x x
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a n il a k s a
P Widiastu itRatnaning ish.( 2015) .Teachers ’LivedExpe irenceo fThe h
s il g n E g n i h c a e T n i h c a o r p p A c if it n e i c
S . Yogyakarta : The Graduate
y ti s r e v i n U a m r a h D a t a n a S , s e i d u t S e g a u g n a L h si l g n E , m a r g o r P
p a g n i h c a e
T proach change s a s the cur irculum changes . The teaching g
n i h c a e t e h t n i e r o c e h t si h c a o r p p
a -learning process . tI i sast he wayon how t he t
g n ir b s r e h c a e
t he tsudenstt o bulidt hei rcompetences .Thescienit ifc approacha s g n i h c a e t e h t n i s r e h c a e t e h t y b d e s u s i m u l u c ir r u c 3 1 0 2 n i h c a o r p p a w e n
a
t n e m e l p m i s r e h c a e t h si l g n E e h T . s s e c o r p g n i n r a e
l the scienit ifc approach i n t he
g n i h c a e
t -learningprocess . s
s i h
T tudy focuse s on teachers ’ ilved expe irence s o f the scienit ifc .
h si l g n E g n i h c a e t n i h c a o r p p
a I t ired t o dsicover t he meaning o fphenomenon o f e
h
t scienit ifc approach i n Englsih l anguage t eaching .The t eacher sdid relfeciton si
h t f o m i a e h T . g n i h c a e t r i e h t n
o tsudy i sdesc irpiton and interpretaiton o f f
o e c n e ir e p x e d e v il ’ s r e h c a e
t the scienit ifc approach in teaching Englsih .Thi s e
c n is X e d a r g t a t h g u a t o h w s r e h c a e t h si l g n E n o d e ti m il s i y d u
ts the scienit ifc
d a r g t a d e t n e m e l p m i y lt s ri f s a w h c a o r p p
a eXatt hesenio rhighs chool.
s e t a l e r y g o l o n e m o n e h P . y d u ts y g o l o n e m o n e h p c it u e n e m r e h s i y d u ts s i h T
d e s u c o f y d u ts s i h t h c i h w n i n o it a t e r p r e t n i o t s e t a l e r c it u e n e m r e h d n a n o it p ir c s e d o t
i s r e h c a e t h si l g n E e e r h t e r a s t n a p i c it r a p e h T . n o it a t e r p r e t n i d n a n o it p ir c s e d n
o n
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i -depth i nterview swere used as t he p irmary i nsrtument . . st n e m u rt s n i e h t s a d e s u o s l a e r e w w e i v e r s t n e m u c o d d n a n o it a v r e s b O
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t -depth i nterviews ,observaiton ,document sreview ,and .
g n i k c e h c r e b m e m
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n i e c n e ir e p x e d e v
il thescienit ifcapproachandt het heorybasedont hedescirpiton o
it p ir c s e d e h T . n o it a t e r p r e t n i d n
a n and i nterpreta iton con is ts sof into pre-ifgured m
e d n a s e m e h
t erging t hemes .They con is ts foempi ircal t heme sand rtanscenden t n
o it a t e r p r e t n i d n a n o it p ir c s e d e h t m o r F . s e m e h
t in the themes , the Englsih
n i s p e ts e v if d e t n e m e l p m i s r e h c a e
t the scienit ifc approach namely observaiton , g
n it a c i n u m m o c d n a , g n it a i c o s s a , g n ir o l p x e , g n i n o it s e u
q . However , they
d e t n e m e l p m
i the scienit ifc approach a sthe empi irca lone di fferenlty based on h
t ei r rtanscenden.tThe rtanscenden tmatte rdrove the teacher sto do scienit ifc l
a c ir i p m e e h t n i d e r a e p p a s a h c a o r p p
a one . Each o f them had di fferen t
t n e d n e c s n a
rt level .The empi irca land rtanscendent t hemes l ead t o t he model fo e
c n e ir e p x e d e v
il Ical lthe zone o fintersubjecitve ilved expe irence in Englsih .
g n i h c a e t e g a u g n a
l Thi s tsudyl ed t oemphaitcunder tsandingont heuniquenes so f fl
e s ,l a u d i v i d n i h c a
e -actuailzaitonandaslot hei mprovemen to fhumanl fiequaltiy. a
c if it n e i c s , e c n e ir e p x e d e v il : s d r o w y e
K pproach , teaching Engl sih , Englsih y
ix x A R T S B A K a n il a k s a
P Widiastu itRatnaning ish.( 2015) .Teachers ’LivedExpe irenceo fThe h s il g n E g n i h c a e T n i h c a o r p p A c if it n e i c
S . Yogyakarta : The Graduate
y ti s r e v i n U a m r a h D a t a n a S , s e i d u t S e g a u g n a L h si l g n E , m a r g o r P m u l u k ir u k t a a s h a b u r e b n a r a j a g n e p n a t a k e d n e
P berubah . Pendekatan
a n a m i a g a b a r a c h a l a d a i n I . r a j a g n e m r a j a l e b s e s o r p i r a d i t n i h a l a d a n a r a j a g n e p t n u a w si s a w a b m e m u r u
g uk mengembangkan kompetens imereka .Pendekatan s e s o r p m a l a d u r u g n a k a n u g i d 3 1 0 2 m u l u k ir u k i d u r a b n a t a k e d n e p i a g a b e s k if it n i a s m a l a d k if it n i a s n a t a k e d n e p n a k p a r e n e m s ir g g n I a s a h a b u r u G . r a j a g n e m r a j a l e b .r a j a g n e m r a j a l e b s e s o r p p a d a p s u k o f i n i n a it il e n e
P engalamanhidupgurupadapendekatans ainit ifk n a k u m e n e m k u t n u a h a s u r e b i ti l e n e P . si r g g n I a s a h a b n a r a j a g n e p m a l a
d a tr idar i
n a k u k a l e m u r u G . si r g g n I a s a h a b n a r a j a g n e p m a l a d k if it n i a s n a t a k e d n e p a n e m o n e f a it il e n e p i r a d n a u j u T . a k e r e m n a r a j a g n e p a d a p i s k e lf e
r n i n iadalah deskirps idam
m a l a d k if it n i a s n a t a k e d n e p a d a p u r u g p u d i h n a m a l a g n e p i r a d i s a t e r p r e t n i g n a y s ir g g n I a s a h a b u r u g a d a p i s a t a b i d i n i n a it il e n e P . si r g g n I a s a h a b n a r a j a g n e p i l a k a m a tr e p k if it n i a s n a t a k e d n e p n a k a n e r a k i d X s a l e k r a j a g n e m s a t n e m e l p m ii
d ikand ikela sXd iSMA.
