Yusuf, Aulia Olpah (2018) Senior high school English teachersÔÇÖ knowledge, belief and implementation of scientific approach of curriculum 2013 in Banjar Regency South Kalimantan / Aulia Olpah Yusuf. Masters thesis, Universitas Negeri Malang.
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vii SUMMARY Yusuf Aulia Olpah 2018. Senior High School English Teachers Knowledge Beliefs and Implementation of the Scientific Approach of Curriculum 2013 in Banjar Regency South Kalimantan. Thesis. Graduate Program of English Language Teaching State University of Malang. Advisors (1) Dr.Sri Rachmajanti Dip.TESL M.Pd. (2) Dr. Johannes A. Prayogo M.Pd. M.Ed. Keywords teachers knowledge teachers beliefs implementation Scientific Approach Curriculum is an important aspect in education. It is as a guideline in implementing the teaching and learning process. Therefore teachers knowledge in curriculum is useful for their teaching practice and profession. The study is intended to find out the English teachers knowledge beliefs and the implementation of the Scientific Approach (SA) of Curriculum 2013. The present study was utilized quantitative and qualitative techniques to collect and analyze the data. This study involved 8 English teachers of the 2 senior high schools in Banjar Regency South Kalimantan. The instruments of the study were questionnaires interview observation and field notes. The findings of the study are as follows first teachers with teaching experiences and level of education did not simply guarantee that they had good knowledge on the SA. Meanwhile the number of training or workshops they attended was in line with their comprehension. English teachers knowledge can be categorized into three levels good fair and poor. These categories however show that most of the teachers (75%) had good knowledge 25% of the teachers had fair knowledge and none of the teachers had poor knowledge. Second regarding the teachers beliefs none of the teachers had poor beliefs on the SA. The total number of the teachers who had high beliefs category and fair beliefs category on the SA were balance. Third the teachers of all categories had different patterns in applying the stages of the SA and interpreting the concept and principle of the SA. Specifically teachers who had good knowledge applied the stages of the SA completely and systematically. Furthermore the teachers knowledge represents strongly the way teachers implement SA in the classroom. Then the teachers beliefs there was no crucial difference between the implementation of the SA. It is finally suggested that for the policy makers the socialization of the regulation needs to be improved as the clear guidance for teachers in understanding and implementing the method. For the principal it is suggested to support all English teachers to attend teacher professional development programs. For English teachers they should keep updated with the development of the Scientific Approach and should be able to attract students attention by using attractive media giving more challenging materials and various activities. For further researchers they are recommended to investigate other aspects of Curriculum 2013 such as teachers knowledge on assessment and use the findings as their reference.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 23 Jul 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58986 |
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