@phdthesis{eprintsunpak3621,
          author = {Joyo Lestari and Atti Herawati and Mursidah Rahmah},
           title = {ENGLISH TEACHERS? CHALLENGES IN APPLYING SCIENTIFIC 
APPROACH STAGES IN THE CLASSROOM
A PAPER
Submitted to the English Language Education Study Program, Faculty of Teacher 
Training and Educational Sciences, Pakuan University, as a Partial Fulfillment of 
the Requirements for Sarjana Pendidikan Examination},
          school = {Universitas Pakuan},
            year = {2019},
           month = {October},
             url = {http://eprints.unpak.ac.id/3621/},
        abstract = {Scientific approach is an approach that is used in 2013 curriculum. Is consists of five 
stages: observing, questioning, exploring, associating, and communicating. Teachers 
have the main role in implementing those stages properly and effectively in the 
classroom. However, teachers, including English teachers, found challenges in 
applying those five stages. This research aimed to find out challenges faced by the 
English teachers in applying scientific approach stages in the classroom. This 
research was conducted at SMA Negeri 6 Bogor. There were two English teachers 
involved in this research as the participants. To gain the research data, the researcher 
used three research instruments: documentation, observation, and interview. 
Documentation instrument was used to analyze English teachers? lesson plan. 
Classroom observation was conducted four times, two times for each teacher. 
Interview was conducted once for each teacher. According to the data analysis, it was 
found that there are six challenges faced by the English teachers in implementing 
those five stages, which are language proficiency issue, limited mastery of teaching 
method, teachers? role issue, time allotment, class size, and students? problem. 
Keywords : challenges, scientific approach stages, applying}
}