. a k it u e n e m r e h i g o l o n e m o n e f n a it il e n e p h a l a d a i n i n a it il e n e P n a g n u b u h r e b a k it u e n e m r e h n a d i s p ir k s e d n a g n e d n a g n u b u h r e b i g o l o n e m o n e F . is a t e r p r e t n i n a d i s p ir k s e d a d a p s u k o fr e b i n i n a it il e n e p a n a m i d i s a t e r p r e t n i n a g n e d l a d a n a p is it r a
P ah itgagurubahasaI ngg ir sd iYogyakatra .DuagurubahasaI nggir s a r a c n a w a W . a ts a w s h a l o k e s i r a d s ir g g n I a s a h a b u r u g u t a s n a d i r e g e n h a l o k e s i r a d n e m u k o d w e i v e r n a d i s a v r e s b O . a m a t u n e m u rt s n i i a g a b e s n a k a n u g i d m a l a d n e m r T . n e m u rt s n i i a g a b e s n a k a n u g i d a g u
j iangulas i digunakan untuk memas itkan n a a y a c r e p i d t a p a d e
k peneil itan . T irangulas i adalah dar i interview , observa is , . n a p is it r a p n a g n e d g n a l u i s a m ri f n o k n a d , n e m u k o d w e i v e r a d a p i s a t e r p r e t n i n a d i s p ir k s e d h a l a d a i n i n a it il e n e p a d a p n a u m e n e P p u d i h n a m a l a g n e
p gurupadapendekatan sainit ifkdan t eor iberdasarkan desk irps i . is a t e r p r e t n i n a
d Desk irps idani nterpretas iterdri ida irtemayangdidugadant ema l u c n u m g n a
y .Pada t ema t ersebu tterdri idar itema empi ir sdan t ema rtansenden . e t n i n a d i s p ir k s e d n a k r a s a d r e
B rpretas i pada tema , guru bahasa Inggir s k if it n i a s n a t a k e d n e p m a l a d h a k g n a l a m il n a k p a r e n e
m yatiu mengobserva is ,
n a k is a k i n u m o k g n e m n a d , is a is o s a g n e m , is a r o l p s k e g n e m , n a k a y n a tr e p m e
m .
l a m a s u t a s a d e b r e b k if it n i a s n a t a k e d n e p n a k is a t n e m e l p m i g n e m a k e r e m , i p a t e
T ain
k u t n u u r u g n a k k a r e g g n e m n e d n e s n a rt l a H . a k e r e m n e d n e s n a rt n a k r a s a d r e b . si ri p m e l a h a d a p k a p m a t g n a y i tr e p e s k if it n i a s n a t a k e d n e p n a k a n a s k a l e
m Seitap
n a p is it r a
p memiilk i rtansenden yang berbeda . Tema empi ir s dan rtansenden a d a p r i h k a r e
b mode l pengalaman hidup yang saya sebu t sebaga izona anta r a d a p n a p is it r a
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H C A O R P P A C I F I T N E I C S E H T F O E C N E I R E P X E D E V I L ’ S R E H C A E T
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S T N E M E G D E L W O N K C A
s s e r p x e o t e k il d l u o w
I my deepes tgrattiude to t he Almighty God ,Jesu s ,
ti ri p S y l o H , ts ir h
C and Mothe rMary for t he bles isng i n t heproces so f ifnsihing k
n a h t o t e k il d l u o w I . si s e h t s i h
t them fo rthe in isghftu lcompanion du irng my h
t n i y r e v o c si d e h t f o y e n r u o
j si thessi . Iwould ilk e to thank Jesus Chrsi tfo r n
i k l a w o t e m g n i h c a e
t Hi sroadi nf atih ,hope ,anda ffeciton .
I would ilke to expres s my isncere grattiude to my the is s advsior , .
D . h P , o tr a k u M . X .
F “Thank you ,Sri , Ilearnt a lo t rfom you in the proces so f n
o is s u c si
d and aslot hequesiton sdu irng et h thesi sconsutlaiton” . t I hank him rf o o
t e m g n i h c a e
t sitck on my beile fand be brave to make a deci ison . Igo ta e
h t g n ir u d e c n e ir e p x e l u f g n i n a e
m consutlaiton process i n doing my research. I k
n a h t o t e k il d l u o
w to D.r Bsimoko .“Thank you ,S ri ,I l earn tno tonly research , y
d u ts y m g n ir u d y h p o s o li h p o sl a t u
b rfom you. ” Iwould oa ilsl ke to thank to ir
a ts e L i j d u P i n a w r u M i r S e n i h p e s o
J ,M.Hum .“Thank sfor t he conversaiton ,bu ”
. n i p i
P Iwould aslo to thank to Dr .B.B .Dwjiatmoko, .rD Novtia Dew,i Dr . ,
o k o m t a y r a H . r D , p il A . B .r
F Widya Ksiwara ,M.Hum ,Paulu sSarwoto ,Ph.D .fo r l
u ft h g is n i e h
t teaching . I would aslo ilke to thank to m ak b Ma ira Adelheid a
n a y l e
L da n p akMulyadi.
n i st n a p i c it r a p e h t o t k n a h t o t e k il d l u o w
I thsir esearchdu irngt heproces s y
m g n i o d n
i research . Iwould ilket o t hankt oM .rRhapra( pseudoname) ,SMAN i n i D . s r M d n a ; o tt ir B e D e s e l o K A M S , ) e m a n o d u e s p ( o y t e S .r M ; a tr a k a y g o Y 3
, s k n a h T ‘ . a tr a k a y g o Y 2 N A M S , ) e m a n o d u e s p
( pak , bu , I go t meaningfu l
m o r f s e c n e ir e p x
ii v k
n a h t o t e k il d l u o w
I to my father ,Ignaitu sLagiman ,and my mother , a
n it n e r o l
F Suraityem . “Thanks , bapak , ibu, you are the fris t pillars in my .
n o it a c u d
e Thank you ,bapak, for t eaching me how t o consrtuc tmy knowledge sl
li k s d n
a . Thank you ,i bu, f or teachi ng me t o be t ough, i ndependent ,and have .
n o it a u ti s y n a n i h ti a f g n o rt
s ” Iwould aslo ilke t o t hank to my younge rbrother , B
s u n a f e t
S iran Dwi Nugroho fo rhsi suppo tr t o conitnu e my ma tse rdegree .You ,
e fi l y m n i e n i h s n u s e h t e r
a bapak ,ibu ,anddekB iran . s u it a M , r e h t a f d n a r g e t a l y m o t k n a h t o t e k il d l u o w
I SuparnoWarnoityoso
h a ri t a S a h t e r a g r a M , r e h t o m d n a r g y m d n
a Warnoityoso fort he suppor tdu irngmy m
a r g o r p e t a u d a r g e h t n i y d u
ts . Iwould ilkeaslot ot hankt omyaunst( tanteGiarit , e
d u
b Supar ,bude Wat)i ,my uncles ,and my cou isn s(Nunik ,Dwi ,mas Eko , .
