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Jurnal Pendidikan Bahasa Inggris
Published by Universitas Pendidikan Ganesha
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Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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Articles 337 Documents
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Search results for , issue "Vol 1, No 1 (2013)" : 337 Documents clear
LINGUISTIC FEATURES THAT UNITE AND DIFFERENTIATE DENBANTAS DIALECT AND BANYUASRI DIALECT ., I Gede Bagus Wisnu Bayu Temaja; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.6992

Abstract

Penelitian ini bertujuan untuk menemukan fitur linguistik yang menyatukan dan membedakan Dialek Denbantas (DD) dan Banyuasri Dialek (BD) secara fonologis dan leksikal. Subjek dari penelitian ini adalah penutur DD dan BD. Penelitian ini merupakan sebuah penelitian secara kualitatif. Data dikumpulkan menggunakan daftar kata Swadesh dan Nothofer dengan cara observasi, wawancara, mendengarkan, dicatat, dan direkam. Data itu kemudian diolah dan dianalisis secara deskriptif. Hasil dari penelitian ini menunjukkan bahwa DD dan BD memiliki persamaan dan perbedaan secara fonologis dan leksikal. Hasil dari penelitian ini menemukan bahwa terdapat 44 fonem yang menyatukan DD dan BD secara fonologis. Fonem-fonem tersebut adalah: 6 vokal: /ʌ/, /I/, /ʊ/, /ɛ/, /∂/, and /ɔ/; 7 diftong: /ʌʊ/, /Iʌ/, /Iʊ/, /ʌɔ/, /ʌ∂/, /ʊʌ/, and /ʌɛ/; 19 konsonan: /b/, /c/, /d/, /g/, /h/, /ʔ/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y/, /ñ/, and /ŋ/; dan 12 kluster: /mb/, /nd/, /sg/, /ŋg/, /jl/, /nj/, /ŋk/, /kr/, /mp/, /ms/, /nt/, and /rn/. Di sisi lain, ditemukan 16 fonem yang membedakan DD dan BD secara fonologis. Fonem tersebut adalah: 6 diftong: /∂ʊ/ dan /Iɔ/ ditemukan di DD, namun tidak terdapat di BD, sedangkan diftong /ʌI/, /I∂/, /ɔʌ/, and /ʊ∂/ hanya ditemukan di BD; 10 kluster: /rb/, /nc/, /tg/, /gr/, /gl/, dan /kp/ ditemukan di DD, namun tidak ditemukan di BD, sedangkan diftong /pl/, /gl/, /ŋl/, and /rs/ hanya ditemukan di BD; tetapi tidak ditemukan vokal dan konsonan yang berbeda di antara kedua dialek. Berdasarkan dua macam daftar kata yang digunakan yang terdiri dari 658 leksikon, 457 leksikon ditemukan sebagai penyatu DD dan BD secara leksikal. Leksikon tersebut diklasifikasikan menjadi: 371 leksikon yang sama dan 86 leksikon yang serupa. Di sisi lain, 158 leksikon ditemukan sebagai bukti yang membedakan DD dan BD secara leksikal.Kata Kunci : fitur linguistik, fitur fonologis, fitur leksikal, dialek The study aimed at finding out the linguistic features that unite and differentiate Denbantas Dialect (DD) and Banyuasri Dialect (BD) in terms of phonological and lexical features. The subjects of this study were the speakers of those dialects. This research employed qualitative design. The data of the study were collected based on Swadesh and Nothofer Wordlists using observation, interview, listening, note-taking, and recording techniques. The obtained data were transcribed and analyzed descriptively. The results of the study show that DD and BD actually have similarities and differences in term of phonological and lexical features. The results of the study show that there are 44 phonemes that unite DD and BD in term of phonological features. Those phonemes include 6 vowels: /ʌ/, /I/, /ʊ/, /ɛ/, /∂/, and /ɔ/; 7 diphthongs: /ʌʊ/, /Iʌ/, /Iʊ/, /ʌɔ/, /ʌ∂/, /ʊʌ/, and /ʌɛ/; 19 consonants: /b/, /c/, /d/, /g/, /h/, /ʔ/, /j/, /k/, /l/, /m/, /n/, /p/, /r/, /s/, /t/, /w/, /y/, /ñ/, and /ŋ/; and 12 consonant clusters: /mb/, /nd/, /sg/, /ŋg/, /jl/, /nj/, /ŋk/, /kr/, /mp/, /ms/, /nt/, and /rn/. Meanwhile, there are 16 phonemes that differentiate DD and BD in term of phonological features. Those phonemes include: 6 diphthongs: /∂ʊ/ and /Iɔ/ are found in DD, but in BD the phonemes do not exist, while diphthongs /ʌI/, /I∂/, /ɔʌ/, and /ʊ∂/ are only found in BD; 10 consonant clusters: /rb/, /nc/, /tg/, /gr/, /gl/, and /kp/ are only found in DD, while diphthongs /pl/, /gl/, /ŋl/, and /rs/ are found in BD only; but there are no different vowels and consonants found in both dialects. From the two wordlists which contain 658 lexicons, 457 lexicons are found uniting DD and BD in term of lexical features. Those lexicons can be classified into: 371 exactly the same forms of lexicons and 86 similar form of lexicons. On the other hand, 158 lexicons are found as the evidence that differentiate DD and BD in term of lexical features.keyword : linguistic features, phonological features, lexical features, dialect
Prefix In Pedawa Dialect: A Descriptive Study ., Anak Agung Inten Sakanti; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.7217

