Teachers lived experience of the scientific approach in teaching English.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Paskalina Widiastuti Ratnaningsih. (2015). Teachers’ Lived Experience of The
Scientific Approach in Teaching English. Yogyakarta: The Graduate
Program, English Language Studies, Sanata Dharma University
Teaching approach changes as the curriculum changes. The teaching
approach is the core in the teaching-learning process. It is as the way on how the
teachers bring the students to build their competences. The scientific approach as
a new approach in 2013 curriculum is used by the teachers in the teachinglearning process. The English teachers implement the scientific approach in the
teaching-learning process.
This study focuses on teachers’ lived experiences of the scientific
approach in teaching English.I tried to discover the meaning of phenomenon of
the scientific approach in English language teaching. The teachers did reflection
on their teaching. The aim of this study is description and interpretation of
teachers’ lived experience of the scientific approach in teaching English. This
study is limited on English teachers who taught at grade X since the scientific
approach was firstly implemented at grade X at the senior high school.
This study is hermeneutic phenomenology study. Phenomenology relates
to description and hermeneutic relates to interpretation in which this study focused
on description and interpretation. The participants are three English teachers in

Yogyakarta. Two English teachers are from state schools and one English teacher
is from private school. In-depth interviews were used as the primary instrument.
Observation and documents review were also used as the instruments.
Triangulation was used to ensure trustworthiness of the research. The
triangulation was from in-depth interviews, observation, documents review, and
member checking.
The finding of this research is description and interpretation of teachers’
lived experience in the scientific approach and the theory based on the description
and interpretation. The description and interpretation consists of into pre-figured
themes and emerging themes. They consist ofempirical themes and transcendent
themes. From the description and interpretation in the themes, the English
teachers implemented five steps in the scientific approach namely observation,
questioning, exploring, associating, and communicating. However, they
implemented the scientific approach as the empirical one differently based on
their transcendent.The transcendent matter drove the teachers to do scientific
approach as appeared in the empirical one. Each of them had different
transcendent level. The empirical and transcendent themes lead to the model of
lived experience I call the zone of intersubjective lived experience in English
language teaching. This study led to emphatic understanding on the uniqueness of
each individual, self-actualization and also the improvement of human life quality.

Keywords: lived experience, scientific approach, teaching English, English
teachers, hermeneutic phenomenology
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Paskalina Widiastuti Ratnaningsih. (2015). Teachers’ Lived Experience of The
Scientific Approach in Teaching English. Yogyakarta: The Graduate
Program, English Language Studies, Sanata Dharma University
Pendekatan pengajaran berubah saat kurikulum berubah. Pendekatan
pengajaran adalah inti dari proses belajar mengajar. Ini adalah cara bagaimana
guru membawa siswa untuk mengembangkan kompetensi mereka. Pendekatan
saintifik sebagai pendekatan baru di kurikulum 2013 digunakan guru dalam proses
belajar mengajar. Guru bahasa Inggris menerapkan pendekatan saintifik dalam
proses belajar mengajar.
Penelitian ini fokus pada pengalaman hidup guru pada pendekatan saintifik
dalam pengajaran bahasa Inggris. Peneliti berusaha untuk menemukan arti dari
fenomena pendekatan saintifik dalam pengajaran bahasa Inggris. Guru melakukan
refleksi pada pengajaran mereka. Tujuan dari penelitian ini adalah deskripsi dam

interpretasi dari pengalaman hidup guru pada pendekatan saintifik dalam
pengajaran bahasa Inggris. Penelitian ini dibatasi pada guru bahasa Inggris yang
mengajar kelas X dikarenakan pendekatan saintifik pertama kali
diimplementasikan di kelas X di SMA.
Penelitian ini adalah penelitian fenomenologi hermeneutika.
Fenomenologi berhubungan dengan deskripsi dan hermeneutika berhubungan
dengan interpretasi di mana penelitian ini berfokus pada deskripsi dan interpretasi.
Partisipan adalah tiga guru bahasa Inggris di Yogyakarta. Dua guru bahasa Inggris
dari sekolah negeri dan satu guru bahasa Inggris dari sekolah swasta. Wawancara
mendalam digunakan sebagai instrumen utama. Observasi dan review dokumen
juga digunakan sebagai instrumen. Triangulasi digunakan untuk memastikan
kedapatdipercayaan penelitian. Triangulasi adalah dari interview, observasi,
review dokumen, dan konfirmasi ulang dengan partisipan.
Penemuan pada penelitian ini adalah deskripsi dan interpretasi pada
pengalaman hidup guru pada pendekatan saintifik dan teori berdasarkan deskripsi
dan interpretasi. Deskripsi dan interpretasi terdiri dari tema yang diduga dan tema
yang muncul. Pada tema tersebut terdiri dari tema empiris dan tema transenden.
Berdasarkan deskripsi dan interpretasi pada tema, guru bahasa Inggris
menerapkan lima langkah dalam pendekatan saintifik yaitu mengobservasi,
mempertanyakan, mengeksplorasi, mengasosiasi, dan mengkomunikasikan.