n a t n a m il a K d n a , n o b e ri C , n e t a l K n i ) s n is u o c r e h t o d n a , n a h o J
s u ir e v a X o t k n a h t o t e k il d l u o w
I school in Jambi .From thi sschool , I g
a u g n a l h si l g n E n o h c u m t n r a e
l e learning when Iwa sa tsudent and Englsih o t k n a h t o t e k il d l u o w I . e r e h t r e h c a e t h si l g n E n a s a w I n e h w g n i h c a e t e g a u g n a l
y m d e c n e u lf n i e v a h o h w g n i h c a e t e g a u g n a l h si l g n E n i e l p o e p e t a n o is s a p e h t
t c e p s r e
p i s ve inEnglsih l anguage t eaching :bapakHermanto ,bapakIwan Ka lsan , k
a p a
b Purmedi ,ibuThere isa, ibuIndah ,andbapakSlamet. d
l u o w
I aslo ilke t o t hank to my f irends .My f irends ni K B ,I A , nin m ak b ,
it a y i n r u
K m ak b Maya ,m as Bayu ,De tsa, cece Vivi ,mas Ryan ,Aik ,Levyn , ,
n a l u
W Joan ,Siwi ,m ak b Yuntia ,Dian ,m ak b Ssika ,Dhenok ,Dina ,Gaby ,m ak b ,
l u r u
N m ak b Luluk ,Amy ,Dtia ,m ak b Dian ,Tia ,Ntia ,andmyf irendsi n boarding ,
i n i R , e s u o
ii i v
. e n o y b e n o d e n o it n e m e b t o n n a c o h w e l p o e p o t k n a h t o sl a d l u o w
I A swe
r u o d a e r p s o t e v
il rtanscenden taimi n t hi swo lrdfor t hesu tsainablei mprovemen t y
ti l a u q e fi l n a m u h f
o , Ihopet ha t Icanaslodsicove rmydeepes t rtanscenden taim g
u o r h t d lr o w s i h t n
i ht he j ourneyoft hsi ilvedexpe irenceresearch .Thanksf o ral l e
h
xi
S T N E T N O C F O E L B A T
Page
E G A P E L T I
T ... i E
G A P L A V O R P P
A ... ii E
S N E F E D S I S E H
T APPROVALPAGE ... iii STATEMENTOFWORK’SORIGINALITY ... iv
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ... v S
T N E M E G D E L W O N K C
A ... vi S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... xvi S
E R U G I F F O T S I
L ... x iv i S
E C I D N E P P A F O T S I
L ... x iiv i N
O I T A I V E R B B A F O T S I
L ... xx i T
C A R T S B
A ... xx .. K
A R T S B
A ........................................................................................................ xxi
R E T P A H
C I :INTRODUCTION
.
A Background ... 1 .
B ProblemI denit ifcaiton ... 6 .
C ProblemLimtiaiton... 7 .
D ResearchQuesiton ... 8 .
E ResearchGoasl ... 8 .
x R
E T P A H
C I I:LITERATUREREVIEW
.
A Theoreitca lReview ... 01 .
1 LivedExpe irence ... 01 e
c n e ir e p x E d e v i L n i s e l p i c n ir P .
a ... 71
1 )Turningt ot heNatureo fLivedExpe irence ... 71
2 )InvesitgaitngExpeirenceA sWeLive tI ... 8.... 1
3 )HermenuitcPhenomenologica lRe lfeciton ... 91
4 )HermeneuitcPhenomenologica lW iritng... 0.. 2
5 )MaintainingASrtongandO irentedRe lfeciton... 02
)6 Balancingt heResearchContex tbyCon isde irngPa tr sand
Whole ... 12 e
c n e ir e p x E d e v i L n i s d l e i F .
b ... 22
)1 Under tsanding... 22
)2 lBei ef... 32
)3 Inteniton ... 42
)4 Aciton ... 42
)5 Feeilng ... 52 .
2 TeachingEnglsih... 62 .
a TeachingEnglsihSklisl ... 72 .
b TeachingEnglsihSub-Sklisl ... 82 .
c Taxonomyo fEducaitona lObjecitves ... 92 )
1 KnowledgeTaxonomy... 92 )
2 A ffecitveTaxonomy ... 13 )
ix .
d LearningTheo ire sandLanguageTeachingMethods ... 23 .
3 Scienit ifcApproach... 53 .
a FiveStepsi nScien it ifcApproach... 53 .
b Scienit ifcApproachandCompetenceBasedCur irculum... 93 .
c Scienit ifcApproachandLearningModesl ... 0.. 4 )1 DsicoveryLearning... 2.... 4
)2 Project-BasedLearning... 24
)3 Problem-BasedLearning ... 64 t
n e i c S .
d i ifcApproachandAssessmen t ... 74 s
e c n e t e p m o C g n i h c a e T d n a h c a o r p p A c if it n e i c S .
e ... 05 .
4 2013Cur irculum ... 15 .
a Eigh tStandard so fNaitona lEducaiton ... 25 .
b TheChange so fStandardsi n2013Cur irculum... 45 .
c TheChangesi nEnglsihLessoni n2013Cur irculum... 55 .
d TheDi fference so f2006Cur irculumand2013Cur irculum ... 65 .
e TheSuccessfu lKey so f2013Curirculum ... 7.... 5 .
5 Sel fActuailzaiton... 95 .
B Frameworko fPre-Under tsanding ... 16 .
C P -re Figured Themes ... 36
R E T P A H
C I II:METHODOLOGY
.
A ResearchMethod... 46 .
B ResearchDe isgn ... 56 a
t a D f o e r u t a N .
1 ... 56 s
e c r u o S a t a D .
ii x
a .Setitng... 66
b .Paritcipanst ... 66 .
C Insrtumenst ... 67 .
D DataGatheirng ... 68 .
E DataAnalyssi ... 71 .
F ResearchProcedure ... 72 .
G Tru tswo trhiness ... 76
R E T P A H
C IV:DESCRIPTIONANDI NTERPRETATION... 87 .
A Paritcipanst ’Background ... 87 d
n u o r g k c a B s ’ a r p a h R .r M .
1 ... 87 d
n u o r g k c a B s ’ o y t e S .r M .
2 ... 97 d
u o r g k c a B s ’i n i D .s r M .
3 ... 97 .
B Desc irpitono fLivedExpe irence ... 97 e
r P .
1 -FiguredThemes ... 80
a .Empi ircalThemes... 80
1 )TeachingApproach... 80
2 )Projec tBasedLearning ... 86
3 )Collaboraiton ... 97
4 )CompetenceDevelopment ... 1 00
a )Skli lDevelopment... 0.... 1 0
b )AtttiudeDevelopment... 01 2
c )KnowledgeDevelopment... 01 5
ii ix
)5 Creaitvtiy ... 11 0
6 )TeachingSuccess... 11 2
7 )Sel fActuailzaiton ... 11 4
b .Transcenden tThemes... 11 8
1 )Autonomy ... 11 8
2) Relfeciton ... 21 2
3 )Dsiappointment ... 21 4
4) Interna lMoitvaiton ... 21 6 s
e m e h T g n i g r e m E .
2 ... 21 7
a .Empi irca lThemes... 21 8
1 )Vocabulary ,Srtucture ,andReadingAloudO irented... 21 8
2 )Appreciaiton... 31 2
3 )Exposure ... 31 3 s
e m e h T t n e d n e c s n a r T .
b ... 31 6
1 )Happiness ... 31 6
2 )Transformaiton... 138
3 )Equtiy... 41 1
4) Srtuggle ... 41 2
5) Reluctance... 41 4 .
C Interpretaitono fLivedExpe irence ... 41 5 e
r P .
1 -FiguredThemes ... 41 6
a .Empi irca lThemes... 41 6
1 )TeachingApproach... 41 6
v ix
3 )Collaboraiton ... 51 3
4 )CompetenceDevelopment ... 51 4
a )Skli lDevelopment... 5.... 1 5
b )AtttiudeDevelopment... 51 6
c )KnowledgeDevelopment... 51 7
d )Spritiua lDevelopment ... 51 8
5 )Creaitvtiy ... 91 5
6 )TeachingSuccess ... 61 1
)7 Sel fActuailzaiton ... 61 2
b .Transcenden tThemes... 61 4
1 )Autonomy ... 61 4
2 )Relfeciton ... 61 6
3 )Dsiappointment ... 61 6
4)I nterna lMoitvaiton ... 167 s
e m e h T g n i g r e m E .
