The Implementation of Scientific Approach in English Teaching Practice

Abstract

This study explores the challenges in implementing the scientific approach perceived by the EFL pre-service teachers and investigates the EFL pre-service teachers' strategies to overcome the challenges. This research applied a descriptive qualitative design with the in-depth interview as the data collection method. This study was conducted at the English Language Education Department (ELED) at a private university in Yogyakarta with 5 EFL pre-service teachers who employed the scientific approach in their teaching practices when doing their internship program as the participants. This research found that the EFL pre-service teachers faced some challenges in implementing the stages of the scientific approach. These challenges were the challenge in asking the students to ask questions, maintaining the students' focus in gathering information, asking the students to have a discussion, and enhancing the students' self-confidence to share the conclusion of their discussion. However, there were some strategies that these EFL pre-service teachers applied to overcome these challenges. The strategies were helping the students to make questions, monitoring the students in gathering information, monitoring the students in doing the discussion, and building the students' self-confidence.