Tetapi, mereka mengimplementasikan pendekatan saintifik berbeda satu sama lain
berdasarkan transenden mereka. Hal transenden menggerakkan guru untuk
melaksanakan pendekatan saintifik seperti yang tampak pada hal empiris. Setiap
partisipan memiliki transenden yang berbeda. Tema empiris dan transenden
berakhir pada model pengalaman hidup yang saya sebut sebagai zona antar
partisipan padapengalaman hidup pada pengajaran bahasa Inggris. Penelitian ini
berakhir pada pemahaman empati pada keunikan setiap individual, aktualisasi diri,
dan juga peningkatan kualitas hidup manusia.
Kata kunci: pengalaman hidup, pendekatan saintifik, pengajaran bahasa Inggris,
guru bahasa Inggris, fenomenologi hermeneutika
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TEACHERS’ LIVED EXPERIENCE OF THE SCIENTIFIC APPROACH
IN TEACHING ENGLISH

A Thesis Presented to
the Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum.)
in English Language Studies

by
Paskalina Widiastuti Ratnaningsih
Student Number: 136332003

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TEACHERS’ LIVED EXPERIENCE OF THE SCIENTIFIC APPROACH
IN TEACHING ENGLISH

A Thesis Presented to

The Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of Magister Humaniora (M.Hum.)
in English Language Studies

by
Paskalina Widiastuti Ratnaningsih
Student Number: 136332003

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to the Almighty God, Jesus
Christ, Holy Spirit, and Mother Mary for the blessing in the process of finishing
this thesis. I would like to thank them for the insightful companion during my
journey of the discovery in this thesis. I would like to thank Jesus Christ for
teaching me to walk in His road in faith, hope, and affection.
I would like to express my sincere gratitude to my thesis advisor,
F.X.Mukarto, Ph.D. “Thank you, Sir, I learnt a lot from you in the process of
discussion and also the questions during the thesis consultation”. I thank him for
teaching me to stick on my belief and be brave to make a decision. I got a
meaningful experience during the consultation process in doing my research. I
would like to thank to Dr. Bismoko. “Thank you, Sir, I learnt not only research,
but also philosophy during my study from you.” I would also like to thank to
Josephine Sri Murwani Pudji Lestari, M.Hum. “Thanks for the conversation, bu

Pipin.” I would also to thank to Dr. B.B. Dwijatmoko, Dr. Novita Dewi, Dr.
Fr.B.Alip, Dr. Haryatmoko, Widya Kiswara, M.Hum, Paulus Sarwoto, Ph.D. for
the insightful teaching. I would also like to thank to mbak Maria Adelheid
Lelyana and pak Mulyadi.
I would like to thank to the participants in this research during the process
in doing my research. I would like to thank to Mr.Rhapra (pseudo name), SMAN
3 Yogyakarta; Mr.Setyo (pseudo name), SMA Kolese De Britto; and Mrs. Dini
(pseudo name), SMAN 2 Yogyakarta. ‘Thanks, pak, bu, I got meaningful
experiences from you during the research.’
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I would like to thank to my father, Ignatius Lagiman, and my mother,
Florentina Suratiyem. “Thanks, bapak, ibu, you are the first pillars in my
education. Thank you, bapak, for teaching me how to construct my knowledge
and skills. Thank you, ibu, for teaching me to be tough, independent, and have
strong faith in any situation.” I would also like to thank to my younger brother,
Stefanus Brian Dwi Nugroho for his support to continue my master degree. You
are the sunshine in my life, bapak, ibu, and dek Brian.

I would like to thank to my late grandfather, Matius Suparno Warnotiyoso
and my grandmother, Margaretha Satirah Warnotiyoso for the support during my
study in the graduate program. I would like also to thank to my aunts (tante Giarti,
bude Supar, bude Wati), my uncles, and my cousins (Nunik, Dwi, mas Eko,
Johan, and other cousins) in Klaten, Cirebon, and Kalimantan.
I would like to thank to Xaverius school in Jambi. From this school, I
learnt much on English language learning when I was a student and English
language teaching when I was an English teacher there. I would like to thank to
the passionate people in English language teaching who have influenced my
perspectives in English language teaching: bapak Hermanto, bapak Iwan Kaslan,
bapak Purmedi, ibu Theresia, ibu Indah, and bapak Slamet.
I would also like to thank to my friends. My friends in KBI, Anin, mbak
Kurniyati, mbak Maya, mas Bayu, Desta, cece Vivi, mas Ryan, Aik, Levyn,
Wulan, Joan, Siwi, mbak Yunita, Dian, mbak Siska, Dhenok, Dina, Gaby, mbak
Nurul, mbak Luluk, Amy, Dita, mbak Dian, Tia, Nita, and my friends in boarding
house, Rini, mbak Dita, Shinta, Gita, Helen, and Tiara.