2 ... 61 8
a .Empi irca lThemes... 61 8
1)Vocabulary ,S rtucture ,andReadingAloudO irented ... 61 8
2 )Appreciaiton... 71 0 3 )Exposure ... 71 0
s e m e h T t n e d n e c s n a r T .
b ... 71 1
1) Happiness ... 71 1
2) Transformaiton... 71 2
3) Equ tiy... 71 4
v x
5 )Reluctance... 41 7 y
r e v o c s i D g n i n a e M f o l e d o M .
D ... 7.... 1 5
1 .Model so fSpeci ifcMeaningDsicovery... 71 5
a .M .rRhapra’ sMode lo fMeaningDsicovery ... 71 6
b .M .rSetyo’ sMode lo fMeaningDsicovery ... 81 0
c .M s.r Dini’ sMode lo fMeaningDsicovery ... 81 2
2 .Mode lofI ntersubjecitveMeaning ... 81 4
V R E T P A H
C : CONCLUSIONS,I MPLICATIONS ,AND
S N O I T A D N E M M O C E R
.
A Conclu isons ... 91 4 .
B Impilcaitons ... 91 7 .
C Recommendaitons ... 91 7
Y H P A R G O I L B I
B ... 91 9
S E C I D N E P P
i v x
S E L B A T F O T S I L
e g a P
Ta ble1 .Conver isono fKnowledge ,Skill ,Atttiude... .. 4 9 .
2 e l b a
T Assessmen tDesc irpiton ... 4 9 .
3 e l b a
T ARecit ifedVer isono fMa lsow’ sHierarchyo fNeeds... 5 9 4
e l b a
T .Paritcipansti nt heResearch ... 6 7 5
e l b a
ii v x
LISTOFFIGURES
e g a P e
r u g i
F 1 .TheRevsiedBloom’ sTaxonomy ... 03 e
r u g i
F 2 .Scienit ifcApproach ... 37 h
c a o r p p A c if it n e i c S n i sl e d o M g n i n r a e L . 3 e r u g i
F ... 41 g
n i n r a e L e g a u g n a L n i y m o n o t u A . 4 e r u g i
F ... 45 e
r P f o k r o w e m a r F . 5 e r u g i
F -Under tsanding ... 62 e
r u g i
F 6 .TheStepsi nDataAnalysi ... 71 e
r u d e c o r P h c r a e s e R . 7 e r u g i
F ... 72 r
u g i
F e 8. Zoneo fM .rRhapra’ sLivedExpe irencei nScienit ifcApproach .... 7.. 1 6 h
c a o r p p A c if it n e i c S n i e c n e ir e p x E d e v i L s ’ o y t e S .r M f o e n o Z . 9 e r u g i
F ... 81 1
h c a o r p p A c if it n e i c S n i e c n e ir e p x E d e v i L s ’i n i D .s r M f o e n o Z . 0 1 e r u g i
F ... 81 3
i L e v it c e j b u s r e t n I f o e n o Z . 1 1 e r u g i
F vedExpeirence
ii i v x
S E C I D N E P P A F O T S I L
X I D N E P P
A 1 .Sura tKeteranganPeneilitan( SMAKoleseDeBritto)...2 5 0 X
I D N E P P
A 2 .Sura tKeteranganPeneilitan(SMANeger i3Yogyakar )ta ...2 6 0 X
I D N E P P
A 3 .Sura tKeteranganPeneilitan( SMANeger i2Yogyakarta) ...2 7 0 X
I D N E P P
A 4 .ObservaitonFieldnotes 1( M .rRhapra)...2 8 0 X
I D N E P P
A 5 .ObservaitonFieldnotes 2( M .rRhapra)...2 1 1 X
I D N E P P
A 6 .ObservaitonFieldnotes 1( M .rSetyo) ...2 3 1 X
I D N E P P
A 7 .ObservaitonFieldnotes 2( M .rSetyo) ...2 5 1 X
I D N E P P
A 8 .ObservaitonFieldnotes 1( Mrs .Din)i...2 7 1 X
I D N E P P
A 9 .ObservaitonFieldnotes 2( Mrs .Din)i...2 19 n
I . 0 1 X I D N E P P
A -DepthI nterview1( M .rRhapra) ...2 1 2 X
I D N E P P
A 11.I n-DepthI nterview2( M .rRhapra) ...2 1 3 X
I D N E P P
A 12.I n-DepthI nterview3( M .rRhapra) ...2 4 4 X
I D N E P P
A 13.I n-DepthI nterview4( M .rRhapra) ...2 3 6 n
I . 4 1 X I D N E P P
A -DepthI nterview1( M .rSetyo) ...2 79 X
I D N E P P
A 15.I n-DepthI nterview2( M .rSetyo) ...2 7 8 X
I D N E P P
A 16.I n-DepthI nterview3( M .rSetyo) ...2 8 9 X
I D N E P P
A 1 n7 .I -DepthI nterview4( M .rSetyo) ...3 4 1 n
I . 8 1 X I D N E P P
A -DepthI nterview1( Mrs .Din)i ...3 5 2 n
I . 9 1 X I D N E P P
A -DepthI nterview2( Mrs .Din)i ...3 4 3 n
I . 0 2 X I D N E P P
A -DepthI nterview3( Mrs .Din)i ...3 2 4 n
I . 1 2 X I D N E P P
A -DepthI nterview4( Mrs .Din)i ...3 1 5 g
n i k c e h C r e b m e M n i n o it a m r o f n I l a n o it i d d A . 2 2 X I D N E P P
A ...3 2 6
) a r p a h R .r M ( w e i v e R t n e m u c o D . 3 2 X I D N E P P
A ...3 5 7 )
o y t e S .r M ( w e i v e R t n e m u c o D . 4 2 X I D N E P P
A ...4 1 0 )i
n i D .s r M ( w e i v e R t n e m u c o D . 5 2 X I D N E P P
xi x
N O I T A I V E R B B A F O T S I L
R :Researcher R ah :Rhapra S te :Setyo D ni :Dini E :Emp ircal T :Transcendent
A E
T :TeachingApproach L
B
P :Project-BasedLearning L
O
C :Collaboraiton D
K
S :Skill sDevelopment D
T
A :AtttiudeDevelopment D
N
K :KnowledgeDevelopment D
P
S :Spritiua lDevelopment E
R
C :Creaitvtiy S
E
T :TeachingSuccess A
E
S :Sel f–Actuailzaiton T
U
A :Autonomy F
E
R :Re lfeciton S
I
D :Dsiappontment R
S
V :Vocabulary ,Srtucture ,andReadingAloudO irented R
P
A :Appreciaiton P
X
E :Exposure M
N
I :I nterna lMoitvaiton P
A
H :Happiness A
R
T :Transformaiton U
Q
E :Equtiy R
T
S :Srtuggle L
E
R :Reluctance C
E
x x
T C A R T S B A
a n il a k s a
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s il g n E g n i h c a e T n i h c a o r p p A c if it n e i c
S . Yogyakarta : The Graduate
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h si l g n E g n i h c a e t n i h c a o r p p
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o tsudy i sdesc irpiton and interpretaiton o f f
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t the scienit ifc approach in teaching Englsih .Thi s e
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i s r e h c a e t h si l g n E e e r h t e r a s t n a p i c it r a p e h T . n o it a t e r p r e t n i d n a n o it p ir c s e d n
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il Ical lthe zone o fintersubjecitve ilved expe irence in Englsih .
