Redesigning The Scientific Approach for English Language Teaching and Learning (4th Revision)

Redesigning The Scientific Approach for English Language Teaching and Learning

Denny Nugraha

TBI – B – 7

Genre-based Literacy Pedagogy

Introduction

Innovative learning strategy in English teaching and learning has been seen as the necessity to fulfill the demand of the changing era. In Indonesia, in search of the suitable educational curriculum, the government has indeed made several changes in the policy of education. The changes periodically were believed to make the national education better than the policy made by the previous government and so on until now. However, the recent curriculum, curriculum 2013 (henceforth K-13), is seen as problematic by some parties. It was perceived as controversial especially by some of English teachers, academicians and even politicians since it was officially set as the national curriculum by the government. This can be seen in many education institutions from the secondary schools (SMP/MTs) and high schools (SMA/SMK/MA) which still implement the preceded curriculum (KTSP 2006). The problem draws at least two importances why it is high time to redesign the scientific approach for English teaching and learning in schools.

Scientific Approach in English Teaching

Firstly, the controversy of the scientific approach comes from its complicated learning stages in relation with English teaching and learning objectives. The characteristic of K-13 is that the learning activities in the classroom should be conducted using this approach. The approach is mandatory set by the curriculum in every school subject including English. In this approach, the teachers are expected to empower the learning activities that are scientifically based on the factual procedures. Additionally, Hidayat (2016) quoted Nasution’s statement (2013) that the scientific approach has several stages, namely starting from observing, questioning, exploring or experimenting, reasoning or associating, and communicating or creating. However, it can be seen from these stages that the learning process is indeed regarded as serious and difficult as the scientists who want to reveal something new. The stages are not truly parallel with the teaching English objectives in high schools that are to encourage students communicating in English according to the context of the language being used and to facilitate students with the aspects of interpretation, convention, collaboration, cultural knowledge, problem solving, and reflection (Doddy et al, 2008). Thus, the scientific approach should be rearranged to meet the useful pedagogical practices without disregarding objectives of English teaching and learning.

Lastly, the other problem raised in the implementation of the scientific approach is its inflexibility. In his essay, Hidayat (2016) concludes that, as he considered in some studies (Panjaitan, 2014; Sehatiin, 2015), the approach makes English teaching and learning become inflexible. It can be seen that many teachers who found difficulties to conduct all of the learning stages because the time allotment for teaching through the approach is not enough. So that, the approach must be reset to be synchronous between the policy and the reality in its implementation. It is supported by the late Alwasilah (2014) that English teaching should be redesigned to promote new forms of knowledge and culture and this would require a great deal of flexibility in the teaching methods. In line with this, the scientific approach should reflect English teaching and learning to discover new forms of knowledge and culture. Therefore, the learning stages of this approach then should deal with the flexibility in its methods and time allocation.

Conclusion

In conclusion, the writer believes that it is high time to reconsider the implementation of scientific approach especially for English teaching and learning. Two important things to redesign the approach must be taken into account. The first is that to promote new forms of knowledge and culture, the approach should be in line with the needs/objectives of teaching English in schools. In addition, according to Widdowson (2004) quoted by Larsen-Freeman and Anderson (2011) that in language learning what is needed is not a universal solution, but rather a ‘shift to localization,’ in which pedagogic practices are designed in relation to local contexts, needs, and objectives (Larsen-Freeman, 2000; Bax, 2003; Canagarajah, 2005). Then, the second is that English teaching should deal with its flexibility in the teaching methods. In other words, it should not be taught through so many learning stages that will be complicated to both teacher and students. It also should be flexible to adopt various but simple methods or approaches in order to make the learning process meaningful and joyful for students. This has also to do with the teaching and learning time management in the classroom by the teacher, so that the whole learning stages can be done properly.

References

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Canagarajah, A. (ed.). 2005. Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum.

Doddy, Achmad et al. 2008. Developing English Competencies for Senior High School (SMA/MA) Grade XI. Jakarta: Books Center of National Education Department.

Hidayat, Hendi. 2016. Revisiting the Scientific Approach in Language Teaching. IAIN Syekh Nurjati Cirebon: An Unpublished Essay.

Larsen-Freeman, Diane. 2000. On the appropriateness of language teaching methods in language and development in J. Shaw, D. Lubelske, and M. Noullet (eds.). Partnership and Interaction: Proceedings of the Fourth International Conference on Language and Development. Hanoi, Vietnam, 65–71. Bangkok: Asian Institute of Technology.

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Widdowson, H. G. 2004. A perspective on recent trends in A. P. R. Howatt with H. G. Widdowson. A History of English Language Teaching (2nd edn.), 353–72. Oxford: Oxford University Press.