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IMPLEMENTASI KURIKULUM PONDOK PESANTREN SAENGTHIP WITTAYA SHCOLL YALA THAILAND SELATAN
<p> Memenuhi kebutuhan BKD semester Genap 2023/2024</p>
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The Implementation of Principles for Teaching Speaking in Merdeka Curriculum of Eleventh Grade at SMA Negeri 1 Baso
ABSTRACT Emrika Putri Rahayu Hasibuan 2321042 “The Implementation of Principles For Teaching Speaking in Merdeka Curriculum of Eleventh Grade at SMA Negeri 1 Baso”. Undergraduated Thesis, Faculty of Tarbiyah and Teacher Science, UIN Sjech M Djamil Djambek Bukittinggi, 2026. This study aimed to describe the implementation of the Principles for Teaching Speaking based on Brown’s (2007) theory in the Merdeka Curriculum at the eleventh grade of SMA Negeri 1 Baso and to identify the challenges faced by teachers and students during its implementation. This study employed a descriptive qualitative research design. The participants of this study were two English teachers who taught the eleventh grade at SMA Negeri 1 Baso. The data were collected through classroom observations, semi-structured interviews, and documentation. Furthermore, the data were analyzed using data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, source triangulation and technique triangulation were applied. The findings revealed that both teachers had implemented most of Brown’s (2007) Principles for Teaching Speaking in their classroom practices. The teachers balanced fluency and accuracy through various speaking activities, including group discussions, presentations, dialogues, and question-and-answer sessions. They also employed motivating techniques, encouraged students to use English in authentic contexts, provided appropriate feedback and correction, integrated listening and speaking activities, offered opportunities for students to initiate communication, and helped students develop speaking strategies. However, the implementation of these principles had not been fully optimized due to several challenges, such as students’ limited vocabulary, low self-confidence, differences in speaking proficiency, and limited instructional time. Overall, the implementation of the Principles for Teaching Speaking supported a studentcentered speaking instruction that aligns with the characteristics and objectives of the Merdeka Curriculum.
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Pengaruh Instruksi Gubernur Nomor 451 Tahun 2022 Dan Manajemen Pengelolaan Kegiatan terhadap Pelaksanaan Wirid Remaja di SMK Negeri Se Kota Payakumbuh
Dori Rusyunizal. The Impact of Governor’s Instruction No. 451 of 2022 and Activity Management on the Implementation of Youth Wirid at Public Vocational High Schools in Payakumbuh City. Thesis, Graduate Program in Islamic Education Management, Sjech M. Djamil Djambek State Islamic University, Bukittinggi, 2026. The implementation of Youth Wirid at Public Vocational High Schools (SMK Negeri) throughout Payakumbuh City, as mandated by Governor’s Instruction No. 451 of 2022, has not yet been optimal because policy implementation and activity management still face various obstacles. This study aims to analyze the influence of Governor’s Instruction No. 451 of 2022 and Activity Management on the Implementation of Youth Wirid, both partially and simultaneously. This study employs a quantitative approach with an associative research design. The sample consisted of 184 teachers selected using saturation sampling. Data were collected via a questionnaire that had passed validity and reliability tests, then analyzed using simple linear regression, multiple linear regression, the F-test, and the coefficient of determination. The results indicate that Governor’s Instruction No. 451 of 2022 has a positive and significant effect on the implementation of the Youth Wirid program (β = 0.939; sig. = 0.000), while Activity Management has a stronger effect (β = 0.960; sig. = 0.000). Simultaneously, both variables had a significant effect (F = 321.503; sig. = 0.000) with an Adjusted R-Square of 0.778, meaning that 77.8% of the variation in the implementation of the Youth Wirid program is explained by these two variables. For the Governor’s Instructions variable, the most dominant indicator is implementation structure (β = 0.760), while the lowest is the policy communication indicator (β = -0.014). For the Activity Management variable, the most dominant indicator was supervision (controlling) (β = 0.489), while the indicator with the smallest relative contribution was planning (β = 0.113). For the Youth Wirid Implementation variable, the indicator with the highest achievement was the regularity of activities, while the lowest was student participation. This study concludes that the implementation of Governor’s Instruction No. 451 of 2022 and Activity Management have a positive and significant effect on the Implementation of Youth Wirid at public vocational high schools throughout Payakumbuh City. Improving the effectiveness of policy implementation and activity management will support the optimization of Youth Wirid implementation in schools.