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ix x A R T S B A K a n il a k s a
P Widiastu itRatnaning ish.( 2015) .Teachers ’LivedExpe irenceo fThe h s il g n E g n i h c a e T n i h c a o r p p A c if it n e i c
S . Yogyakarta : The Graduate
y ti s r e v i n U a m r a h D a t a n a S , s e i d u t S e g a u g n a L h si l g n E , m a r g o r P m u l u k ir u k t a a s h a b u r e b n a r a j a g n e p n a t a k e d n e
P berubah . Pendekatan
a n a m i a g a b a r a c h a l a d a i n I . r a j a g n e m r a j a l e b s e s o r p i r a d i t n i h a l a d a n a r a j a g n e p t n u a w si s a w a b m e m u r u
g uk mengembangkan kompetens imereka .Pendekatan s e s o r p m a l a d u r u g n a k a n u g i d 3 1 0 2 m u l u k ir u k i d u r a b n a t a k e d n e p i a g a b e s k if it n i a s m a l a d k if it n i a s n a t a k e d n e p n a k p a r e n e m s ir g g n I a s a h a b u r u G . r a j a g n e m r a j a l e b .r a j a g n e m r a j a l e b s e s o r p p a d a p s u k o f i n i n a it il e n e
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d ikand ikela sXd iSMA.
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T The research
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) 2 4 : 5 1 0 2 ( i t a i z u a F y b d e ti c s a y n o h t n
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t n e r e ff i d s e il p p a y rt n u o c h c a e e c n is m u l u c ir r u c t n e r e ff i d s a h y rt n u o c y r e v E
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t exi tsence o feducaiton .Al l
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d n a s l a ir e t a m e h t h c r a e s y lt n e d n e p e d n i s t n e d u ts e h t e r e h w g n i n r a e l y ri u q n i
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g n i h c a e
t -learningproces swhent heygathert heconcep.t I nt hef uture,t he tsudent s
N A E S A n i n o it it e p m o c e h t n i y ll a b o l g e t e p m o c n a c o h w e l p o e p t n e d n e p e d n i e r a
. A T F A d n a , C E P A , O T W , y ti n u m m o c
d e s u s i t a h t d r a d n a ts e h t s a s i tI . t n a tr o p m i si m u l u c ir r u c f o e c n e ts i x e e h T
. s r e n o it it c a r p l a n o it a c u d e e h t y b y rt n u o c a n i y l e d i
w Theapproacht hati susedby
g n i h c a e t e h t n i s r e h c a e
t -learning proces si sbased on the exsiitng cur irculum .
1 : 3 1 0 2 ( n i e ts n r
O 9 ) tsate s tha t “the teache r work s wtih supervsior s and
e h t y b n e v i g s i t a h t t u p n i e h T . ” m a e t m u l u c ir r u c e h t f o t r a p s a s r o t a rt si n i m d a
.s t n e d u ts e h t o t s e c n e u lf n i s e v i g s r e h c a e
t The inpu t mus t be given wtih
t s i h c i h w t u p t u o e h t , e c n e H . h c a o r p p a e t a ir p o r p p
a he tsudenst ’competence i s
.l a o g n o it a c u d e e h t h ti w e t a ir p o r p p a d n a d o o
g The tsudenst ’competence i sas t he
g n i h c a e t e h t f o t c u d o r
p -learning proces sin which the teaching-learning istel f
n i e ts n r O y b d e ti c s a l l o D . m u l u c ir r u c f o n o it a t n e m e l p m i e h t st c e lf e
s t h g ir ’ st n e d u ts o t d e t a l e r g n i n n a l p m u l u c ir r u c n i t n e m e v l o v n i t n e d u ts “ t a h t s e t a ts
st n e i p i c e r s ’ m a r g o r p e h t e r a s t n e d u ts t a h t t c a f e h t d n
a ”.
Cur irculum change sove r itme .Schuber t(1986 :55 ) tsates t ha tcurirculum
i tI . y r o ts i h e h t r e v o s e g n a h
c sbasedon several r easons ,such ast he poilcy of t he
. y rt n u o
c Since 1975 , there have been many change s in the cur irculum in
a is e n o d n
I .Thel as tcur irculumi nI ndone isai s2006cur irculum .Now ,educaitoni n
e g n a h c s e d u l c n i tI . m u l u c ir r u c 3 1 0 2 s a h a is e n o d n
I s i n some aspect sand di ffer s
.s l o o h c s e m o s n i 3 1 0 2 n i y lt s ri f d e s u s i tI . m u l u c ir r u c 6 0 0 2 h ti
w However ,based
e h t n i s e g n a h c s a h m u l u c ir r u c 3 1 0 2 , 4 1 0 2 r a e Y 9 5 1 . o N e e r c e D l a ir e ts i n i M e h t n o
m u l u c ir r u c 3 1 0 2 d e t n e m e l p m i e v a h t a h t s l o o h c s e h T . n o it a t n e m e l p m
i fo rthree
y l n o t a h t s l o o h c s e h t , d n a h r e h t o e h t n O . m u l u c ir r u c 3 1 0 2 e s u l li ts s r e ts e m e s
. m u l u c ir r u c 6 0 0 2 e s u o t k c a b l li w r e ts e m e s e n o r o f m u l u c ir r u c 3 1 0 2 t n e m e l p m i
. n o it a c u d e e h t o t st c e f f e y n a m s e v i g m u l u c ir r u c f o e g n a h c e h
T Thechange
v i g m u l u c ir r u c f
o es i mpact t o t he changeo fapproach. The changeo fcur irculum
s e k a m e g n a h c e r o c s i h T . y h p o s o li h p l a n o it a c u d e f o m g i d a r a p w e n g n i v a h s n a e m
o sl a l o o h c s t a n o it a c u d e f o m e ts y s e h t , e c n e H . e g n a h c m u l u c ir r u c f o t n e t n o c e h t
e b m u n e h t t a h t n e e s e b n a c t I .s e g n a h
c ro fhour i nt eachingEnglsiha tsenio rhigh
l e v e l l o o h c s h g i h r o i n e s t a r u o h s s e l s a h n o s s e l h si l g n E . s e g n a h c l e v e l l o o h c s
0 2 , a s a y l u M
( 13 :95) .The teacher saslo need to implemen tnew way o fgiving
.s t n e d u ts e h t o t s e r o c s
a ts r e d n u o t s d e e n r e h c a e t y r e v
E n dtheconcep to fnewapproachsot ha teach
t n e m e l p m i o t w o h d n a t p e c n o c e h t n o a e d i e m a s e h t s a h e c n i v o r p h c a e n i r e h c a e t
.t
i Thet eacher sasloknowt heapproachi nwhichhowt heywli ldeilvert hel esson .
