ENGLISH REVIEW: Journal of English Education 

Volume 6, Issue 1, December 2017 

p-ISSN 2301-7554, e-ISSN 2541-3643 

https://journal.uniku.ac.id/index.php/ERJEE 

  

33 

 

SCIENTIFIC APPROACH OF 2013 CURRICULUM: 

TEACHERS’ IMPLEMENTATION IN ENGLISH LANGUAGE 

TEACHING 
 

Sri Ratnaningsih 
Department of English, Indonesia University of Education, Indonesia 

E-mail: chi.azure.chelsea@gmail.com 

 
 

APA Citation: Ratnaningsih, S. (2017). Scientific approach of 2013 curriculum: Teachers’ 

implementation in English language teaching. English Review: Journal of English 
Education, 6(1), 33-40. DOI: 10.25134/erjee.v6i1.768. 

Received: 19-08-2017 Accepted: 21-10-2017 Published: 01-12-2017 

 

Abstract: The research is aimed at investigating the teachers’ implementation of scientific approach in 
English Language Teaching in one state junior high school in Bandung Regency. In addition, this 

research discusses the conformation of the Scientific Approach implementation and the lesson plans 

based on the 2013 curriculum. This research employs a case study qualitative research design. The 
data were obtained from classroom observation and teachers’ lesson plan analysis and interview. The 

findings showed that the teachers implemented the scientific stages in English Language Teaching. 

They conducted observing, questioning, experimenting, associating and communicating in the 
sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened 

by collaborative, cooperative, active and meaningful learning. However, concerning the conformation 

of the implementation with lesson plans, based on the indicators, learning objectives, learning 

materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry 
leaning, problem based learning and project based learning), the teachers still have to underline and 

mention the Scientific Approach model and state learning objectives. Furthermore, the other 

components have been presented well in both teaching and lesson plans. 

Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 
curriculum  

 

INTRODUCTION 

Curriculum is defined as a plan for 

learning containing many kinds of learning 

instructions and outcomes (see Taba, 1962; 

Ruhimat et al., 2009, p.4). It includes the 

sequence activities that give something for the 

students to learn and experience through 

developing abilities to achieve specific 

educational goals and evaluation in the form 

of a written document (see Government 

Regulation Number 19 Year 2005 on National 

Education Standards; Kunandar, 2011, p.124; 

Hasanah, 2015; Olivia, 1988; Harold, 1965; 

Print, 1993). 

In Indonesia’s curriculum, English 

becomes a compulsory subject with a very 

important existence. The curriculum of 

English has experienced changes to acquire 

better student results in learning English 

(Emilia, 2005). The English curriculum in 

Indonesia has witnessed at least eleven times 

of curricular changes— the 1945 curriculum, 

to 2006 curriculum (Alwasilah, 2012) as cited 

in (Hamied & Musthafa, 2016) and the 2013 

curriculum (KURTILAS) which uses 

Scientific Approach (Abidin, 2014; Hosnan, 

2014; Yani, 2014; government’s file). 

The 2013 curriculum is implemented 

as one of government’s efforts to answer the 

challenges of the advancing technology and 

rapid globalization. It is also related to the 21th 

century characteristics. Morocco et al. (2008, 

p.5; see Abidin, 2014) argue that the 21th 

century characteristics cover the ability of the 

highest understanding, critical thinking, 

collaboration and communication. Thrilling 

and Fadel (2009, p. 47) add that 21th century 



Sri Ratnaningsih 

Scientific approach of 2013 curriculum: Teachers’ implementation in English language teaching 

34 

 

skills include: (1) life and career skills, (2) 

learning and innovation skills and (3) 

information, media, and technology skills. 

They underline that learning and innovation 

skills which connect to creative thinking, 

problem solving, communication, 

collaboration, creativity and innovation are the 

main skill to be improved.  

The 2013 curriculum is hoped to realize 

the development of students’ potential to 

create Indonesian citizens who are productive, 

creative, innovative, skillful, competitive, 

collaborative and independent through the 

integrated attitudes (students know “why”), 

skills (students know “how”), and knowledge 

(students know “what”) (Education and 

Culture Ministry policy, No. 68 year 2013). 