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I would also thank to people who cannot be mentioned one by one. As we
live to spread our transcendent aim in this world for the sustainable improvement
of human life quality, I hope that I can also discover my deepest transcendent aim
in this world through the journey of this lived experience research. Thanks for all
the people mentioned here who have given me insightful empirical experiences.

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TABLE OF CONTENTS

Page
TITLE PAGE .................................................................................................. i
APPROVAL PAGE ......................................................................................... ii
THESIS DEFENSE APPROVAL PAGE ........................................................ iii
STATEMENT OF WORK’S ORIGINALITY ................................................ iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................ v
ACKNOWLEDGEMENTS ............................................................................ vi

TABLE OF CONTENTS ................................................................................ ix
LIST OF TABLES .......................................................................................... xvi
LIST OF FIGURES ........................................................................................ xvii
LIST OF APPENDICES ................................................................................. xviii
LIST OF ABBREVIATION ............................................................................ xix
ABSTRACT .................................................................................................... xx
ABSTRAK ........................................................................................................ xxi
CHAPTER I: INTRODUCTION
A. Background ................................................................................................ 1
B. Problem Identification ................................................................................. 6
C. Problem Limitation...................................................................................... 7
D. Research Question ....................................................................................... 8
E. Research Goals ............................................................................................ 8
F. Research Benefits ........................................................................................ 8

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CHAPTER II: LITERATURE REVIEW
A. Theoretical Review .................................................................................... 10
1. Lived Experience ................................................................................. 10
a. Principles in Lived Experience ........................................................ 17
1) Turning to the Nature of Lived Experience ................................ 17
2) Investigating Experience As We Live It ..................................... 18
3) Hermenutic Phenomenological Reflection ................................. 19
4) Hermeneutic Phenomenological Writing.................................... 20
5) Maintaining A Strong and Oriented Reflection .......................... 20
6) Balancing the Research Context by Considering Parts and
Whole .......................................................................................... 21
b. Fields in Lived Experience............................................................... 22
1) Understanding .............................................................................. 22
2) Belief............................................................................................ 23
3) Intention ....................................................................................... 24
4) Action .......................................................................................... 24
5) Feeling ......................................................................................... 25
2. Teaching English.................................................................................. 26
a. Teaching English Skills ................................................................. 27
b. Teaching English Sub-Skills .......................................................... 28
c. Taxonomy of Educational Objectives ............................................ 29
1) Knowledge Taxonomy .............................................................. 29
2) Affective Taxonomy ................................................................. 31
3) Psychomotor Taxonomy ........................................................... 31
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d. Learning Theories and Language Teaching Methods .................... 32
3. Scientific Approach.............................................................................. 35
a. Five Steps in Scientific Approach .................................................. 35
b. Scientific Approach and Competence Based Curriculum .............. 39
c. Scientific Approach and Learning Models .................................... 40
1) Discovery Learning...................................................................... 42
2) Project-Based Learning................................................................ 42
3) Problem-Based Learning ............................................................. 46
d. Scientific Approach and Assessment ............................................... 47
e. Scientific Approach and Teaching Competences ............................. 50
4. 2013 Curriculum .................................................................................. 51
a. Eight Standards of National Education .......................................... 52
b. The Changes of Standards in 2013 Curriculum ............................. 54
c. The Changes in English Lesson in 2013 Curriculum..................... 55
d. The Differences of 2006 Curriculum and 2013 Curriculum .......... 56
e. The Successful Keys of 2013 Curriculum ..................................... 57
5. Self Actualization ................................................................................. 59
B. Framework of Pre-Understanding ............................................................... 61
C. Pre-Figured Themes .................................................................................... 63
CHAPTER III: METHODOLOGY
A. Research Method........................................................................................ 64
B. Research Design ......................................................................................... 65
1. Nature of Data ........................................................................................ 65
2. Data Sources........................................................................................... 66
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a. Setting................................................................................................. 66
b. Participants ......................................................................................... 66
C. Instruments ................................................................................................. 67
D. Data Gathering .......................................................................................... 68
E. Data Analysis ............................................................................................. 71
F. Research Procedure .................................................................................... 72
G. Trustworthiness .......................................................................................... 76