n i a rt ’ s r e h c a e t e h
g n i h c a e t e h t n i h c a o r p p a t s e w e n e h t t n e m e l p m
i -learning process .Hence ,doing
i n a e m e h t t u o g i d n a c e c n e ir e p x e d e v
il ng rfom t het eacher i n scienit ifc approach
. h si l g n E g n i h c a e t n
i Dewey ( 1916 :74 ) tsates t ha torganizaiton o fexpe irence can
. e c n e ir e p x e f o g n i n a e m e h t d d a
t s a l e h T . m u l u c ir r u c n o d e s a b y lt n e r e ff i d t h g u a t s i n o s s e l h si l g n E
t s e w e n e h T . sl li k s h si l g n E r u o f s e t a r g e t n i , m u l u c ir r u c 6 0 0 2 , m u l u c ir r u c
u c ir r u c 3 1 0 2 , m u l u c ir r u
c lum , integrate s no t only Englsih skill s bu t aslo
n o it p e c n o c s i h t d n a ts r e d n u o t d e e n s r e h c a e t h si l g n E e h T . e d u ti tt a d n a e g d e l w o n k
g n i h c a e t e h t r o
f -learningprocessbyu isngs cienit ifcapproach.
r e c t u o b a e c n e ir e p x e d e v il s ’ e l p o e p k e e s o t s e ir t y g o l o n e m o n e h
P tain
a t a d w a r e h t ,t si g o l o n e m o n e h p o t “ t a h t s e t a ts ) 0 2 1 : 3 1 0 2 ( n i e ts n r O . n o n e m o n e h p
n o s e s u c o f h c r a e s e r si h T . ” g n i n r a e l d n a ts r e d n u o t l a ti v e r a e c n e ir e p x e l a n o s r e p f o
d e v il e h
t expe irence o fscienit ifc approach in teaching Englsih rfom di fferen t
e t h si l g n
E acher .sTher esearcherf ocuse sont hepas texpe irencewhent het eacher s
. h c a o r p p a c if it n e i c s d e il p p a
y ti c e h t s a n w o n k s i h c i h w a is e n o d n I n i s e c n i v o r p e h t f o e n o s a a tr a k a y g o Y
h g i h r o i n e s e m o S . sl o o h c s e m o s n i m u l u c ir r u c 3 1 0 2 s t n e m e l p m i o sl a s t n e d u ts f o
h c
s o s ol in Yogyaka tra hav e implemented 2013cur irculum isnce July 2013 fo r
3 1 0 2 g n it n e m e l p m i y b s e c n e ir e p x e w e n e v a h s r e h c a e t e h T . X e d a r
g cur irculum ,
. h c a o r p p a c if it n e i c s g n i y l p p a g n i d u l c n i
h c r a e s e r s u o i v e r p e h
T e s related to ilved expe irence hav e been done by
e h S . n o si ll A a k n y R y b e n o d s i h c r a e s e r t s ri f e h T . e d i w d lr o w s r e h c r a e s e r l a r e v e s
n i e c n e ir e p x e d e v il ’ s r e h c a e t n o it a c u d e l a i c e p s d n a l a r e n e g e h t r e v o c si d o t s e ir t
ir t e H . r e m l a P .
R e sto dsicove r the ilved expe irence in lfexible educaiton in
n a J , s e l w o n K a k si r a M y b e n o d s i h c r a e s e r d ri h t e h T . y c il o p n o it a c u d e l a n o it a n
n i e c n e ir e p x e d e v il e h t r e v o c si d o t y rt y e h T . ti n S e tt i g ir B d n a , si u h n e w u e i N
e s e r h tr u o f e h T . g n i h c a e t d n a d o o h r e h t o
m arch i sdone byPamela J .Hickey .She
s i h c r a e s e r h tr u o f e h T . h si l g n E g n i n r a e l n i e c n e ir e p x e d e v il e h t r e v o c si d o t s e ir t
n i t x e t s a e c n e ir e p x e d e v il ’ st n e d u ts r e v o c si d o t s e ir t e h S . p o o H . C a n ir t a K y b e n o d
r h tf if e h T . n o it a n i g a m i l a c i g o l o i c o s e h t g n i h c a e
t esearch i s done by Danie l
n i e c n e ir e p x e d e v il e h t r e v o c si d o t y rt y e h T . y k li w S y d o J d n a a h a n a M
y e c a t S y b e n o d s i h c r a e s e r h t x is e h T . s e ir o ts g n il l e t n i y ll a i c e p s e n o it is o p m o c
t n e v e s e h T . y g o l o n h c e t g n is u n i e c n e ir e p x e d e v il e h t r e v o c si d o t s e ir t e h S . n i w
rI h
y d u ts y g o l o n e m o n e h p r e v o c si d o t s e ir t e h S . ll e n n o C .J a i c ir t a P y b e n o d s i h c r a e s e r
e p x e d e v il e h t t u o b
a irenceo fadul tcaregivingdaughter sandt hei relde lrymother .
s e s u c o f h c i h w e c n e ir e p x e d e v il n o o sl a e r a s e s e h t e t a u d a r g s u o i v e r p l a r e v e S
h c a e t e h t n
o ers ’ ilved expe irence i n l oca lcontext .The fris tresearch i sdone by
e c n e ir e p x e d e v il ’ s r e h c a e t e h t n o s e s u c o f h c r a e s e r r e H . a h t e r a g r a M i tr u M i r T i n i R
e s a b g n it ir w g n i h c a e t n
i d on genre approach wtih school-based cur irculum .The
y b e n o d s i h c r a e s e r d n o c e
s M.A ir fYuniar .Hsir esearchf ocuse sont hevocaitona l
p n o e c n e ir e p x e d e v il s ’r e h c a e t h si l g n
E ee robservaiton .Thet h rid r esearchi sdone
’r e h c a e t e h t n o s e s u c o f h c r a e s e r si H . o n o y r a n u S y
b s ilvedexpe irence oft eaching
i v i V y b e n o d s i h c r a e s e r h tr u o f e h T . l o o h c s h g i h r o i n u j n i s t x e t e v it a rr a n
g n i h c a e t n i e c n e ir e p x e d e v il s ’r e h c a e t e h t n o s e s u c o f h c r a e s e r r e H . it a w a m h c a R
n o d s i h c r a e s e r h tf if e h T . l o o h c S h g i H r o i n u J t a h si l g n E n i s c it a m e h t a
M e by
f o e c n e ir e p x e d e v il s ’r e h c a e t e h t n o s e s u c o f h c r a e s e r s i H . n a w a it e S s u i n o t n A
g n ir a e h o t y r a l u b a c o v g n i h c a e
e h t , e c n e ir e p x e d e v il n o s e h c r a e s e r l a r e v e s n e e b e v a h e r e h t h g u o h tl A
. a e r a t n e r e ff i d n i si s is e h t si h t n i s u c o f s ’ r e h c a e s e
r tI i sno tfound ye tabout t he
n i e c n e ir e p x e d e v il n o h c r a e s e
r scienit ifcapproachi nteachingEnglsiha tgradeX.
r e h c r a e s e r e h t , e c n e
H stiuates ther esearchi nt hi smajo r ifeld .
e c n e ir e p x e d e v il ’ s r e h c a e t e h t w o h n o s e s u c o f y d u ts s i h
T sin scienit ifc
r p p
a oach in teaching Englsih . The researche r t ire s to dsicove r thei r ilved
e t a l e r t a h t s e c n e ir e p x
e tos cienit ifcapproach.
