALISONGO STATE ISLAMIC UNIVERSITY. SEMARANG
a. Fitriani. 2015. Upi. Graduate thesis.
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN ENGLISH
INSTRUCTION BASED ON CURRICULUM 2013
SMA Tunas Bangsa Aceh Barat Daya has been implementing the authentic
assessment as directed in curriculum 2013. However, the English teacher
still experienced some constraints during instructional activities so that the
assessment process did not run effectively. Therefore, the English teacher is
expected to extend her insight, creativity and dedication to improve the quality of
the assessment. The curriculum coordinator is recommended to increase the
coordination between teachers to create more effective assessment management.
Further, the findings indicated that the English teacher was still experiencing
many difficulties in administering the assessments. Organizing students
portfolio binders was full of meticulous details which frequently caused students
mis-inserting tasks. Performance assessment, on the other hand, was very hard
to manage due to the limited time and the complicated scoring procedure. While
the validity of the project assessment was relatively poor as, within a
semester, students works in the same group where the high-achieving students
tend to dominate the assignments.