CHAPTER IV:DESCRIPTION AND INTERPRETATION..................... 78
A. Participants’ Background ........................................................................... 78
1. Mr.Rhapra’s Background ....................................................................... 78
2. Mr.Setyo’s Background ......................................................................... 79
3. Mrs.Dini’s Backgroud ............................................................................ 79
B. Description of Lived Experience ............................................................... 79
1. Pre-Figured Themes ............................................................................... 80
a. Empirical Themes............................................................................... 80
1) Teaching Approach ........................................................................ 80
2) Project Based Learning .................................................................. 86
3) Collaboration ................................................................................. 97
4) Competence Development ............................................................. 100
a) Skill Development...................................................................... 100
b) Attitude Development ................................................................ 102
c) Knowledge Development ........................................................... 105
d) Spiritual Development ............................................................... 107
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5) Creativity ...................................................................................... 110
6) Teaching Success .......................................................................... 112
7) Self Actualization ......................................................................... 114
b. Transcendent Themes......................................................................... 118
1) Autonomy ...................................................................................... 118
2) Reflection ....................................................................................... 122
3) Disappointment .............................................................................. 124
4) Internal Motivation ........................................................................ 126
2. Emerging Themes .................................................................................. 127
a. Empirical Themes............................................................................... 128
1) Vocabulary, Structure, and Reading Aloud Oriented ..................... 128
2) Appreciation.................................................................................... 132
3) Exposure ......................................................................................... 133
b. Transcendent Themes............................................................................. 136
1) Happiness ......................................................................................... 136
2) Transformation................................................................................. 138
3) Equity ............................................................................................... 141
4) Struggle ............................................................................................ 142
5) Reluctance........................................................................................ 144
C. Interpretation of Lived Experience ............................................................ 145
1. Pre-Figured Themes .............................................................................. 146
a. Empirical Themes............................................................................... 146
1) Teaching Approach ........................................................................ 146
2) Project Based Learning .................................................................. 148
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3) Collaboration ................................................................................. 153
4) Competence Development ............................................................. 154
a) Skill Development...................................................................... 155
b) Attitude Development ................................................................ 156
c) Knowledge Development .......................................................... 157
d) Spiritual Development ............................................................... 158
5) Creativity ..................................................................................... 159
6) Teaching Success ......................................................................... 161
7) Self Actualization ......................................................................... 162
b. Transcendent Themes......................................................................... 164
1) Autonomy ...................................................................................... 164
2) Reflection ....................................................................................... 166
3) Disappointment .............................................................................. 166
4) Internal Motivation ........................................................................ 167
2. Emerging Themes .................................................................................. 168
a. Empirical Themes............................................................................... 168
1)Vocabulary, Structure, and Reading Aloud Oriented ...................... 168
2) Appreciation.................................................................................... 170
3) Exposure ......................................................................................... 170
b. Transcendent Themes............................................................................. 171
1) Happiness ......................................................................................... 171
2) Transformation................................................................................. 172
3) Equity ............................................................................................... 174
4) Struggle ............................................................................................ 174
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5) Reluctance........................................................................................ 174
D. Model of Meaning Discovery ..................................................................... 175
1. Models of Specific Meaning Discovery.................................................. 175
a. Mr.Rhapra’s Model of Meaning Discovery ......................................... 176
b. Mr.Setyo’s Model of Meaning Discovery ........................................... 180
c. Mrs.Dini’s Model of Meaning Discovery ............................................ 182
2. Model of Intersubjective Meaning .......................................................... 184
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS
A. Conclusions ................................................................................................. 194
B. Implications ................................................................................................. 197
C. Recommendations ....................................................................................... 197
BIBLIOGRAPHY .......................................................................................... 199
APPENDICES ............................................................................................... 205

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LIST OF TABLES
Page
Table 1. Conversion of Knowledge, Skill, Attitude ....................................

49

Table 2. Assessment Description ................................................................

49

Table 3. A Rectified Version of Maslow’s Hierarchy of Needs .................

59

Table 4. Participants in the Research ..........................................................

67

Table 5. Data Gathering ..............................................................................