N O I T A C I F I T N E D I M E L B O R P . B
s r e h c a e t e h t y b i r o ir p a n a s i e r e h t t a h t s i s e si r a t a h t m e l b o r p e h
T in
a c if it n e i c s e c n is h c a o r p p a c if it n e i c
s pproach b irng sa new paradigm in t eaching
-g n i n r a e
l process .I tfocuse son tsudent-centered ,no tteacher-centered anymore .
t n e r e ff i d n i t c a e r s r e h c a e t e h t e k a m s e g n a h c e h
T wayst owardst hei mplementaiton
h c a o r p p a c if it n e i c s f
o int hes chool .Thef ris tproblemt o bei denit ifedi saboutt he
d r a w o t e c n e ir e p x e d e v il ’ s r e h c a e
t thenewparadigm.
s i s r e t n u o c n e r e h c r a e s e r e h t t a h t m e l b o r p d n o c e s e h
T competence-based
m u l u c ir r u
c .In implemenitng scienit ifc approach ,knowledge ,skill ,and atttiude
d e e n y e h t t u b , e g d e l w o n k n o s u c o f y l n o t o n o d s r e h c a e t e h T . y ll a c it si l o h e n o d e r a
t c e j b u s a n i y ll a c it si l o h e n o d e b t s u m o sl a t I . e d u ti tt a d n a l li k s e h t r e d is n o c o sl a
n a c t i h c i h w n i r e tt a
m maket he tsudent sdevelopa sani ntacti ndividual .
t e h
T hrid problem idenit ifcaiton i s on sco irng method.The scienit ifc
h c a o r p p
a relate sto sco irng method in which i tneed smore detai lsco irng .In
, e g d e l w o n k h c i h w n i g n i n r a e l y ri u q n i h g u o r h t si s s e c o r p e h t , h c a o r p p a c if it n e i c s
. d e p o l e v e d e r a e d u ti tt a d n a , ll i k
t a h t o s l i a t e d n i d e s s e s s a e r a e d u ti tt a d n a , ll i k s , e g d e l w o n k h c i h w n i y ll a c it si l o h
. e l o h w a n i y ti li b a ’ st n e d u ts e h t w o n k s r e h c a e t e h t
y b e n o d s i t a h t n o it a t n e m e l p m i n o s i n o it a c if it n e d i m e l b o r p h tr u o f e h T
t h si l g n
E eachers .The Englsih teacher shave thei rown beile fin the teaching
-e h t s e k a m t a h t m u l u c ir r u c g n it si x e e h t h ti w d e n i b m o c s i t I . s s e c o r p g n i n r a e l
g n i h c a e
t -learningproces svarybyeacht eacher .Thecontex toft hei mplementaiton
a e o t g n i n a e m t n e r e ff i d s e v i
g ch t eacher .No tonly province as t he l oca lcontext ,
r e h c a e t e h t o t n o it a c il p m i t n e r e ff i d s e v i g e c a l p k r o w e h t s a l o o h c s e h t o sl a t u b
t n e m e l p m i y e h t n e h
w scienit ifcapproach.
N O I T A T I M I L M E L B O R P . C
h c a o r p p a c if it n e i c
S si i mplemented i n all l evel so feducaiton i n elementary
n o s e s u c o f y d u ts s i h T . l o o h c s h g i h r o i n e s d n a , l o o h c s h g i h r o i n u j ,l o o h c
s scienit ifc
h c a o r p p
a ins enio rhighs chooll eve,ls peci ifcallyi ngradeX isnceEnglsiht eaching
e v a h g n i n r a e l d n
a frislty change s in the implementaiton by u isng scienit ifc
.l e v e l l o o h c s h g i h r o i n e s n i X e d a r g t a h c a o r p p a
s e c n i v o r p e h t f o e n o s a a tr a k a y g o Y f o t x e t n o c e h t n i d e ti m il s i y d u ts s i h T
3 1 0 2 d e t n e m e l p m i s a h t a h
t cur irculum .In Yogyaka tra, t her esearcherf ocuse son
a ts o w
t te schoosl i n Yogyaka tra ctiy and one p irvate school i n Sleman regency .
ti m il o sl a e r a s t n a p i c it r a p e h t s a s r e h c a e t e h
T edi nordert oge tdeepmeaning.The
d n a s l o o h c s e t a ts m o rf d e t c e l e s e r a s r e h c a e
t a p irvates choo.l
n o d e ti m il s i y d u ts s i h
T the implementaiton o f scienit ifc approach in
h si l g n E g n i h c a e
t .Englsih l esson i nclude scompuslory Englsih and i nterest-based
r e v e w o H . h si l g n
r o j a m e h t , e c n e H . t n e m s s e s s a c it n e h t u a d n a , sl e d o m g n i h c a e t , m u l u c ir r u
c pointi s
e c n e t e p m o c e r a s t n i o p d e d n e t x e e h t d n a h c a o r p p a c if it n e i c
s -based cur irculum ,
.t n e m s s e s s a c it n e h t u a d n a , sl e d o m g n i h c a e t
N O I T S E U Q H C R A E S E R . D
n o h c r a e s e r o d
I thsir esearchquesiton:
t a h
W i steacher s’ ilvedexperienceotfhescienitifcapproach inteachingEngilsha t ?
e k il X e d a r g
L A O G H C R A E S E R .
E S
e r a s l a o g h c r a e s e r e h
T based on the problem formulaiton above . The
e t a i d e m m
i goal i sto ifndt hel ogica l rtuth o f ilved expe irence i nt eachingEnglsih
if it n e i c s e h t g n is u y
b capproach .Thei ntermediategoa l sit odesc irbeandi nterpre t
n i e c n e ir e p x e d e v
il the scienit ifc approach i n t eaching Englsih a tgrade X .The
fl e s si l a o g e t a m it l
u -actuailzaitoni nwhich tir elate swtihemphaitcunder tsanding.
S T I F E N E B H C R A E S E R . F
a h h c r a e s e r s i h
T s severa l beneif st . The fris t i s the benefti s fo r
st n a p i c it r a
p .The Englsih teacher scan dig ou tthei rhuman digntiy through the
s e c o r
p so fscienit ifc approach .They show t hei rdigntiyt hrought hei rexpe irences
o d e s a b g n i h c a e t h si l g n E r e tt e b e v o r p m i o t d n
a n thei rre lfeciton in teaching
. h si l g n
E tI i saslo f ort he i mprovemen tof l fiequal tiy . tIi shoped t hat t heEnglsih
g n i h c a e t n i y ti l a u q e h t y ll a i c e p s e y ti l a u q e fi l e h t n i t n e m e v o r p m i s a h r e h c a e t
s i t if e n e b d n o c e s e h
T the benefti sfo r audience .I t promotes equtiy o f
si l g n E g n i h c a e
t h through scienit ifc approach .Englsih teacher shave di fferen t
t x e t n o
c sin implemenitng scienit ifc approach .Hopefully ,thi sresearch can give
h si l g n E e h t o t s e v it c e p s r e
p teacher sto promote equtiy in teaching Englsih in
.s t x e t n o c t n e r e ff i
d I t i s aslo to promote teaching Englsih through scienit ifc
h c a o r p p
a .Scienit ifc approach i s tsli lcon isdered new isnce i ti simplemented
a c h c r a e s e r s i h T . sl o o h c s e m o s n i 3 1 0 2 n i y lt s ri
f n give the interpretaiton in
w e n t e g n a c s r e h c a e t h si l g n E e h t y ll a i c e p s s r e d a e r e h t t a h t o s h si l g n E g n i h c a e t
g is n
i ht sabouts cienit ifcapproach .
