A Closer Look at the Implementation of the Curriculum 2013 in Indonesia: Should the Scientific Approach Be Used in EFL Classroom?

Abstract

The integration of the scientific approach into teaching English as a foreign language (TEFL) in Indonesia has become a controversial issue in Indonesia as the National Curriculum 2013 requires the teachers to follow each step of the scientific approach in the classroom practice when some experts believe that there is no literature in the history of TEFL that supports the use of scientific-based learning to teach English (Chodijah, 2013 cited in Prathivi, 2013; Natahdibrata, 2013; Richards, 2014). Consequently, EFL teachers, particularly at schools piloting the Curriculum 2013 in Indonesia are faced with a dilemmatic condition where they need to follow the recent curriculum demand and expectation. In relation to this issue, this paper attempts to portray the teacher’s effort in integrating the scientific approach to EFL classroom in senior high school level. Involving an English teacher and 30 students in a science class, the researcher employed classroom observation to collect data in a case study to explore whether or not EFL teachers are able to implement the scientific approach effectively in classroom practices. This paper also shares some considerations to readers regarding the integration of the scientific approach into EFL classroom practice.