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AN ANALYSIS OF ENGLISH TEACHER’S DIFFICULTIES IN IMPLEMENTING MERDEKA CURRICULUM AT SMPN 07 BUKITTINGGI
ABSTRACT Fitri Khairani, 2321081 . An Analysis Of English Teacher’s Difficulties In Implementing Merdeka Curriculum At Smpn 07 Bukittinngi, Thesis, English Education Department. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. In an effort to support the successful implementation of the Merdeka Curriculum, this research focuses on identifying the difficulties faced by English teachers during the learning process. Although the curriculum promotes student centered learning, authentic assessment, and value-based education, teachers still encounter various difficulties in translating these ideals into daily classroom practices. These challenges include difficulties in interpreting broad learning outcomes into measurable objectives, facilitating reflective activities, and consistently conducting attitude assessments. The methodology used in this study was qualitative descriptive, aiming to explore the practical barriers experienced by teachers. Data were collected through interviews, classroom observations, and document analysis involving two English teachers. The analysis was conducted through data reduction, data display, and conclusion drawing. The results showed that teachers struggled with performance-based assessment design, limited instructional time, and lack of practical tools such as standardized rubrics or modules. Additionally, the curriculum's abstract nature and minimal operational guidance created confusion in daily planning. Despite these obstacles, the teachers demonstrated adaptive strategies to align their planning and assessments with the curriculum’s values. This indicates a growing, yet fragile, shift toward more holistic and student-focused learning within the framework of the Merdeka Curriculum.
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Implementasi Metode Al Miftah Lil 'Ulum Dalam Pembelajaran Kitab Kuning di Pondok Pesantren Darul Makmur Sungai Cubadak Baso
Penelitian ini dilatar belakangi oleh metode Al – Miftah Lil Ulum merupakan salah satu inovasi terbaru dalam mempelajari kitab kuning, Al–Miftah lil Ulum merupakan metode yang di dalamnya terdapat materi dan kaidah – kaidah dalam mempelajari kitab kuning yang mempermudah para santri dalam memahami dan mengimplementasikan kaidah – kaidah bahasa Arab ke dalam kitab kuning. Namun masih terdapat permasalahan yaitu sebagian santri merasa kesulitan untuk mempelajari Nahwu dan Sharaf, sehingga menyebabkan para santri tidak aktif mengikuti pelajaran, santri tidak fokus, monoton dan cenderung malas-malasan karena sulit memahami pelajaran Nahwu Sharaf tersebut. Penelitian ini merupakan penelitian kualitatif yang menggunakan jenis penelitian lapangan atau field research dan pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Kemudian teknik analisis melalui pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Adapun informan dalam penelitian ini adalah kepala sekolah, wakil kurikulum, guru yang mengajarkan al miftah dan santri kelas IX.5. Hasil dari penelitian ini menunjukkan bahwa meskipun metode ini berhasil meningkatkan antusiasme awal santri, implementasinya di Pondok Pesantren Darul Makmur tidak mencapai efektivitas maksimal seperti di PP. Sidogiri. Hanya sekitar 40% dari target pelaksanaan metode tercapai, disebabkan oleh perbedaan pendekatan dalam seleksi santri dan proses pembelajaran yang lebih terstruktur di Sidogiri. Adapun hambatan dalam pelaksanaan metode Al-Miftah yaitu tidak optimal karena kurangnya organisasi sistematis, keterbatasan waktu dan sumber daya manusia, kesulitan menjaga fokus tim pengajar, serta kurangnya kesiapan dan minat belajar santri. Hambatan-hambatan ini mengganggu proses pembelajaran dan menghambat pencapaian tujuan. Solusi yang diusulkan adalah mengembalikan Al-Miftah ke sistem yang dibuat oleh Sidogiri dengan melibatkan semua pihak terkait dan memaksimalkan persiapan serta sumber daya.
