The objectives of this study are to: (1) describe teacher’s perception about scientific approach (SA), (2) analyze factors influencing teacher’s perception about SA, and (3) describe how teacher’s perceptions about SA as reflected in English teaching.
The techniques of collecting data used in this case study are interview, document, observation questionnaire. The data collection was conducted in four meetings which: three meetings of class observation and a meeting of teacher interview. The sources of data are: (1) participant who are the English teacher and tenth grade students of SMK N 2 Karanganyar, (2) events which are teaching – learning activities, and (3) documents which are teacher’s lesson plan, interview transcript, questioner transcript, and observation transcript. The techniques used to analyze the data are data reduction, data display, and conclusion.
The research findings show; (1) teacher’s perceptions about SA are (a) teacher agrees that SA is suitable for English teaching and improves students participation in the class, (b) SA improves teacher’s creativity in preparing teaching model, and (c) SA is difficult to apply thoroughly; (2) factors influenced teacher’s perceptions are: teacher’s teaching experiences, teacher’s background knowledge about SA, and difficulties encountered by teacher in applying SA; and (3) In the class there are several steps of SA are not implemented during teaching – learning process and some materials are not fulfil the forth competence in syllabi.
Despite of teacher’s positive view toward SA, there are several difficulties to apply it thoroughly in teaching learning activities. Therefore, it is expected that this thesis will be able to help teacher understand and overcome the problem.
Keywords:    teacher’s perceptions, scientific approach, teaching English, teaching model, curriculum 2013