69

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LIST OF FIGURES
Page
Figure 1. The Revised Bloom’s Taxonomy ..................................................... 30
Figure 2. Scientific Approach .......................................................................... 37
Figure 3. Learning Models in Scientific Approach .......................................... 41
Figure 4. Autonomy in Language Learning ..................................................... 45
Figure 5. Framework of Pre-Understanding .................................................... 62
Figure 6. The Steps in Data Analyis ................................................................ 71
Figure 7. Research Procedure .......................................................................... 72
Figure 8. Zone of Mr.Rhapra’s Lived Experience in Scientific Approach ...... 176
Figure 9. Zone of Mr.Setyo’s Lived Experience in Scientific Approach ........ 181
Figure 10. Zone of Mrs.Dini’s Lived Experience in Scientific Approach ....... 183
Figure 11. Zone of Intersubjective Lived Experience
in Scientific Approach .................................................................... 185

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LIST OF APPENDICES
APPENDIX 1. Surat Keterangan Penelitian (SMA Kolese De Britto)...............205
APPENDIX 2. Surat Keterangan Penelitian (SMA Negeri 3 Yogyakarta) ........206
APPENDIX 3. Surat Keterangan Penelitian (SMA Negeri 2 Yogyakarta) ........207
APPENDIX 4. Observation Fieldnotes 1 (Mr.Rhapra) .......................................208
APPENDIX 5. Observation Fieldnotes 2 (Mr.Rhapra) .......................................211
APPENDIX 6. Observation Fieldnotes 1 (Mr.Setyo) .........................................213
APPENDIX 7. Observation Fieldnotes 2 (Mr.Setyo) .........................................215
APPENDIX 8. Observation Fieldnotes 1 (Mrs. Dini).........................................217
APPENDIX 9. Observation Fieldnotes 2 (Mrs. Dini).........................................219
APPENDIX 10. In-Depth Interview 1 (Mr.Rhapra) ...........................................221
APPENDIX 11. In-Depth Interview 2 (Mr.Rhapra) ...........................................231
APPENDIX 12. In-Depth Interview 3 (Mr.Rhapra) ...........................................244
APPENDIX 13. In-Depth Interview 4 (Mr.Rhapra) ...........................................263
APPENDIX 14. In-Depth Interview 1 (Mr.Setyo) .............................................279
APPENDIX 15. In-Depth Interview 2 (Mr.Setyo) .............................................287
APPENDIX 16. In-Depth Interview 3 (Mr.Setyo) .............................................298
APPENDIX 17. In-Depth Interview 4 (Mr.Setyo) .............................................314
APPENDIX 18. In-Depth Interview 1 (Mrs. Dini) .............................................325
APPENDIX 19. In-Depth Interview 2 (Mrs. Dini) .............................................334
APPENDIX 20. In-Depth Interview 3 (Mrs. Dini) .............................................342
APPENDIX 21. In-Depth Interview 4 (Mrs. Dini) .............................................351
APPENDIX 22. Additional Information in Member Checking ..........................362
APPENDIX 23. Document Review (Mr.Rhapra) ...............................................375
APPENDIX 24. Document Review (Mr.Setyo) .................................................401
APPENDIX 25. Document Review (Mrs.Dini) ..................................................409

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LIST OF ABBREVIATION
R
R ha
Set
Din
E
T
TEA
P BL
CO L
SKD
ATD
KND
SPD
CRE
TES
SEA
AUT
REF
DIS
VSR
APR
EXP
INM
HAP
TRA
EQU
STR
RE L
MEC

: Researcher
: Rhapra
: Setyo
: Dini
: Emprical
: Transcendent
: Teaching Approach
: Project-Based Learning
: Collaboration
: Skills Development
: Attitude Development
: Knowledge Development
: Spiritual Development
: Creativity
: Teaching Success
: Self –Actualization
: Autonomy
: Reflection
: Disappontment
: Vocabulary, Structure, and Reading Aloud Oriented
: Appreciation
: Exposure
: Internal Motivation
: Happiness
: Transformation
: Equity
: Struggle
: Reluctance
: Member Checking