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Penerapan Kurikulum Merdeka Pada Mata Pelajaran Bahasa Inggris pada tingkat kelas 7 di SMPN 1 Ampek Angkek
This research was conducted based on the problems which were found by the researcher at the seventh grade of SMPN 1 Ampek Angkek. First, teacher difficulties in understanding and creating syllabus. Second, teacher difficulties challenges in comprehending the content of the new textbooks merdeka curriculum. Third, the delayed arrival of books at school leads teacher to use the previous curriculum books, eventhough the merdeka curriculum has been implemented in the school. The study aims to determine how teacher the planning, implementation, and evaluation of the curriculum in class and to find the teacher’s problem during the implementationn of the merdeka curriculum in English subject at seventh grade of SMPN 1 Ampek Angkek. This research was descriptive qualitative research. The instruments of this research were observation and interviews. The informant of this research was teacher who taught at the seventh grade in SMPN 1 Ampek Angkek. The data were obtained from two class observation in four meeting from seventh grade and interview with English teacher. To analyzed the data, researcher used the theory of Miles, Huberman, and Saldana. The results of the research show that the implementation of the merdeka curriculum learning includes planning learning by identifying the availability of effective weeks, analyzing allocated learning outcomes to effective weeks, determining learning objectives and learning objective flow, and formulating teaching modules. The problem faced by Planning include difficulties in creating teaching modules, implementation challenges involve applying teaching strategies, evaluation challenges students learning outcomes remain low even though the material has been studied repeatedly.
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Penerapan metode tutor sebaya dalam pembelajaran bahasa Inggris di kelas 10 man 2 Bukittinggi
The research is conducted based on the facts in English learning problems where the teacher has implemented the peer teaching method, but not maximally, and most of the students lack interest in English learning. This research aimed to find out the implementation of peer teaching in English learning at 10th Grade MAN 2 Bukittinggi. This research sought to shed light on the steps for the implementation of peer teaching in English learning at this institution. The design of this research was Qualitative research with descriptive design. The population of this research was all 10th grade students of MAN 2 Bukittinggi which consisted of 373 students from 10 classes, and the informants of this research were this research used purposive sampling because class 10th IPS has a peer teacher and more students by 4 tutors and has a high level of student participation. To collect data, this research used an observation checklist with the option “yes/no” and a semi-structured interview to measure how the implementation of peer teaching method in English learning. The data in this research was analyzed using Data Reduction, Data Display, and Data Conclusion Drawing/ verification. The finding of the research showed that the teacher did not implement several peer teaching steps, the teacher choose the tutor by observation and test before implemented peer teaching steps in class. Tutors provide supportive comments, give praise and positive feedback to students or tutees, and make tutees have self-confidence and felt more motivated and more enthusiastic in learning. Thus, there were tutor motivated students or tutees in English learning at 10th grade MAN 2 Bukittinggi.
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Implementasi Strategi Direct Reading-Thinking Activity (DR-TA) dalam Mengajar Pemahaman Membaca di Kelas 11 SMAN 2 Sungai Limau
Theoretically, in teaching reading comprehension one of the strategies that can be used is the DR-TA strategy. Directed Reading Thinking- Activity (DR-TA) is a strategy that improves students' reading comprehension where students make predictions and confirm predictions as students read. The use of prior knowledge and predictions helps students set reading goals and use their own experiences as a basis for understanding the text. Teaching reading comprehension is the activity of transferring knowledge from teachers to students to understand the understanding mastered in reading comprehension by using techniques, strategies, or media that can improve reading skills and be easier to learn. This study used descriptive qualitative research because the researcher wanted to know the implementation of Direct Reading-Thingking (DR-TA) strategy implemented by the teacher in teaching reading comprehension and what challenges the teacher faced in implementing this strategy in class. The informant in this research was one of the English teachers in class XI of SMAN 2 Sungai Limau. The data collection methods were observation and interview. Data collection was done through observation checklist and interview with the teacher. Observations were made in class XI MIPA 5 and class XI MIPA 6. Data analysis was done by data collection, data reduction, data presentation, and conclusion, the data was presented in descriptive qualitative format. The result of the research shows that the teacher had implemented this strategy in teaching reading comprehension, but there was one step that was skipped by the teacher, collecting this data through observation. The challenges that teachers face in the classroom when implementing the DR-TA strategy are firstly the limited time they have in class, while the time needed for the implementation of this strategy is long. Second, students who are not active and enthusiastic in the learning process. The third is the limited background knowledge of students so that it is difficult to provide predictions, data collection was done by interview.