r e tt e b o t t if e n e b s a h h c r a e s e r s i h T . r e h c r a e s e r e h t r o f s i t if e n e b d ri h t e h T
s d a e l t a h t g n i d n a ts r e d n u c it a h p m
e tot hes efl-actuailzaiton .Under tsanding sit aken
s i h T . s e c n e ir e p x e d a h o h w r o d o o ts r e d n u o h w e l p o e p f o w e i v e h t m o rf
fl e s e h t o t d a e l n a c g n i d n a ts r e d n
u -actuailzaitonwheret hepeoplearegoodatt hei r
a n o it a n e h t n i p u o r g s a d n a l a u d i v i d n i s a t h g ir s ’ n w
0 1
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k r o w e m a r f , w e i v e r l a c it e r o e h t s e s s u c si d r e t p a h c s i h
T o fpre-under tsanding ,
e r p d n
a - ifgured themes .Theoreitca lreview deal swtih theo ire sunde lrying thi s
. y d u
ts Framework o fp -re under tsanding deal swtih how the t heo ire sare logically
. d e t c u rt s n o
c P -re ifguredt hemesr elatet ot het hemest ha tappeari nt hepre- ifgured
.s e m e h t
W E I V E R L A C I T E R O E H T . A
t e r o e h
T ical r eviewi sdividedi nto ifve parst .Thef ri ts i s ilvedexpe irence. I t
f o t p e c n o c e h t s e s s u c si
d amajo rpa tri nt hi s tsudy .Thes econd sit eachingEnglsih .
. h si l g n E g n i h c a e t n i t p e c n o c e h t s e s s u c si d t
I The t hrid i sscienit ifc approach .I t
h t d n a l i a t e d n i h c a o r p p a c if it n e i c s s e s s u c si
d e co rrelaiton wtihcompetence-based
. s e c n e t e p m o c g n i h c a e t d n a , t n e m s s e s s a c it n e h t u a , sl e d o m g n i n r a e l , m u l u c ir r u c
h tr u o f e h
T si 2013 cur irculum .I tdsicusses t he concep to f2013 cur irculum. The
h tf
if sis efl-actuailzaiton.I tdsicussess efl-actuailzaitoni ndetai.l
e c n e i r e p x E d e v i L . 1
: 7 0 0 2 ( ll e w s s e r C . y d u ts y g o l o n e m o n e h p e h t n i d e d u l c n i si e c n e ir e p x e d e v i L
l a r e v e s r o f g n i n a e m e h t s e b ir c s e d y d u ts y g o l o n e m o n e h p “ t a h t s e t a ts ) 7 5
e b ir c s e d t I . ” n o n e m o n e h p a r o t p e c n o c a f o s e c n e ir e p x e d e v il r i e h t f o s l a u d i v i d n
i s
. n o n e m o n e h p e h t f o n o it a t e r p r e t n i d n a n o it p ir c s e d s e d u l c n i d n a n o n e m o n e h p a
e h t o t s e t a l e r t I . ” s n o it a t e r p r e t n i l a u t x e t t c u rt s n o c d n a , n o n e m o n e h p a e b ir c s e d
y g o g a d e P . y g o g a d e
p d irvest heessenceo filvedexpe irence .VanManen( 1990: 2 )
p “ t a h t s e t a
ts edagogy sit heacitvtiyoft eaching ,parenitng ,educaitng ,o rgenerally
c n i g n it c a l a c it c a r p t n a ts n o c s e ri u q e r t a h t , n e r d li h c h ti w g n i v
il oncrete stiuaiton s
” . n o it a l e r d n
a Hence, t he ilved expe irence i stel fbased on ce trainphenomenoni n
. s n o it a u ti s e fi l l a e r e h t
o t s e ir t tI . n o n e m o n e h p a f o g n i n a e m e h t h ti w s l a e d f l e st i e c n e ir e p x e d e v i L
n e n a M n a V . s r a e p p a t a h t n o n e m o n e h p e h t d n o y e b g n i n a e m p e e d e h t r e v o c si d
a ts ) 1 1 : 0 9 9 1
( te stha t“phenomenology i sa human scince r(athe rthan natura l
e h t s y a w l a s i h c r a e s e r l a c i g o l o n e m o n e h p f o r e tt a m t c e j b u s e h t e c n is ) e c n e i c s
s e t a l e r y g o l o n e m o n e h p , e c n e H . ” d lr o w n a m u h d e v il e h t f o g n i n a e m f o s e r u t c u r s
e h t o t n o it a l e r n i g n i v il n a m u h e h t o
t meaning of t he ilved expeirence .Wlihelm
t a h t s e t a ts ) 3 : 0 9 9 1 ( n e n n a M n a V y b d e ti c s a y e h tl i
D Geisteswissenschatfenast he
t si e G y b d e z ir e t c a r a h c d lr o w n a m u h e h t “ s i e c n e i c s l a r u t a n f o t is o p p
o -mind ,
it c a , s n o it o m e , s g n il e e f ,s e u l a v , s s e n s u o i c s n o c , st h g u o h
t ons ,and purposes ,which
n a m u H . ” s n o it u ti ts n i d n a , st r a , s f e il e b , s e g a u g n a l n i s n o it a c if it c e j b o r i e h t d n if
s e c n e ir e p x e r i e h t f o s s e n u o i c s n o c r o s s e n e r a w a e v a h t a h t e l p o e p o t s e t a l e r e c n e i c s
a M n a V , r e h tr u F . s n o it c a , s f e il e b , s e u l a v e v a h t a h
t nnen (1990 :4 ) tsate stha t
f o g n i n a e m e h t g n i d n a ts r e d n u d n a g n i n i a l p x e n o s e s u c o f e c n e i c s n a m u h
, n o n e m o n e h p e h t d n a ts r e d n u d n a n i a l p x e o t e l b a e b o t r e d r o n I . n o n e m o n e h p
n a V . ti s e c n ir e p x e e n o e m o s e r e h w f o d lr o w e h t o t r e p e e d o g o t d e e n e l p o e p
a h t s e t a ts ) 5 : 0 9 9 1 ( n e n n a
M t“ isncet o know t hewo lrd i sprofoundlyt o be i n t he
g n i h c r a e s e r f o t c a e h t , y a w n i a tr e c a n i d lr o
f o t r a p y ll u f e r o m e m o c e b o t , d lr o w e h t o t s e v l e s r u o g n i h c a tt a f o t c a l a n o it n e t n i
. ” ti
h c r a e s e r y g o l o n e m o n e h p f o e s o p r u p e h
T sit ohumanizehumanbeings( Van
e v i g o t s e ir t tI . ) 1 2 , 0 9 9 1 : n e n a
M a better l fie qual tiy t o t he human beings .The
y ti l a u q e h t o t s e t a l e r n o it p ir c s e D . n o it a t e r p r e t n i d n a n o it p ir c s e d h g u o r h t e r a s y a w
e m e h t o t s e t a l e r n o it a t e r p r e t n i d n a e c n e ir e p x e d e v il f
o aning o fsomething (Van
5 2 , 0 9 9 1 : n e n a
M -26) . Phenomenology aslo deal s wtih the essence o f ilved
h c r a e s e r y g o l o n e m o n e h p f o e s o p r u p e h T . g n i n a e m e h t g n ir e v o c si d n i e c n e ir e p x e
e h t f o n o it