Abstract

Penelitian deskriptif qualitatif ini bertujuan untuk mendeskripsikan jumlah prefik di Dialek Pedawa dan jenisnya dari infleksi dan derivasi. Dua sampel informan dari Dialek Pedawa dipilih berdasarkan seperangkat kriteria. Data dikumpulkan menggunakan 3 tehnik, yakni: tehnik observasi, merekam, dan wawancara (mencatat dan mendengarkan). Hasil penelitian menunjukan bahwa ada dua jenis prefik di Dialek Pedawa. Prefik tersebut yakni prefik {N-}, {m∂-}. Jenis prefik yang tergolong derivasi adalah prefik {m∂-}, {ŋə-} and {ŋ-}. Jenis prefik infleksi adalah prefik {ŋ-}, {n-}, {ñ-} and {m∂-}.Kata Kunci : prefiks derivasi, prefiks infleksi, dan Dialek Pedawa This descriptive qualitative research aimed at describing the number of prefixes in Pedawa Dialect and its types of inflectional and derivational morphemes. Two informant samples of Pedawa Dialect were chosen based on set a criteria. The data were collected based on three techniques, namely: observation, recording, and interview (listening and noting). The results of the study show that there are two prefixes: {N-}, {m∂-} in Pedawa Dialect. The prefixes that belong to derivation morpheme are: prefix {m∂-}, {ŋə-} and {ŋ-}. The prefixes that belong to inflection morpheme are: prefixes {ŋ-}, {n-}, {ñ-} and {m∂-}.keyword : derivational prefixes, inflectional prefixes, and Pedawa Dialect
DERIVATIONAL AND INFLECTIONAL MOPRHEMES OF MACANG DUALECT: A DESCRIPTIVE STUDY ., Md Arini Purnamasari; ., Dr. I Gede Budasi,M.Ed,Dip.App.Lin; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.7302