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Implementation of Project Based Learning in Teaching English of Students at SMK Negeri 1 Tanjung Raya
ABSTRACT Sintia Melenia Putri, NIM 2318018 in the title of her thesis: implementation of Project Based Learning in teaching English to students of SMK Negeri 1 Tanjung Raya. English Language Education Study Program Faculty of Tarbiyah and Teacher Training, Sjech M. Djamil Djambek State Islamic University Bukittinggi (UIN SMDD Bukittinggi), 2023 M/1444 H. This research was due to learning process the teacher does not meet the category of learning, especially the application of project based learning, teachers have difficulty in implementing the steps of learning project based learning. Project-based learning is a learning strategy in which students must build their own representational content knowledge that has 6 Steps: 1) ask important questions, 2) develop project planning, 3) create a Schedule, 4) monitor students and project progress, 5) assess the results, and 6) evaluate the experience. This learning is very influential on the results of student presentations where students have limited vocabulary to express ideas verbally in English and low student scores are below the minimum standard value when learning English. This study was conducted to determine how the implementation of project-based learning in teaching English at SMK Negeri 1 Tanjung Raya. Informants used are 2 teachers to follow this study in class XI RPL and XI DPIB became the sampling in this study. Purvosive sampling is used for sampling, which means that the samples taken Meet the requirements. The research design is observation and interview, qualitative research types, and descriptive qualitative research methods. Based on the results of the study, it is known that there are differences in the implementation of project based learning conducted by 2 teachers in English. This can be seen from the results of observations and interviews. From these results, it can be seen that there are differences in student activities in the learning process with the implementation of the Project Based Learning learning model that uses 6 steps, Student Assessment is very high compared to the value of students who only use a few steps of Project Based Learning Learning.
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PELAKSANAAN PENAGIHAN KREDIT MACET MELALUI LELANG TERHADAP HAK TANGGUNGAN SEBAGAI JAMINAN DI PT. BPD SUMATERA BARAT
Basically, the granting of credit facilities can be done by anyone, as long as the person concerned has the ability to do so, through a loan agreement between the lender (creditor on the one hand) and the loan recipient (debtor on the other). However, in practice, the debtor always agrees to the loan agreement by the creditor even though the interest is very high. In order to guarantee the interests of the bank, the debtor is required to provide a guarantee/collateral to the bank PT. BPD West Sumatra is one of the banks that implement auctions as a way of resolving nonperforming loans. The Bank will submit an auction to be executed by the State Property and Auction Service Office (KPKNL). So the procedure for settling bad loans through auctions at PT. BPD West Sumatra for example at Bank Nagari Payakumbuh Branch has complied with other banking regulations guided by the Regulation of the Minister of Finance in particular Article 6 and Article 20, as well as Regulation of the Minister of Finance No. 106/PMK.06/2013 concerning Amendments to the Regulation of the Minister of Finance No. 93/PMK.06/2010 concerning Instructions for Implementation of Auctions, and the object of Collateral that can be processed for auction is collateral that has been installed with Mortgage through the Office of the State Assets and Auction Service (KPKNL).