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ABSTRACT
Paskalina Widiastuti Ratnaningsih. (2015). Teachers’ Lived Experience of The
Scientific Approach in Teaching English. Yogyakarta: The Graduate
Program, English Language Studies, Sanata Dharma University
Teaching approach changes as the curriculum changes. The teaching
approach is the core in the teaching-learning process. It is as the way on how the
teachers bring the students to build their competences. The scientific approach as
a new approach in 2013 curriculum is used by the teachers in the teachinglearning process. The English teachers implement the scientific approach in the
teaching-learning process.
This study focuses on teachers’ lived experiences of the scientific
approach in teaching English.I tried to discover the meaning of phenomenon of
the scientific approach in English language teaching. The teachers did reflection
on their teaching. The aim of this study is description and interpretation of
teachers’ lived experience of the scientific approach in teaching English. This
study is limited on English teachers who taught at grade X since the scientific
approach was firstly implemented at grade X at the senior high school.
This study is hermeneutic phenomenology study. Phenomenology relates
to description and hermeneutic relates to interpretation in which this study focused
on description and interpretation. The participants are three English teachers in
Yogyakarta. Two English teachers are from state schools and one English teacher
is from private school. In-depth interviews were used as the primary instrument.
Observation and documents review were also used as the instruments.
Triangulation was used to ensure trustworthiness of the research. The
triangulation was from in-depth interviews, observation, documents review, and
member checking.
The finding of this research is description and interpretation of teachers’
lived experience in the scientific approach and the theory based on the description
and interpretation. The description and interpretation consists of into pre-figured
themes and emerging themes. They consist ofempirical themes and transcendent
themes. From the description and interpretation in the themes, the English
teachers implemented five steps in the scientific approach namely observation,
questioning, exploring, associating, and communicating. However, they
implemented the scientific approach as the empirical one differently based on
their transcendent.The transcendent matter drove the teachers to do scientific
approach as appeared in the empirical one. Each of them had different
transcendent level. The empirical and transcendent themes lead to the model of
lived experience I call the zone of intersubjective lived experience in English
language teaching. This study led to emphatic understanding on the uniqueness of
each individual, self-actualization and also the improvement of human life quality.
Keywords: lived experience, scientific approach, teaching English, English
teachers, hermeneutic phenomenology
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ABSTRAK
Paskalina Widiastuti Ratnaningsih. (2015). Teachers’ Lived Experience of The
Scientific Approach in Teaching English. Yogyakarta: The Graduate
Program, English Language Studies, Sanata Dharma University
Pendekatan pengajaran berubah saat kurikulum berubah. Pendekatan
pengajaran adalah inti dari proses belajar mengajar. Ini adalah cara bagaimana
guru membawa siswa untuk mengembangkan kompetensi mereka. Pendekatan
saintifik sebagai pendekatan baru di kurikulum 2013 digunakan guru dalam proses
belajar mengajar. Guru bahasa Inggris menerapkan pendekatan saintifik dalam
proses belajar mengajar.
Penelitian ini fokus pada pengalaman hidup guru pada pendekatan saintifik
dalam pengajaran bahasa Inggris. Peneliti berusaha untuk menemukan arti dari
fenomena pendekatan saintifik dalam pengajaran bahasa Inggris. Guru melakukan
refleksi pada pengajaran mereka. Tujuan dari penelitian ini adalah deskripsi dam
interpretasi dari pengalaman hidup guru pada pendekatan saintifik dalam
pengajaran bahasa Inggris. Penelitian ini dibatasi pada guru bahasa Inggris yang
mengajar kelas X dikarenakan pendekatan saintifik pertama kali
diimplementasikan di kelas X di SMA.
Penelitian ini adalah penelitian fenomenologi hermeneutika.
Fenomenologi berhubungan dengan deskripsi dan hermeneutika berhubungan
dengan interpretasi di mana penelitian ini berfokus pada deskripsi dan interpretasi.
Partisipan adalah tiga guru bahasa Inggris di Yogyakarta. Dua guru bahasa Inggris
dari sekolah negeri dan satu guru bahasa Inggris dari sekolah swasta. Wawancara
mendalam digunakan sebagai instrumen utama. Observasi dan review dokumen
juga digunakan sebagai instrumen. Triangulasi digunakan untuk memastikan
kedapatdipercayaan penelitian. Triangulasi adalah dari interview, observasi,
review dokumen, dan konfirmasi ulang dengan partisipan.
Penemuan pada penelitian ini adalah deskripsi dan interpretasi pada
pengalaman hidup guru pada pendekatan saintifik dan teori berdasarkan deskripsi
dan interpretasi. Deskripsi dan interpretasi terdiri dari tema yang diduga dan tema
yang muncul. Pada tema tersebut terdiri dari tema empiris dan tema transenden.
Berdasarkan deskripsi dan interpretasi pada tema, guru bahasa Inggris
menerapkan lima langkah dalam pendekatan saintifik yaitu mengobservasi,
mempertanyakan, mengeksplorasi, mengasosiasi, dan mengkomunikasikan.
Tetapi, mereka mengimplementasikan pendekatan saintifik berbeda satu sama lain
berdasarkan transenden mereka. Hal transenden menggerakkan guru untuk
melaksanakan pendekatan saintifik seperti yang tampak pada hal empiris. Setiap
partisipan memiliki transenden yang berbeda. Tema empiris dan transenden
berakhir pada model pengalaman hidup yang saya sebut sebagai zona antar
partisipan padapengalaman hidup pada pengajaran bahasa Inggris. Penelitian ini
berakhir pada pemahaman empati pada keunikan setiap individual, aktualisasi diri,
dan juga peningkatan kualitas hidup manusia.
Kata kunci: pengalaman hidup, pendekatan saintifik, pengajaran bahasa Inggris,
guru bahasa Inggris, fenomenologi hermeneutika
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CHAPTER I
INTRODUCTION

This chapter discusses the background underlying this study, problem
identification, problem limitation, research question, research goals, and research
benefits. The background of the study relates to the universal truth until the local
truth and the position of this research among existing researches. The problem
identification relates to the identification of the problem based on the background.
The problem limitation relates to the limitation of the research. The research
question is the focus of this research that will be discovered. Research goals relate
to the research question. Research benefits relate to the benefits of this research.