The 2013 curriculum emphasizes more 

on competences and character buildings, 

because characters have important values to 

run and form the ethical and individual 

principles (Howard et al., 2004). The students 

attain academic benchmarks to construct and 

employ their knowledge and skills and need 

the same time and opportunity to develop and 

conduct good characters (Stein et al., 2000).  

The Ministry of Education (2013) states 

that the 2013 curriculum can be implemented 

successfully by using Scientific Approach. 

Scientific Approach is a new approach in 

English Language Teaching because the term 

“scientific” is more familiar with natural 

science, social science and management 

(Suharyadi, 2013, p.1). The learning process 

adopts the scientist stages in building the 

knowledge through the science methods and 

characteristics (see Alfred De Vito: 1989; 

Government’s file: 2013; Barringer, et al., 

2010; Abidin, 2014). Thus, it is a challenge for 

teachers to understand the stages and basic 

knowledge about Scientific Approach in 2013 

curriculum to implement the English 

Language Teaching in the classrooms properly 

(Ayuni, 2015).  

Scientific Approach does not only 

emphasize learning outcomes as the end result, 

but also the learning process as the important 

consideration.Therefore, this approach 

highlights the quest of knowledge rather than 

the knowledge itself. The students need to be 

actively involved in the learning process to 

present the information which is acquired not 

only from the teachers but also from various 

resources.  

According to Regulation of Ministry of 

National Education No. 65, Scientific 

Approach in 2013 curriculum trains the 

students to: (1) be the center of learning, (2) 

involve the cognitive processes which is 

potential in stimulating intellectual 

development, specifically the high level of 

student; thinking skill, (3) give opportunities 

to the student to assimilate and accommodate 

concepts, laws and principles, (4) find 

knowledge through scientific process and use 

it in learning process, (5) learn from various 

sources, (6) promote acculturation and 

empowerment of students as lifelong learners, 

(7) apply values by giving exemplary things, 

build willingness, and develop creativity of the 

students in the learning process, (8) implement 

the principles in which everyone is teacher, 

everyone is student and everywhere is class. 

Scientific Approach is paramount to 

improve the quality of teaching and learning. 

It directs the students to develop and integrate 

their attitudes, skills and knowledge 

(Suharyadi, 2013, p. 1). The approach can 

encourage students to be capable of observing, 

questioning, experimenting, associating, and 

communicating (Government’s file, No. 103, 

2014; Abidin, 2014, p.132; Hosnan, 2014, p. 

37; Mulyasa, 2014; Suharyadi, 2013, p. 1350). 

Each of the steps is presented as follows: 

1) Observing - to develop student’s curiosity, 
to create meaningful learning process and 

help students acquire knowledge (Brown, 

2000).The teacher asks the students to 

observe objects, events, phenomena, 

concepts and procedures by using all of 

their senses to see, listen, read and watch, 

and integrate it with the learning material 

(Checkovich & Sterling, 2001, p. 32; 

Government’s file, 2015). At the same 

time, students construct their knowledge 

and facilitate them to fulfill their need of 

knowing something. In this activity, the 

context is also presented to make students 

connect what they have learned with what 

they are going to learn (Suharyadi, 2013, 



ENGLISH REVIEW: Journal of English Education 

Volume 6, Issue 1, December 2017 

p-ISSN 2301-7554, e-ISSN 2541-3643 

https://journal.uniku.ac.id/index.php/ERJEE 

  

35 

 

p. 3). According to Kemendikbud 

(2013b), the observation is going to be 

effective if the teacher and students 

employ tape recorder (to record the 

conversation), camera (to record visual 

objects), film or video (to record audio-

visual objects) and related equipment.  