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Implementasi HOTS dalam mengajarkan bahasa inggris kelas X PONPES MTI Pasia
ABSTRACT Sesmiyanti: 2316047, “The Implementation of HOTS in Teaching English At Tenth Grade of PONPES MTI Pasia Academic Year 2019/2020", A Thesis, State Islamic Institute Of Bukittinggi, 2020. This research was conducted because HOTS is a significant factor in achieving the learning process in accordance with the 2013 curriculum, HOTS is a solution that students become active and participatory in the learning process, teachers no longer only explain learning in front of the class, students must be more active to describe the problems that were found during learning, therefore, the researcher wanted to investigate how the HOTS process was implemented in teaching English for class X PONPES MTI Pasia in the 2019/2020 school year, so this research was conducted at PONPES MTI Pasia. This type of this research is a qualitative descriptive study, the instruments of this study are observation sheets and interviews to collect data. The subjects in this study were class X English teachers at PONPES MTI Pasia in the 2019/2020 academic year, according to the objectives of this study, the researcher wanted to see how teachers implemented HOTS in the English learning process in class X PONPES MTI Pasia. The results of this study are in accordance with the data obtained from the observation sheets and interviews that the researcher has conducted. It is found that the English teacher of class X did not apply HOTS to the English learning process, but the English teacher only applied HOTS to the learning design not to the process learning, this happened not because it is caused by online learning due to COVID 19, but because the teacher did not encourage learning to be effective even though it is being hit by a pandemic, teachers should still be able to improve the learning process using technological advances today even though this is still a long way of perfection than face-to-face learning. Keywords: Implementation, HOTS, Teaching English
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The Implementation Of Teaching English Based On 2013 Curriculum At The Second Grade At MAN 1 Bukittinggi
ABSTRACT Rendi Saputra Salman, 2315098. THE IMPLEMENTATION OF TEACHING ENGLISH BASED ON 2013 CURRICULUM AT THE SECOND GRADE STUDENTS AT MAN 1 BUKITTINGGI. a thesis, State Islamic Institute Bukittinggi, 2020 This research was based on the problems that was found about teaching English. The researcher found that the teacher seems to focus on the speaking ability of the students which make them hard to complete the task that is related to reading or other skills. The teacher admitted, to be able to speak properly was the main goal of the teacher for her student, and the teacher said if the students had a good ability to speak it would be a great chance for them to join many competitions such as speech and debate competition. The purpose of this research was to find out how teaching English based on curriculum 2013 at MAN 1 Bukittinggi is. The researcher used descriptive qualitative research design. The informant of the research was eleventh grade English teacher of MAN 1 Bukittinggi and the eleventh grade students of MAN 1 Bukittinggi. The key informant of this research was the English teacher of eleventh grade and the supporting informant was the eleventh grade students. The researcher took 30% of the eleventh grade as the sample which was 48 students. The sample was taken randomly. The instruments that were used in this research were, interview and questionnaire. The researcher found that the teacher teaches English based on curriculum, since the 2013 curriculum using the scientific approach and the teacher does the scientific approach too in the classroom. The problems that was encountered is the students do not search or learn the material before hand even though the teacher asked them to. They only gather information only from textbook. Furthermore the students motivation to ask question in the classroom is still low
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THE IMPLEMENTATION OF HOLISTIC EDUCATION IN LEARNING ENGLISH FOR THE STUDENTS OF NURUL IKHLAS ISLAMIC MODERN BOARDING SCHOOL IN ACADEMIC YEAR 2019/2020
ABSTRACT YULIA OKTAFIA JASMAN. 2314120. THE IMPLEMENTATION OF HOLISTIC EDUCATION IN LEARNING ENGLISH FOR THE STUDENTS OF NURUL IKHLAS ISLAMIC MODERN BOARDING SCHOOL IN ACADEMIC YEAR 2019/2020. Education is one of the ways taken by someone to have quotient, not only Intellectual Quotient (IQ) but also Emotional Quotient (EQ) and Spiritual Quotient (SQ). In fact, the education institution only requires students to have intellectual quotient. Often overrides emotional quotient and spiritual quotient. Therefore, researcher is interested in taking the title the implementation of holistic education in learning English in Nurul Islamic Modern Boarding School. The formulations of the problems in this research are: 1) How is the implementation of holistic education in learning English in term of intellectual quotient, 2) How is the implementation of holistic education in learning English in term of emotional quotient, 3) How is the implementation of holistic education in learning English in term of spiritual quotient. This research aims to analyze the implementation of holistic education in learning English for the students of Nurul Ikhlas Islamic Modern Boarding School in Tanah Datar. This research is a qualitative descriptive research with data collection techniques using interviews and observation. Data analysis techniques in this research refer to the analysis techniques written by Sugiyono, there are data reduction, data display and conclusions. The informants in this research were English teachers and eleventh grade students at Nurul Ikhlas Islamic Modern Boarding School. While the researcher as the key informant of this research. From the results of this research conducted by researcher in the field, researcher found that teachers have implemented holistic education by integrating the three quotients. The quotients are intellectual quotient, emotional quotient and spiritual quotient. Nevertheless, the integration of quotient is not yet perfect. From the three quotients, only intellectual quotient is perfectly implemented by the teacher to students.