A. BACKGROUND
Each curriculum has specific approach in the teaching-learning process.
Anthony as cited by Fauziati (2015: 42) states that an approach is “a set of
correlative assumptions dealing with the nature of language and the nature of
language teaching and learning. An approach is axiomatic”. Approach correlates
with how language teaching and learning are constructed. The newest curriculum
in Indonesia, 2013 curriculum, uses scientific approach. It was firstly
implemented in 2013. Curriculum is used in the education field in every country.
Every country has different curriculum since each country applies different
curriculum’s philosophy. Dewey as cited by Ornstein (2013: 30) states that
“philosophy is a way of thinking that gives meaning to our lives”. Meaning to our
lives has closed relation with lived experience since the nature of lived experience

1

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is to search meaning. Every country has also each country’s philosophy. Nasution
(2006: 11) states that curriculum has closed relation with the country’s
philosophy. Curriculum is not only based on the country as the context of place,
but also the context of time. Every era has changes in the social, politic, and
technology development climates which influence the existence of education. All
of them are included as the core that appears in the form of curriculum.
The 2013 curriculum was held with global demand. Indonesia as a part of
ASEAN country has to be ready to face ASEAN community, WTO, APEC,
AFTA in the future (Kunandar, 2013:17). The education needs to be directed to
inquiry learning where the students independently search the materials and
construct the concepts. Hence, they can think in a scientific way and survive in the
teaching-learning process when they gather the concept. In the future, the students
are independent people who can compete globally in the competition in ASEAN
community, WTO, APEC, and AFTA.
The existence of curriculum is important. It is as the standard that is used
widely in a country by the educational practitioners. The approach that is used by
teachers in the teaching-learning process is based on the existing curriculum.
Ornstein (2013: 19) states that “the teacher works with supervisors and
administrators as part of the curriculum team”. The input that is given by the
teachers gives influences to the students. The input must be given with
appropriate approach. Hence, the output which is the students’ competence is
good and appropriate with the education goal. The students’ competence is as the
product of the teaching-learning process in which the teaching-learning itself
reflects the implementation of curriculum. Doll as cited by Ornstein (2013: 20)

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states that “student involvement in curriculum planning related to students’ rights
and the fact that students are the program’s recipients”.
Curriculum changes over time. Schubert (1986: 55) states that curriculum
changes over the history. It is based on several reasons, such as the policy of the
country. Since 1975, there have been many changes in the curriculum in
Indonesia. The last curriculum in Indonesia is 2006 curriculum. Now, education in
Indonesia has 2013 curriculum. It includes changes in some aspects and differs
with 2006 curriculum. It is used firstly in 2013 in some schools. However, based
on the Ministerial Decree No.159 Year 2014, 2013 curriculum has changes in the
implementation. The schools that have implemented 2013 curriculum for three
semesters still use 2013 curriculum. On the other hand, the schools that only
implement 2013 curriculum for one semester will back to use 2006 curriculum.
The change of curriculum gives many effects to the education. The change
of curriculum gives impact to the change of approach. The change of curriculum
means having new paradigm of educational philosophy. This core change makes
the content of curriculum change. Hence, the system of education at school also
changes. It can be seen that the number of hour in teaching English at senior high
school level changes. English lesson has less hour at senior high school level
(Mulyasa, 2013: 95). The teachers also need to implement new way of giving
scores to the students.
Every teacher needs to understand the concept of new approach so that each
teacher in each province has the same idea on the concept and how to implement
it. The teachers also know the approach in which how they will deliver the lesson.
The teachers’ training is held by government. It is used to prepare the teachers to

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implement the newest approach in the teaching-learning process. Hence, doing
lived experience can dig out the meaning from the teacher in scientific approach
in teaching English. Dewey (1916: 74) states that organization of experience can
add the meaning of experience.
English lesson is taught differently based on curriculum. The last
curriculum, 2006 curriculum, integrates four English skills. The newest
curriculum, 2013 curriculum, integrates not only English skills but also
knowledge and attitude. The English teachers need to understand this conception
for the teaching-learning process by using scientific approach.
Phenomenology tries to seek people’s lived experience about certain
phenomenon. Ornstein (2013: 120) states that “to phenomenologist, the raw data
of personal experience are vital to understand learning”. This research focuses on
the lived experience of scientific approach in teaching English from different
English teachers. The researcher focuses on the past experience when the teachers
applied scientific approach.
Yogyakarta as one of the provinces in Indonesia which is known as the city
of students also implements 2013curriculum in some schools. Some senior high
schools in Yogyakarta have implemented 2013curriculum since July 2013 for
grade X. The teachers have new experiences by implementing 2013 curriculum,
including applying scientific approach.
The previous researches related to lived experience have been done by
several researchers worldwide. The first research is done by Rynka Allison. She
tries to discover the general and special education teachers’ lived experience in
teaching in the inclusion classrooms. The second research is done by Stuart