2) Questioning - to construct knowledge as a 
concept. The students are required to have 

a critical thinking to evoke high level of 

thinking questions. Furthermore, the 

students can show their active 

participation in the learning process. In 

this stage, the teachers have to facilitate 

the students with scaffolding to stimulate 

and encourage the students to ask 

(Government’s file, 2013, pp. 34-35). 

Questioning can be used by both teachers 

and students in the classroom with several 

specific purposes. Specifically, by giving 

questions, the teacher leads the students to 

give their attention to begin learning and 

stimulate them to pursue knowledge on 

their own (Suharyadi, 2013, p. 3-4). 

3) Experimenting - to acquire a meaningful, 
real and authentic learning, students have 

to do experiments, especially to the 

suitable materials (Suharyadi, 2013, p. 4). 

The students also experience the skill 

process to enhance knowledge and 

employ scientific method to solve the real 

problem. Experimenting is intended to 

develop various learning objectives, 

attitudes, skills and knowledge. It is an 

activity to internalize knowledge and 

skills that have been learned. The students 

practice to express new things that they 

have learned and try to utilize the skills to 

reality inside and outside the class through 

simulation, role play, presentation, 

discussion and games (Government’s file, 

2013, p. 35). 

4) Associating - toattain the conclusion of 
knowledge by a logical thinking process 

and systematic empirical factual statement 

which is observed. Students must be more 

active and given more opportunities to 

learn. Associating refers to grouping 

ability of various ideas and associating 

various events to be part of memory. 

When the experiences are stored in the 

brain, they will interact with the previous 

events or experiences. In this stage, 

students and teacher are engaged into 

learning activities, such as text analyzing 

and categorizing. The information or data 

that have been collected from the previous 

activity (observing and experimenting) 

must be analyzed to draw conclusions. 

Students will then process the information 

from the teachers and draw the 

conclusions out of that information. As 

stated on the Policy of Indonesia Ministry 

of Education and Culture No. 81a/2013, 

associating process must be conducted 

through: (1) processing information that 

has been collected from the result of 

experimenting and observing activity and, 

(2) processing the information collected to 

find solutions from variety of sources that 

have different opinions to the contrary. 

Thus, students are expected to be able to 

relate the result of learning or 

experimenting to the reality. 

5) Communicating - to develop students’ 
skills to offer or demonstrate all 

knowledge and ability that has been 

mastered verbally or nonverbally. 

Suharyadi (2013, p. 4) argues that 

communicating is also called 

collaborative learning. For teachers, the 

collaborative learning function is more 

directive oriented in which the teachers 

are managers in the students’ learning. 

The students present the communicative 

and effective written or spoken 

knowledge based on what they have 

learned. 

The Scientific Approach has learning 

models to implement the whole approach, 

strategy, and method components which are 

employed holistically and comprehensively in 

learning process. The model selection is based 

on (1) time allocation; (2) material contents; 

and (3) asessment process of knowledge and 

skill (Hasanudin, 2017). The models include 

discovery learning, inquiry learning, problem 

based approach and project based approach.  

In addition, in implementing the 

teaching practice in 2013 curriculum, lesson 



Sri Ratnaningsih 

Scientific approach of 2013 curriculum: Teachers’ implementation in English language teaching 

36 

 

plan has an important role to guide the 

learning activities to achieve basic 

competences (Permendikbud no.65, 2013). In 

this research, some lesson plan components 

are analyzed. The components include 

indicators, objectives, learning material, 

learning activities, and assessment (Ministry 

of National Education, 2013) 

Considering the issue stated above, 

this research is intended to focus on the 

implementation of Scientific Approach in 

English language teaching and its 

conformation with the lesson plans. It is hoped 

that this study can give a major contribution in 

the area of English teaching in new 2013 

curriculum that is recently discussed 

nowadays, especially, Scientific Approach as 

a new approach in teaching English. It can 

help other researchers in conducting further 

researches on Scientific Approach. 

 

METHOD 

To meet the purposes of the study, the 

research employed a qualitative case study 

research design since the main objectives are 

to describe and analyze the English teachers’ 

implementation of Scientific Approach and the 

conformation with the teaching lesson plan in 

2013 curriculum. 