Abstract

Penelitian ini bertujuan untuk mendeskripsikan awalan dan akhiran khususnya dialek Macang yang termasuk morfem derivasi dan infleksi. Penerilitain ini merupakan penelitian deskriptif kualitatif. Kedua sampel informan dipilih berdasarkan serangkaian kriteria. Data yang telah dikumpulkan berdasarkan penggunaan tiga jenis teknik, yaitu: observasi, teknik merekam, dan tanya jawab (teknik mendengarkan dan mencatat). Hasil dari penelitian ini menunjukan bahwa terdapat enam jenis awalan pada dialek Macang; {Λ-}, {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} dan terdapat empat jenis akhiran: {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ}. Terdapat lima jenis awalan: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} dan terdapat empat jenis akhiran {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ} yang termasuk dalam morfem derivasi. Terdapat lima jenis awalan: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {Λ-}, {mǝ-} dan terdapat empat jenis akhiran {-ē}, {- Ʌŋ}, {-In} and {-Ʌn} yang termasuk dalam morfem infleksi.Kata Kunci : Morfem Derivasi, Morfem Infleksi, Dialek Macang This study aimed at describing the prefixes and suffixes in Macang Dialect (MD) which belong to derivational and inflectional morphemes. This research was a descriptive qualitative research. Two informants sample of Macang village were chosen based on a set of criteria. The data were collected based on three techniques, namely: observation, recording technique, and interview (listening and noting technique). The results of the study showed that there were six kinds of prefixes that found in MD; {Λ-}, {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} and there were four kinds of suffixes: {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ}. There were five kinds of prefixes: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {mә-} and there were four kinds of suffixes {-Ʌŋ}, {-In}, {-Ʌn} and {-ǝ} that belongs to derivational morphemes. There were six kinds of prefixes: {mɅ-}, {n-}, {ŋ-}, {ñ-}, {Λ-}, {mǝ-} and there were four kinds of suffixes {-ē}, {- Ʌŋ}, {-In} and {-Ʌn} that belongs to inflectional morphemes. keyword : Derivational Morpheme, Inflectional Morpheme, Macang Dialect
A COMPARATIVE STUDY ON THE IMPLEMENTATION OF VARIOUS SEATING ARRANGEMENT TECHNIQUES TOWARD TEACHING LEARNING ENGLISH AS A FOREIGN LANGUAGE IN SMA KARYA WISATA ., Komang Widia Helena Arisandi; ., Prof. Dr. Putu Kerti Nitiasih, MA; ., Luh Diah Surya Adnyani, S.Pd.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5456

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengimplementasian bermacam teknik pengaturan tempat duduk terhadap pengajaran dan pembelajaran Bahasa Inggris sebagai sebuah bahasa asing. Subjek dalam penelitian ini yaitu 41 siswa di kelas XI IPB 2. Penelitian ini menggunakan deskriptif kualitatif. Terdapat beberapa instrumen yang digunakan dalam penelitian ini seperti: catatan, kuisioner, pedoman wawancara dan alat penelitian seperti: kamera dan perekam vidio. Hasil dari penelitian ini menunjukkan bahwa: (1) terdapat perbandingan yang penting antara bermacam teknik pengaturan tempat duduk (horseshoe, modular, dan circle) dengan teknik traditional. Perbandingan itu memberikan perubahan situasi pembelajaran yang membuat semua siswa ikut serta dalam pelajaran (2) pengimplementasian bermacam teknik pengaturan tempat duduk memberikan pengaruh terhadap pengajaran dan pembelajaran Bahasa Inggris yang diimplementasikan oleh guru. Itu bisa dilihat dari mengobservasi siswa dalam mencapai indikator dari RPP guru. (3) Berdasarkan hasil data yang diperoleh dari wawancra dan menjawab kuisioner, terdapat 40 siswa (97%) menyukai dan menyetujui pengimplementasian pengaturan tempat duduk dalam bentuk horseshoe dan modular yang memberikan cara yang menarik dalam proses pembelajaran Bahasa Inggris di kelas. Sedangkan 38 siswa (92%) menyukai dan menyetujui pengimplementasian teknik pengaturan tempat duduk dalam bentuk circle.Kata Kunci : Bermacam Teknik Pengaturan Tempat Duduk (Horseshoe, Modular dan Circle), Pengajaran dan Pembelajaran Bahasa Inggris sebagai sebuah Bahasa Asing This research aimed at describing the implementation of various seating arrangement techniques toward teaching learning English as a foreign language. The subjects of the study were 41 students of XI IPB 2 class. This research used descriptive qualitative research. There were several instruments used in this research such as: field note, questionnaire, interview guide and the research equipments; video recording and camera. The results of this research showed that: (1) there were crucial comparison between various seating arrangements (horseshoe, modular, and circle) and traditional seating arrangement. It gave the changes of learning situation which made all students involved to the lesson. (2) The implementation of the various seating arrangement techniques gave the effect on teaching learning process of English which were implemented by the teacher. It could be seen from observing the students in achieving the achievement of the indicator based on teacher’s lesson plan. (3) Based on the data gained through interviewing and answering the questionnaire, there were 40 students (97%) liked and agreed with the implementation of horseshoe and modular seating arrangement techniques which gave the interesting ways in learning process of English in classroom. Meanwhile, there were 38 students (92%) liked and agreed with the implementation of circle seating arrangement technique. keyword : Various Seating Arrangement Techniques (Horseshoe, Modular and Circle), Teaching Learning English as a Foreign Language.
IMPROVING THE VOCABULARY MASTERY THROUGH NUMBERED HEADS TOGETHER TECHNIQUE OF THE SEVENTH GRADE STUDENTS OF SMP N 5 BATURITI IN ACADEMIC YEARS 2015/2016 ., I Dewa Made Adhi Wira Sanjaya; ., Dr.Sudirman, M.L.S; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.7303