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INDEKS KESIAPAN PERGURUAN TINGGI DALAM MENGIMPLEMENTASIKAN SMART CAMPUS
The triumph of higher education in utilizing ICT or commonly termed as smart campus as a competitive strategy depends on some indicator like technoware, infoware, orgaware and human ware. To achieve such goal is not an easy task, it needs to have a good planning and a holistic needs analysis. Many educational institutions fail to implement smart campus due to some factors for instance bad planning, unready human resources, unsporting infrastructure, lack of fund and inconsistent policy. The research aims at revealing readiness index of higher education in utilizing ICT. The research uses descriptive quantitative approach research that describes an object as it is with research stages including presurvey, leterature studies, questionnaires, data analysis and empirical findings. Data were obtained by using a research questionnaire. The finding reveals that developing cyber campus in the component ICT Use which covers need, harmony, and process dimensions and governance is categorized less-ready. Component of ICT Readiness which covers dimension of technology resources is categorized as successful, meanwhile component of ICT capability of community dimension is not successful yet. Component of ICT impact comes to category near to successful. As a whole, the components of developing cyber campus are in the success category.
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The Implementation of Genre Based Approach in Teaching Writing at SMAN 1 Baso
ABSTRACT Rizka Elvia, 2313.064, “ The Implementation of Genre Based Approach in Teaching Writing at SMA 1 Baso, A Thesis, State Islamic Institute (IAIN) Bukittinggi, 2019. This research was conducted based on the problems which were found by researcher in the class X IPS 1 and X IPS 2 students of SMA 1 Baso in writing a text. The teacher had apllied genre based approach stages in the class. But, in the class some of the students had a problem when writing a text. Based on preliminary research that was conducted on this school, the researcher found that the teacher had not yet applied all of genre based approach stages in the X IPS 1 and X IPS 2 class. The purpose of this research was to identify the implementation of genre based approach in teaching writing atX IPS 1 and X IPS 2 students of SMA 1 Baso. This research was descriptive qualitative research. The informant of this research was the teacher who taught in class X IPS 1 and X IPS 2. The data were collected through observation and interview. The data were analyzed by using Flow Model Miles and Huberman by Sugiyono. Based on the finding of the research, it can be concluded that the teacher had implemented genre based approach stages in X IPS 1 and X IPS 2 class but she did not apply yet all of genre based approach stages for X IPS 1 and X IPS 2 students. First, building of knowledge of the field (BKOF). It consist of two activities, the teacher had applied all the activity in this stage. Second, modeling of the text (MOT). There are three activities and the teacher did all the activities. Third, joint construction of the text (JCOT). There are three activities but the teacher did two activities. The teacher ignored involves the students constructing an example of genre in small groups. Fourth, independent construction of the text (ICT). The teacher had applied the activity in this stage.
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The Implementation Of Cientific Approach Based on 2013 Curriculum in EnglishTeaching at the First Grade ofF SMK N I Kinali West Pasaman at the Academic Year 2017/2018
ABSTRACT LIDIA NINGSIH, NIM. 2313.088, Thesis Title : “ The Implementation of Scientific Approach Based On 2013 Curriculum In English Teaching At The First Grade Of Smk N 1 Kinali West Pasaman, A Thesis, State Islamic Institute (IAIN) Bukittinggi, 2017. This research was conducted based on the problems which were found by the teacher and students firs grade of SMK N 1 Kinali. The teacher and students had used scientifich approach based on 2013 curriculum in the class. But, the teacher and students still difficulties when implementing scientific approach because limitation of condition. Furthermore, the purpose of this research was to analyse how the teacher does and students applied scientific approach based on 2013 curriculum at first grade of SMK N 1 Kinali. This research was descriptive qualitative research. The informants of this research were the teacher who taught in class X ADP1 andX ADP 2. Than, some of students in the class ADP2 that were chosen by using purposivesampling. The data were collected through observation interview and documentation. The data were analysed by using Flow Model Miles and Huberman in Sugiyono. According to the finding of the research, it can be concluded that the teacherhad implemented scientific approach in first grade class because the teacher has apply all activities of scientific approach but, she had not yet applied maximum in first grade SMK N 1 Kinali. There are five activities in scientific approach: observing, questioning, experimenting, associating and communicating.