The research was conducted in one of 

favorite junior high schools in Bandung 

Regency which has been popular and chosen 

to apply Scientific Approach for English 

learning and teaching since the 2013 

curriculum was realized. The participants 

involved in this research were three eleventh 

grade teachers. They were free to choose the 

topic as long as it is stated in basic 

competence 3 and 4 in seventh grade level. 

They were trained on the 2013 curriculum by 

the government and one of them is a national 

instructor. 

Since this study employed a case study-

qualitative research design, the data were 

collected through classroom observation, 

teachers’ lesson plans analysis and interview. 

The classroom observation was recorded and 

analyzed in the form of transcription and 

rubric. The observation began on March. 

Then, the lesson plans were analyzed to 

determine whether the lesson plan is in line 

with the principles of 2013 Curriculum. The 

teachers’ lesson plans were analyzed in terms 

of the indicators, objectives, materials and 

media, teaching procedures (Scientific Stages 

and its model) and learning assessment 

components (Decree of Minister of National 

Education no. 65/2013). The lesson plans were 

collected from each teacher after conducting 

the observations. There were four lesson plans 

analyzed in this study. The first lesson plan 

labeled L1 was made by Teacher A; L2 and 

L3 was for lesson plans made by Teacher B; 

and L4 for lesson plan made by Teacher C. All 

lesson plans were written in Indonesian. 

Finally, the interview was done to each 

teacher after finishing the classroom 

observations to gain detailed information and 

description about Scientific Approach in 2013 

curriculum. The interview consists of six 

questions related to the implementation of 

Scientific Approach in 2013 curriculum and 

the data was categorized as complement to 

answer research questions. The interview was 

conducted in Indonesian to make the teachers 

more comfortable in expressing their opinions 

regarding the implementation of Scientific 

Approach. 

 

RESULTS AND DISCUSSION 

 The section is divided into three main 

parts. The first part presents the 

implementation of Scientific Approach in 

English Language Teaching observation. The 

second part highlights the conformation 

between the implementation and the lesson 

plans through the lesson plans analysis. 

Finally, the interview supports the first and 

second findings.  

 

Data from classroom observation 

Observing 

In the teaching practice, teacher A 

conducted the same material (describing 

things) in two different classes. She used the 

monkey doll to be described in class A, and 

red ball and bottle in class B. She was creative 

in using the contextual, real and some relevant 

media. She presented different realia to be 

described. Thus, it made the students engage 



ENGLISH REVIEW: Journal of English Education 

Volume 6, Issue 1, December 2017 

p-ISSN 2301-7554, e-ISSN 2541-3643 

https://journal.uniku.ac.id/index.php/ERJEE 

  

37 

 

easily in the learning process because she 

asked the students to use their sense to see.  

Teacher B also presented the same 

material (describing people) for class C and D. 

In observing, she asked the students to 

maximize their sense to see the idol picture to 

be portrayed. It led the students to have fun 

learning and involved them to create active 

and meaningful learning. On the other hand, 

teacher B in class E displayed different 

material (greeting). Here, the teacher invited 

the students to watch the video and sing the 

greeting song. So, the teacher asked the 

students to use their sense to watch and listen. 

In addition, teacher C stated some verbal 

instructions to be listened and observed. Then, 

she asked the students to note the instructions 

given. 

According to the findings, all teachers 

implemented the observing stage well. It 

emphasized that all the teachers were creative 

to utilize the relevant, contextual and real 

media to be observed. 

 

Questioning 

In this stage, teacher A involved the 

students to make questions verbally and 

invited some representatives to write the 

questions in front of the class. Uniquely, she 

kept stimulating the students to answer and 

create more questions. The teacher applied 

active learning to bring good atmosphere. She 

explained (1) the usage of “has/have” and 

“is/are”, and (2) constructed the statements 

and questions to describe the thing clearly. 

Thus, it made the students create the questions 

and statements easily. Teacher B and C, on the 

contrary, kept asking the related questions and 

conduct the group discussion to encourage the 

students to ask and give their arguments. 