Abstract

Penelitian ini merupakan penelitian tindakan berdasarkan kelas yang bertujuan: (1) untuk mengetahui apakah Numbered Heads Together teknik dapat meningkatkan siswa penguasaan kosakata, (2) untuk mengetahui respon siswa terhadap pelaksanaan strategi. Penelitian ini dilakukan dalam dua siklus yang terdiri dari tiga sesi pada setiap siklus. Ada dua jenis data (kualitatif dan data kuantitatif) yang dikumpulkan melalui tes, kuesioner, dan buku harian penulis. Hasil tes menunjukkan bahwa penguasaan kosakata ditingkatkan pada setiap siklus. skor rata-rata siswa adalah 4,63% di pre test, 6.2 di post test 1, dan peningkatan menjadi 7.97 di post test 2. Hal ini dapat juga dilihat pada jumlah siswa lulus ujian. Tidak ada siswa lulus dalam pre test, 2 siswa dalam post test 1, dan 18 siswa di post test 2. Hasil diary penulis dan kuesioner juga menunjukkan bahwa siswa memberikan respon positif terhadap strategi. Hasil kuesioner menunjukkan bahwa 18 (90%) dari siswa mengakui bahwa mereka benar-benar seperti pelaksanaan Numbered Heads Together teknik. Selain itu, 17 (85%) dari siswa mengaku bahwa mereka termotivasi dalam belajar bahasa Inggris menggunakan Numbered Heads Together teknik Kata Kunci : Numbered Heads Together teknik, Penguasaan kosa kata This study was a classroom based action research which aimed: (1) to find out whether Numbered Heads Together technique can improve students’ vocabulary mastery, (2)to find out the response of the students toward the implementation of the strategies. This study was conducted in two cycles consisting of three sessions in each cycle. There were two kinds of data (qualitative and quantitative data) which were collected through tests, questionnaire, and writer’s diary. The result of the tests showed that the students’ vocabulary mastery was improved in each cycle. The students’ mean score was 4.63% in pre test, 6.2 in post test 1, and improved became 7.97 in post test 2. It can be also seen on the number of students passing the test. There were no students passed in the pre test, 2 students in the post test 1, and 18 students in the post test 2. The result of writer’s diary and questionnaire also showed that the students gave positive response toward the strategies. The results of the questionnaires showed that 18 (90%) of the students admitted that they really like the implementation of Numbered Heads Together technique. Moreover, 17 (85%) of the students admitted that they were motivated in learning English using Numbered Heads Together technique. keyword : Numbered Heads Together Technique, Vocabulary Mastery
an analysis of instructional material and the types of strategies that used for reading 2 course in english education department ., I Wayan Edi Gunawan; ., Dra. Luh Putu Artini, MA., Ph.D.; ., Dewa Ayu Eka Agustini, S.Pd., M.S.
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5457