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R.Palmer. He tries to discover the lived experience in flexible education in
national education policy. The third research is done by Mariska Knowles, Jan
Nieuwenhuis, and Brigitte Snit. They try to discover the lived experience in
motherhood and teaching. The fourth research is done by Pamela J. Hickey. She
tries to discover the lived experience in learning English. The fourth research is
done by Katrina C.Hoop. She tries to discover students’ lived experience as text in
teaching the sociological imagination. The fifth research is done by Daniel
Manaha and Jody Swilky. They try to discover the lived experience in
composition especially in telling stories. The sixth research is done by Stacey
Irwin. She tries to discover the lived experience in using technology. The seventh
research is done by Patricia J.Connell. She tries to discover phenomenology study
about the lived experience of adult caregiving daughters and their elderly mother.
Several previous graduate theses are also on lived experience which focuses
on the teachers’ lived experience in local context. The first research is done by
Rini Tri Murti Margaretha. Her research focuses on the teachers’ lived experience
in teaching writing based on genre approach with school-based curriculum. The
second research is done by M.Arif Yuniar. His research focuses on the vocational
English teacher’s lived experience on peer observation. The third research is done
by Sunaryono. His research focuses on the teacher’s lived experience of teaching
narrative texts in junior high school. The fourth research is done by Vivi
Rachmawati. Her research focuses on the teacher’s lived experience in teaching
Mathematics in English at Junior High School. The fifth research is done by
Antonius Setiawan. His research focuses on the teacher’s lived experience of
teaching vocabulary to hearing-impact students.

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Although there have been several researches on lived experience, the
reseacher’s focus in this thesis is in different area. It is not found yet about the
research on lived experience in scientific approach in teaching English at grade X.
Hence, the researcher situates the research in this major field.
This study focuses on how the teachers’ lived experiences in scientific
approach in teaching English. The researcher tries to discover their lived
experiences that relate to scientific approach.

B. PROBLEM IDENTIFICATION
The problem that arises is that there is an a priori by the teachers in
scientific approach since scientific approach brings a new paradigm in teachinglearning process. It focuses on student-centered, not teacher-centered anymore.
The changes make the teachers react in different ways towards the implementation
of scientific approach in the school. The first problem to be identified is about the
teachers’ lived experience toward the new paradigm.
The second problem that the researcher encounters is competence-based
curriculum. In implementing scientific approach, knowledge, skill, and attitude
are done holistically. The teachers do not only focus on knowledge, but they need
also consider the skill and attitude. It also must be done holistically in a subject
matter in which it can make the students develop as an intact individual.
The third problem identification is on scoring method.The scientific
approach relates to scoring method in which it needs more detail scoring. In
scientific approach, the process is through inquiry learning in which knowledge,
skill, and attitude are developed. Hence, the teachers need to give score

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holistically in which knowledge, skill, and attitude are assessed in detail so that
the teachers know the students’ ability in a whole.
The fourth problem identification is on implementation that is done by
English teachers. The English teachers have their own belief in the teachinglearning process. It is combined with the existing curriculum that makes the
teaching-learning process vary by each teacher. The context of the implementation
gives different meaning to each teacher. Not only province as the local context,
but also the school as the workplace gives different implication to the teacher
when they implement scientific approach.

C. PROBLEM LIMITATION
Scientific approach is implemented in all levels of education in elementary
school, junior high school, and senior high school. This study focuses on scientific
approach in senior high school level, specifically in grade Xsince English teaching
and learning have firstly changes in the implementation by using scientific
approach at grade X in senior high school level.
This study is limited in the context of Yogyakarta as one of the provinces
that has implemented 2013 curriculum. In Yogyakarta, the researcher focuses on
two state schools in Yogyakarta city and one private school in Sleman regency.
The teachers as the participants are also limited in order to get deep meaning. The
teachers are selected from state schools and a private school.
This study is limited on the implementation of scientific approach in
teaching English.English lesson includes compulsory English and interest-based
English. However, scientific approach has relation with competence-based

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curriculum, teaching models, and authentic assessment. Hence, the major point is
scientific approach and the extended points are competence-based curriculum,
teaching models, and authentic assessment.

D. RESEARCH QUESTION
I do research on this research question:
What is teachers’ lived experience ofthe