In this stage, all teachers showed their 

effort to encourage, stimulate and motivate the 

students to offer and response the related 

questions. They tried to construct the active 

learning and develop the students’ thinking 

skill. Practically, the goals were not achieved 

well. So, the teachers initiated to offer some 

related questions and make a discussion to 

encourage the students to offer questions, 

respond to the answers, and give the 

argumentation and opinion. 

 

Experimenting 

In experimenting, the students get real or 

authentic learning (Abidin, 2014). Teacher A 

gave the opportunity to the students to explore 

and collect relevant data and practice the 

writing and pronunciation to describe things. 

Teacher B asked the students to collect the 

data from the internet and practice to describe 

people’ appearance and personality. In 

addition, in teaching the other material 

(greeting), the teacher asked the students to 

practice and imitate the greeting expression. 

Finally, teacher C guided the students to 

explore and find the instruction from the text 

book. She also asked them to modify, imitate 

and demonstrate the instruction. 

 

Associating 

Associating refers to the ability of 

creating diverse idea and making new 

concepts or relating the result of learning 

experimenting to the reality they find 

(Ministry of Education and Culture No. 

81a/2013). Teacher A and B encouraged the 

students to analyze and modify the descriptive 

statements. Then, the students associated their 

knowledge from observing and experimenting 

to describe things (Teacher A) and people 

(Teacher B). In addition, teacher B instructed 

the students to modify and create greeting 

songs. Further, the teacher C asked the 

students to analyze and make instruction. 

Communicating  

In communicating, teacher A asked the 

students to describe one of the things given by 

using be, have and has in the groups of two. 

Then, she watched and gave them assessment. 

Teacher B built collaborative and cooperative 

learning in groups of four. The students were 

asked to choose one idol picture or the family 

member, then they discussed it in the groups. 

The representatives of the groups presented 

the description while the teacher monitored 

and led their discussion activity. To conduct 

effective learning, it will be better if the 

implementation was conducted twice or three 

times to give time for the students to explore, 



Sri Ratnaningsih 

Scientific approach of 2013 curriculum: Teachers’ implementation in English language teaching 

38 

 

associate and communicate well. Moreover, in 

teaching greeting, the teacher asked the 

students to sing with their groups in front of 

the class. In addition, teacher C asked the 

students to come forward and communicate 

the instruction alternately in pair. 

 

Document analysis 

This section presents the analysis of 

lesson plans. There are four lesson plan 

samples investigated in the study. 

 

Learning indicators, learning objectives and 

learning materials 

Deciding indicator refers to the basic 

competence. Indicators direct to develop 

learning material to achieve learning 

objectives. The indicators are explained by 

detailed objectives. Teacher A and B 

conducted the basic competence 3.10 and 

4.13. Both teachers fulfilled the indicators by 

using C2 and P2 in line with basic competence 

and their learning objectives followed the 

ABCD rule. On the other hand, in deciding 

learning material, teacher A chose the things 

to be described and used realia by using 

various things such as monkey doll, red ball, 

red bottle and others while teacher B selected 

admired people to be described and employed 

pictures as the media. 

Teacher B, in the third teaching, 

presented KD 3.1 and 4.1. KD 3.1 had three 

indicators. The operational words come from 

same level of Bloom’s taxonomy (C2). She 

did not put the learning objectives in the 

lesson plan. In addition, KD 4.1 has one 

indicator and no learning objective. The word 

“menciptakan” in indicators must be followed 

by the lowest operational word to scaffold the 

students. Furthermore, the teacher utilized 

video and song as learning media to teach 

greeting expression. 