Abstract

ABSTRAK Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk menganalisis relevansi bahan ajar dan jenis strategi pengajaran yang digunakan untuk Membaca 2 kursus dalam bahasa Inggris Departemen Pendidikan. Subyek penelitian ini adalah siswa yang telah diambil Membaca 2 kursus dan dosen yang telah mengajar Reading 2Course dalam bahasa Inggris Departemen Pendidikan. Penelitian ini merupakan penelitian deskriptif kualitatif yang memanfaatkan checklist dan kuesioner. Data yang dikumpulkan dari para juri ahli 'checklist, serta kuesioner dosen dan checklist, dan juga siswa diskusi kuesioner dan focus group. Data yang diperoleh dianalisis secara deskriptif. Temuan penelitian menunjukkan relevansi Bahan Ajar dan Reading 2 silabus dikatakan "Sedikit relevan" untuk digunakan sebagai sumber belajar bahasa Inggris Departemen Pendidikan siswa. Hal ini menunjukkan bahwa semua ahli memilih lebih dari 46% dari kriteria yang telah dicapai. Strategi pengajaran yang sering digunakan di Reading 2 saja wereDiscussion dan Instruksi Langsung. Hasil kuesioner dan diskusi kelompok terfokus dengan siswa dari 9 kelas yang berbeda menunjukkan fokus yang berbeda dari tujuan pembelajaran yang diperoleh oleh siswa dari setiap kelas karena perbedaan materi pembelajaran yang diberikan oleh dosen. Penggunaan strategi pengajaran yang juga tidak memenuhi kriteria pelajar dewasa ini gagal untuk mendorong motivasi siswa belajar. Kata Kunci : Kata kunci: keterampilan membaca, pembaca menengah, bahan ajar, bahan relevansi, dan strategi pengajaran. ABSTRACT This study was a descriptive qualitative research which aimed to analyze the relevance of instructional materials and the type of teaching strategies used for Reading 2 course in English Education Department. The purpose was to describe the relevance of the syllabus and instructional materials, as well as the quality of these learning materials, and to find out the students perception of Reading 2 course. The subjects of this research were the students who have taken Reading 2 course and the lecturer who have taught Reading 2 Course in English Education Department. This research was a descriptive qualitative research which was utilizing checklist and questionnaire. The data collected from the expert judges’ checklist, as well as lecturer questionnaire and checklist, and also students’ questionnaire and focus group discussion. The data obtained were descriptively analyzed. The finding of the research showed the relevance of Instructional Materials and the Reading 2 syllabus was said “Slightly Relevant” to be used as learning resource for English Education Department students. It showed that all experts choose more than 46% of criteria which had been reached. The teaching strategies that used frequently in Reading 2 course wasDirect Instruction. The questionnaire result and the focus group discussion with the students from 9 different classes showed different focus of learning objectives acquired by the students of each classes due to the differences of the learning material provided by the lecturer. The use of teaching strategies which also did not meet the criteria of adult learners was failed to encourage students’ motivation of learning. keyword : Keywords: reading skill, intermediate reader, instructional materials, relevance materials, and teaching strategies.
TEACHERS’ PERCEPTION TOWARD THE USE OF SCIENTIFIC APPROACH IN TEACHING ENGLISH BASED ON CURRICULUM 2013 IN RELATION TO STUDENTS’ COMPETENCY AT SMA NEGERI 1 SAWAN ., Ni Made Ayu Ratna Sulistya Dewi; ., Drs.Gede Batan,MA; ., Nyoman Karina Wedhanti, S.Pd., M.Pd
Jurnal Pendidikan Bahasa Inggris undiksha Vol 1, No 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v1i1.5459

