DIALOGUE

 DIALOGUE

Beginning in 2013 lesson precisely July 2013, the Government has enacted the Curriculum 2013. Curriculum Development 2013 is a follow-up step Development of Competency Based Curriculum that has been pioneered in 2004 and KTSP 2006 which includes the competence of attitudes, knowledge and skills in an integrated manner. Curriculum development needs to be done because of various challenges faced, both internal challenges and external challenges. The 2013 curriculum change elements include the Graduate Competency Standards (SKL), Content Standards (SI), Process Standards, and Assessment Standards.

The 2013 curriculum introduces a scientific approach as a compulsory approach that teachers must implement in a classroom learning process for all subjects. This raises the question of the possibility of applying a scientific approach to teaching languages, especially English, since English is categorized as a social science rather than a subject of science or science, whereas the word "scientific" is identical to the subject of science or exact science. Another problem that arises in relation to this scientific approach is the fact that the 2013 curriculum still applies a text-based approach. This raises questions related to how to apply two approaches simultaneously in a learning process.

This paper will discuss this issue, which is how the application of scientific approach and text-based approach to teaching English in secondary education in accordance with the demands of the 2013 curriculum.

SCIENTIFIC APPROACH CONCEPTS IN LEARNING

The learning process can be matched by a scientific process, therefore the Curriculum 2013 mandates the essence of scientific approach in learning. Scientific approaches include inquiry learning with breathing constructivism. Learning targets with a scientific approach include the development of a range of attitudes, knowledge, and skills elaborated for each educational unit. The three domains of competence have different paths of psychological (process) acquisition. Attitude is gained through activity: receiving, running, appreciating, living, and practicing. Knowledge gained through activity: remembering, understanding, applying, analyzing, evaluating, and creating. Meanwhile, skills are acquired through activities: observing, asking, reasoning, tasting, and creating (Permendikbud No. 65 of 2013).

Scientific approach is believed to be a golden tool for the development and development of students' attitudes, skills, and knowledge. In approaches or work processes that meet scientific criteria, scientists put forward inductive reasoning rather than deductive reasoning.

Deductive reasoning sees a common phenomenon and then draws a specific conclusion. In contrast, inductive reasoning sees a specific phenomenon or situation to then draw an overall conclusion. Indeed, inductive reasoning places specific evidence into the broader relation of ideas. Scientific methods generally place unique phenomena with specific and detailed studies to then formulate general conclusions. The scientific method refers to investigative techniques on some or more phenomena or symptoms, acquires new knowledge, or corrects and incorporates prior knowledge.

To be scientific, the method of inquiry must be based on the evidence of observable, empirical, and measurable objects with specific principles of reasoning. Scientific methods generally contain a series of data collection activities through observation or experimentation, processing information or data, analyzing, then formulating, and testing hypotheses

Below is a dialogue between teachers and students about a scientific approach :

Teacher: All students, do not you understand about the macromolecular problem we have learned today?

(All students are speechless)

Teacher: Why are you silent? I assume you already understand. Well then we will test your understanding, if nobody wants to ask.

(Students are restless, until finally, students ask questions).

Student1: Miss (raise her hand) I still do not understand.

Teacher: Well, at least you'll be temporarily biding the exam time. What do not you understand about the current macromolecular material?

Student1: I still find it difficult to understand the reaction that occurs in the Classification of Protein Based on Shape and physical properties Based on the shape of the protein?

Teacher: Okay, so here it is. The shape and the physical properties based on the shape are divided into two, globular proteins and protein fibers, 1. Spherical globular proteins are present in body tissue fluids. These proteins are soluble in water, rapidly diffuse and 2. Fibrous proteins have long molecular shapes such as fibers or fibers, insoluble in water.

Student2: Then what about the nature and the example?

Teacher: Okay, I'll explain it slowly so you can understand. About the macromolecule on the part of the protein clearly ??? Nature and the other ???

Student1: I understand you, the example of globular proteins is like enzymes, hormones and blood proteins.

Teacher: Good! If you already understand this globular protein dissolves in water, diffuse quickly and dynamically, easily change under the influence of temperature, salt concentration and easily denaturasi.Contohnya include enzymes, hormones and proteindarah, insulin, albumin, globulin plasma, casein and many enzymes. And if the fibrous protein Fibrous protein has a long molecular shape such as fiber or fiber, insoluble in water. It has high mechanical strength and is resistant to digestive enzymes. These proteins are present in the body's structural elements. Examples include collagen, miosin, fibrin, gluten, elastin and keratin in hair, nails, and skin.

Student1: Thank you Mom Well, now I understand.

source

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