Teacher C selected KD 3.9 and 4.10. KD 

3.9 has three indicators, the indicators are not 

in line with one learning objective mentioned 

in this lesson plan. This also happened to KD 

4.10 where the teacher put one indicator and 

two learning objectives. As Dede (2017) stated 

that in the lesson plan of 2013, the number of 

indicators has to be in line with learning 

objectives. The learning objective almost 

follows the ABCD instruction. However, the 

teacher did not mention the bond degree of KI 

2 such as “dengan benar dan tepat”. The 

teacher conducted instruction for the learning 

material, the students are asked to identify the 

language features of instruction (Verb + 

Object!). Thus, the learning material and basic 

competence are relevant. Furthermore, the 

teacher was creative because she used realia, 

situation and condition as the media of 

learning, for instance the teacher pointed the 

door and say “Arya, open the door, please!” or 

“let’s learn about the instruction, now open 

page 101!” 

 

Analyzing scientific approach and learning 

model 

In this section, the lesson plans were 

analyzed in term of its syntax to discover 

learning model that the teachers chose in their 

teaching practice. Scientific Approach 

includes some learning models such as 

Discovery Learning Method, Project-Based 

Method and Problem-Based Method. Those 

models have different syntax depends on the 

characteristics of the models. The teachers’ 

teaching practices were then analyzed to 

discover their learning models.   

The detail elaboration of learning model 

in the four lesson plans of the teachers is 

discussed in the following subsections. 

 

 

 

L1 Teacher A and L2 Teacher B 

Both lesson plans present scientific 

stages and discovery model of learning in the 

sequence activities. First, the activities 

construct the active learning and reflects the 

student-centered process. The proof can be 

seen from the beginning of the lesson when 

the teacher asks the students to observe the 

monkey doll (Teacher A) and the idol picture 

(Teacher B) as the observation stage in 

Scientific Approach and stimulation in 

discovery model. This activity leads the 

students to use their sense to see and engages 

them to the learning. 



ENGLISH REVIEW: Journal of English Education 

Volume 6, Issue 1, December 2017 

p-ISSN 2301-7554, e-ISSN 2541-3643 

https://journal.uniku.ac.id/index.php/ERJEE 

  

39 

 

The second finding, the questioning 

stage is conducted well by giving the students 

several questions related to the material and 

discussion to encourage them to argue, 

question and response. The question stage is in 

line with problem identification in discovery 

learning.  

The third, experimenting is line with 

collecting data. Here, the teachers give chance 

to the students to explore more information 

from various resources such as accessing the 

internet or discussing with their groups to 

collect more information and material to 

describe the things and initiate the 

pronunciations.  

 The fourth, the associating stage or 

verification in discovery learning displays the 

teacher asking the students to analyze and 

elaborate their current knowledge to describe 

the new things (teacher A) and idol (teacher 

B).  

Finally, in communicating and 

generalizing stage, the students are instructed 

to make short description of the thing given, 

then they present their description in form of 

dialogues in pairs (teacher A), while teacher B 

asked the students to present their admired 

people description in the groups of four and 

the representatives came forward to describe it 

in front of their friends. 

In the lesson plan, the teacher 

implements scaffolding which means the task 

that students have to do is in the sequence 

activities from the easiest to the hardest. This 

stage makes the students get the meaningful 

learning whereas each individual will fully 

understand the learning materials. 

 

L3 Teacher B and L4 Teacher C 

Both teachers do not mention the model. 

They only focus on the scientific process 

stages. However, in 2013 curriculum activities 

the Scientific Approach stages must be in line 

with the learning model (Government’s file, 

2015). 

The L3 of Teacher B conducts observing 

stages using video and song to engage the 

students,then both teacher and students discuss 

the song’s content. It is hoped that this stage 

can encourage the students to ask. Meanwhile, 

teacher C employs verbal expressions to be 

listened by the students, then she stimulates 

the students to offer questions. 

In experimenting, teacher B instructs the 

students to collect data from videos, songs and 

other resources. Then, they classify formal and 

informal greeting expressions. Further, they 

imitate teacher’s pronunciation in expressing 

the words. On the other hand, teacher C uses 

text book to be explored. She asks the students 

to obtain the instruction and identify its 

language features.  

In associating, teacher B instructs the 

students to analyze the expressions and create 

simple song based on the data gained and sing 

in front of the class in form of group. In 

addition, teacher C displays the students to 

modify the instruction and presents the simple 

dialog in pair. 

