The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction

Abstract

This study investigated the use of the scientific-based approach in the ELT class to solve students' learning problems. Those problems are students' difficulties to complete their learning tasks, lack of vocabularies to complete reading tasks, lack of grammatical competence, afraid of proposing questions, afraid of speaking, and difficulties to complete the listening tasks. These caused students to have low achievement and inactive classroom interaction. The study was aimed at improving students' achievement and classroom interaction of 8th-grade students of SMPN 4 Praya, Central Lombok, West Nusa Tenggara. This study was classroom action research. The procedure of actions included two steps, namely the reconnaissance and the action. The reconnaissance presented the students' learning problems and the action consisted of four stages, namely planning, implementing, evaluating, and reflecting. The research instruments of this study used observation sheets, a questionnaire, and a test. The collected data were analyzed quantitatively and qualitatively. The result of this study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student' score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. Keywords: Scientific-Based Approach, Achievement, Classroom Interaction

The Interference of Indonesian on English Second Language Writing

“…These findings may help language teachers and learners. English foreign language teachers in Indonesia can develop new ways for English teaching, for instance, by demonstrating to the students the differences between Indonesian and English regarding their grammatical constructions (Haerazi, Vikasari, & Prayati, 2019). Also, teachers can improve students" grammatical knowledge.…”

Examining Think Talk Write (Ttw) Strategy in Students’ Vocabulary Mastery

“…This activity is intended for students to distinguish or bring together the ideas contained in the reading. These findings were reinforced by Haerazi, Vikasari, and Prayati (2019) who found that small groups are very effective to involve students in discussing learning topics to practice communication and to interact among students-students and students-teachers. The next phase is to Talk.…”

Developing Culture-Based English Instructional Materials to Improve Students’ Thinking, ELT Achievement, and Classroom Interaction

“…In the Indonesian context of EFL material development, English teaching is directed to improve students' critical thinking, communication, collaboration, and creativity. It is in accordance with 21 st -century learning skills (Haerazi, Vikasari, & Prayati, 2019). In the research, the analysis is directed to teachers' efforts of incorporating culturebased materials to enhance students' critical thinking skills, achievement, and classroom interaction.…”