Name : FAIRATUL HUSNA DASLIN

NIM :16018052

Article 1

Nugraha,I.S & Suherdi,D. (2017). Scientific Approach: An English Learning-Teaching(ELT)

Appproach In The 2013 Curriculum.English & Education.5(2), 112-119

The articles explores the practice of a teacher implementingscientific approach in English

learning-teaching. The author described that the Scientific approach is promoted as the
main learning approach for all subjects, including English, in the 2013 Curriculum. The
author also notes that scientific approach is empazised as one of the main learning
approaches in the 2013 Curriculum.

The author pay particular attention of the stages of scientific approach such as
observing,experimenting,Questionning,Associating, Communicating,. However, The author
could not emphasizes the students interest and motivation to learn scientific approach.
They only exposed the Students’ behaviors that appear in every activity in this stage were
dominated. Another deficiency of this article is the author can not explain the difficulties of
the student in uderstanding the materi of scientific approach

This article focus on many conclutions about the best solution to the problem. Intendedly
the teacher encounter some problems in implementing scientific approach in her English
teaching and time allocation for implementing scientific approach . The article provide any
pratical advice for teacher, for example, the teacher reduces the time allocation of other
activities or even the teacher does not execute some activities

Article 2

Zaim,M. (2017). Implementing Scientific Approach to Teach English at Senior High School
in Indonesia. Canadian of Science and Education.13(2),33-42

This article adresses implementing scientific approach to teach english at senior high school
in indonesia. They define learning strategies as the “process of finding out information in
science, which involves testing the ideas by performing experiments and making decisions
based on the result of analysis”(p.3) and scientific as being the standard competence of the
2013 curriculum, learning objectives include the development of the realm of attitudes,
knowledge, and skill.” The research question were “how to implement this scientific
approach in teaching English at Senior High Schools in Indonesia?”(p.12). This research also
was to find out (1) the way how teachers implement the scientific approach in teaching
English descriptive, narrative, explanation, and functional texts, and (2) the effectiveness of
the implementation of the scientific approach in teaching English descriptive, narrative,
explanation, and functional texts(p.16). The participant of in this study in two senior high
schools in Padang, Indonesia. The informants were 3 teachers who taught at grade ten. The
teachers have implemented the 2013 curriculum in their teaching process(p.16). While the
teacher taught the lesson , the researcer The researcher took some notes and fill in
observation sheet based on a rubric specifically designed based on the indicators of
scientific approach and video recording instrument.The significant result were fount from
the survey. the students were facilitated to use these four language skills integratedly and
building students’ critical thinking, raise skills of asking questions and answering questions
logically and systematically with correct grammar.The main limitation of this study time
available so that only a limited number of students can communicate what they have done
in front of the class.The limitation of this study also provide the problem of the
teacherteachers need to improve their ability in implementing observing and questioning
stages and improving the activities that can improved students’ ability in Reading and
Writing.

Article 3

Theodosiou, C. G. (2016). Content and Language Integrated Learning (CLIL): An Experimental

Study on CLIL Compatibility with the Modern Greek Educational System. English Review,
4(2), 149-160

In this study, The author stated that CLIL method that an educational innovation which suits
the times, needs and aspirations of learners, that justifies the expectations for a huge
impact in the near future.The researcher highlighted that how to achieve the above goals
while providing a quality education for all citizens, the CLIL method and its future
developments play a central role.Hence,the theoretical baground of this study was to
concern on (1) how efficient is the use of ICT technology as a supportive tool in CLIL-based
class instruction, and (2) whether CLIL is compatible with the contemporary Greek
educational system

This study also emphasize on European Union efforts to develop and apply innovative
educational practices of interdisciplinary character in order to bridge the gap between
foreign language education and optimum learning outcomes.Based on the author personal
ideas that the CLIL approach is compatible with the modern Greek public schoolsT. CLIL
emerges as a practical and sustainable solution with additional social, psychological and
economic benefits. It is a solution compatible with the European policy and its goals which
needs to be given a serious consideration.

However,Theoudosiou seem not pay attention of the difficullities of the teacher who
implemented on the Content and Language Integrated Learning (CLIL) method. The article
didnt provide the solution to face the difficulities of the teacher. Theoudosiou also couldn’t
explain the way or the stages of implementantion content and language integrated
Learning (CLIL) in this article.