Abstract

Penelitian ini bertujuan untuk menemukan persepsi guru- guru terhadap penggunaan pendekatan sientifik dalam mengajar bahasa inggris berdasarkan kurikulum 2013 yang berhubungan dengan kompetensi siswa-siswa di SMAN 1 Sawan dan kompetensi ssiwa setelah diajar menggunakan pendekatan sientifik berdasrkan kurikulum 2013. Subjek dari penelitian ini adalah dua orang guru dan 52 siswa di kelas XI BABUD 1 dan XI BABUD 2. Peneliatian ini dirancang menggunakan penelitian deskriptif kualitatif. Hasil dari penelitian menjunjukkan bahwa: (1) guru-guru memiliki perspesi yang positive terhadap terhadap penggunaan pendekatan sientifik dalam mengajar bahasa inggris berdasarkan kurikulum 2013 yang berhubungan dengan kompetensi siswa-siswa di SMAN 1 Sawan. Guru-guru tersubut juga sudah mengimplementasikan konsep dari pendekatan sientifik dan konsep dari kurikulum 2013 pada proses belajar mengajar mereka. Skore komulative juga menunjukan bahwa guru-guru tersebut memiliki perspsi yang positive terhadap penggunaan pendekatan sientifik dalam mengajar bahasa inggris berdasarkan kurikulum 2013 yang berhubungan dengan kompetensi siswa-siswa, (2) hasil nilai afektif, kognitive, dan psikomotor dari siswa-siswa guru 1 dan 2 buruk. Hasil dari kompetensi siswa-siswa guru 1 menunjukan bahwa murid-murid mendapatkan kategori C- untuk nilai kognitive mereka berdasarkan nilai rata-rata. Mereka juga mendapatkan kategori B- untuk nilai psikomotor mereka dan kategori C (cukup) untuk nilai afektive mereka. Hasil dari kompetensi siswa-siswa guru 2 menunjukan bahwa murid-murid mendapatkan categoro B- untuk nilai psikomotor mereka, kategori B untuk nilai kognitive mereka, dan kategori C (cukup) untuk nilai afektive mereka. Kata Kunci : Persepsi guru-guru, Pendekatan sientifik, Kurikulum 2013, Kompetensi Bahasa Inggris This study aimed at finding the teachers’ perception toward the use of scientific approach in teaching English based on Curriculum 2013 in relation to students’ competency at SMA Negeri 1 Sawan and the student’s competency after teaching and learning process using scientific approach based on Curriculum 2013. The subjects of the study were two teachers and 52 students in XI BABUD 1 and XI BABUD 2. This study was designed by using descriptive qualitative research. The result of the research shows that: (1) the teachers had positive perception toward the use of scientific approach in teaching English based on curriculum 2013 in relation to students’ competency at SMA Negeri 1 Sawan. Those teachers had also implemented the concept of scientific approach and Curriculum 2013 in their teaching learning process. The cumulative score also showed that those teachers had a very positive perception toward the use of scientific approach in teaching English based on Curriculum 2013 in relation to students’ competency, (2) the T1 and T2’s students affective, cognitive, and psychomotor result was bad. The result of T1’s competency of students showed that the students got C- category for their cognitive from their average score. They also got B- for their psychomotor and C (sufficient) for their affective. The T2’s competency of students showed that the students got B- for their psychomotor category, B category for their cognitive and C (sufficient) category for their affective.keyword : Teachers’ Perception, Scientific Approach, Curriculum 2013, Students’ English Language Competency

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