Abstract
The 2013 curriculum mandates that English teachers in junior high schools can use scientific approach learning models, such as Inquiry-based Learning, Project-based Learning, Discovery Learning and Problem-based Learning, through various learning activities in the classroom. To support this policy, the Ministry of Education and Culture has conducted a number of workshops and training initiatives to equip teachers with these learning models. Despite these efforts, research on the teacher's success story in applying the scientific approach has not much been done. With reference to this condition, this present study aims to reveal the pedagogical competence of English teachers in using the learning models recommended by the 2013 Curriculum and explore problems, challenges and obstacles faced by teachers in applying these learning models. This research was conducted in East Lombok Regency, NTB. The research subjects consisted of ten teachers from five selected schools. A descriptive-qualitative research design with a multicase study approach was used to uncover the phenomenon being investigated. Data collection was done through interviews, classroom observations and document studies. The data were analyzed by using a thematic analysis approach. Results of the study show that teachers developed divergent pedagogical competencies in applying the suggested learning models. Among other factors, ineffective teacher professional development training was identified as the cause of the emerging problems, challenges and obstacles that hinder the optimization of their pedagogical competencies.