 

Analyzing learning assessment 

In 2013 curriculum (2015 version), 

spiritual and attitude aspectsare explained in 

line with cognitive and skill assessments. 

However, in 2017 revision, the English 

teachers just assess the students’ cognitive and 

skill, while attitude is assessed implicitly. 

Spiritual and attitude aspects are assessed by 

religion and civic subjects (Hasanudin, 2017). 

Based on the finding, all teachers assess the 

students’ cognitive and skill by employing the 

verbal test assessment.  

 

Data from interview 

The interview as the follow up to the 

observation was conducted with the English 

teachers of 7th grade. The Scientific Approach 

has been implemented since the school started 

employing the 2013 curriculum and chose to 

be a model school. The Scientific Approach 

asks the teacher to learn and read a lot. They 

are able to understand the stages by sharing 

with friends, reading from various information 

and following the national or local training of 

the 2013 curriculum. In addition, they always 

design the lesson plan before conducting the 

teaching. 



Sri Ratnaningsih 

Scientific approach of 2013 curriculum: Teachers’ implementation in English language teaching 

40 

 

 

CONCLUSION 

The present study shows that the English 

teachers of 7th grade at the chosen state junior 

high school implemented the Scientific 

Approach in their English Language Teaching. 

They conducted all the stages involving 

observing, questioning, experimenting, 

associating and communicating. To 

emphasize, the teachers need to consider the 

time for implementation because the students 

need much opportunities to dig the stages. 

Furthermore, the teachers conducted 

active and meaningful learning but they still 

lack of critical thinking (HOTS). Observing 

was conducted with various media and 

creative delivery. However, they have to 

highlight the questioning stages where the 

students did not initiate to learn without 

stimulation and encouragement from the 

teachers. Thus, it made the teachers show their 

efforts to stimulate and motivate them to offer 

questions. Besides, the teachers employed the 

discussion to make them creating the active, 

cooperative and collaborative learning.   

In addition, the lesson plans employ all 

components and Scientific Approach stages 

based on 2013 curriculum. However, the 

teachers need to emphasize the step of 

determining the learning indicators and 

learning objectives, stating the learning model, 

and choosing the method. The findings show 

that teacher A and teacher B (Class B and C) 

implemented the teaching in line with their 

lesson plans while teacher B (class D) and C 

were less appropriate because they did not 

write the learning objectives and model. As 

Mikova (2017) states that learning objectives, 

learning activities and learning assessment are 

the main points of lesson plan.  

 

REFERENCES 
Abidin, Y. (2014). Desain sistem pembelajaran dalam 

konteks kurikulu 2013. Bandung: PT Refika 

Aditama. 

Alwasilah, A. C. (2012). Pokoknya kualitatif: Dasar-
dasar merancang dan melakukan penelitian 

kualitatif (7th Ed). Bandung: PT. Dunia Pustaka 

Jaya. 

Hosnan, M. (2014). Pendekatan saintifik dan 

kontekstual dalam pembelajaran abad 21: Kunci 

sukses implementasi kurikulum 2013. Bogor: Ghalia 

Indonesia. 

Mulyasa, E. (2014). Pengembangan implementasi 

kurikulum. Bandung: Penerbit PT. Remaja 

Rosdakarya.  

Suharyadi. (2013). Exploring scientific approach in 
English language teaching. Malang: The State of 

Malang University. 

Yani, A. (2014). Mindset kurikulum 2013. Bandung: 

Alfabeta.

 

 


	SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS’ IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING
	INTRODUCTION
	METHOD

	RESULTS AND DISCUSSION
	Data from classroom observation
	Observing
	Questioning
	Experimenting
	Associating
	Communicating
	Document analysis
	Learning indicators, learning objectives and learning materials
	Analyzing scientific approach and learning model
	L3 Teacher B and L4 Teacher C
	Analyzing learning assessment
	Data from interview

	CONCLUSION
	REFERENCES