Publisher

UNISMUHUNISMUH

Journal EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRISEXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Abstract

The 2013 curriculum emphasizes active student learning with a scientific approach and authentic assessment. This paper aims to explicate the teachers complexity in implementing the scientific approach and authentic assessment in English language teaching process. The 2013 curriculum introduces and encourages the use of scientific approach in the learning process for all subjects including English. Scientific approach is an approach that focuses on finding facts, concepts, principles, laws and theories. By this approach, it is hoped that the students learning outcomes can be more attached as they do it with fact based procedure. Withal, authentic assessment is also emphasized in the 2013 curriculum, where this assessment not only focus on the final result but also on the learning process. This paper focuses on: the implementation of scientific approach and authentic assessment in English language teaching process, and the barriers faced by teachers in implementing scientific approach and authentic assessment. Qualitative descriptive was applied in this study. To obtain the data needed, interview was used as instrument in this study. There were several conclusions obtained from the results of this study; 1) The implementation of scientific approach was in accordance with approach. In terms of assessment, the English teacher has implemented the authentic assessment, which is a measurement of students learning outcome in three domains (cognitive assessment, affective assessment and skill). But in its implementation, this has also not been implemented in a manner maximum. 2) The barrier faced the principles or rules. In lesson plan, the teachers clearly described the steps of scientific approach with using variety of methods or techniques in teaching English, even though on the process of teaching and learning English in the class, the teacher rarely used this by the teacher in applying scientific approach was to facilitate the students in asking and answer questions among them, while in authentic assessment, the obstacles were limited time, limited facilities and infrastructure, difficulty in implementing certain models of authentic assessment, and students.

Conclusion

The study concludes that the implementation of the scientific approach and authentic assessment in English language teaching, as mandated by the 2013 curriculum, has not been fully realized.While teachers understand the concepts and attempt to integrate them into lesson plans, practical challenges such as time constraints, limited resources, and student readiness hinder full implementation.Further research is needed to address these barriers and optimize the effectiveness of these pedagogical approaches.

Future Research

Berdasarkan temuan penelitian ini, beberapa saran penelitian lanjutan dapat diajukan. Pertama, penelitian lebih lanjut dapat dilakukan untuk mengeksplorasi secara mendalam strategi yang efektif untuk mengatasi keterbatasan waktu dalam implementasi asesmen autentik, misalnya dengan mengembangkan instrumen asesmen yang lebih efisien atau memanfaatkan teknologi dalam proses penilaian. Kedua, studi komparatif dapat dilakukan untuk membandingkan implementasi kurikulum 2013 dan pendekatan ilmiah serta asesmen autentik di berbagai konteks sekolah, seperti sekolah dengan fasilitas yang berbeda atau dengan karakteristik siswa yang beragam, untuk mengidentifikasi faktor-faktor yang mempengaruhi keberhasilan implementasi. Ketiga, penelitian kualitatif mendalam dapat dilakukan untuk memahami perspektif siswa tentang pengalaman belajar mereka dengan pendekatan ilmiah dan asesmen autentik, termasuk bagaimana mereka merasakan manfaat dan tantangan dari kedua pendekatan tersebut, serta bagaimana hal itu memengaruhi motivasi dan hasil belajar mereka. Penelitian-penelitian ini diharapkan dapat memberikan wawasan yang lebih komprehensif tentang implementasi kurikulum 2013 dan memberikan rekomendasi yang lebih spesifik untuk meningkatkan kualitas pembelajaran bahasa Inggris di Indonesia.

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File size	333.59 KB
Pages	11
DMCA	Report