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2. In the questioning stage, the role of the teacher can be optimally needed. An
effective teacher becomes the inspiration for the students to increase and develop their attitude, skill, and knowledge Lazim, 2013, p. 4. The teacher,
who is trying to give a question to the students, can direct the students to be a good learner. While the teacher gives the answer of the students
’ question, heshe pushes the students to be a good listener. Almost all of the questions in
this stage are primarily seek for verbal feedback by changing the structure of the question word into statement.
3. In the experimenting stage, in order to get factual and authentic result, the
students must hold an experiment. In language learning, the students must comprehend the concept of language as a tool of communication in their daily
life. The students also must develop their knowledge and are able to use scientific methods to solve the problems that happen in their daily life.
4. In the process of associating, the teacher and the students are the active
participants. However the students must be more active in the learning process. Associating itself is the process of logic and systematic thinking
based on empiric and observable fact to get the node in the form of knowledge.
5. Networking is a means of collaborative learning. Collaboration essentially is
an interaction between the students and teacher-student. Collaborative learning makes the students conduct such interaction with others to communicate and
share their knowledge in order to enrich their information from others.
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6. Creating is the stage in which the student shows a result of their learning
process. Those stages are primarily used to make the students understand and be more
active in the learning activities. The students are challenged to be more creative and innovative in order to achieve the goal of learning. The following paragraph
explains about the Scientific Approach theory.
2. Scientific Approach Theory
In the implementation of Scientific Approach, Taher 2013 has said that the learning process is mainly focused on these three taxonomy;
Bloom’s taxonomy on the knowledge domain, Krathwohl’s affective domain, and Dyer’s
skill domain that support five stages in Scientific Approach. The cognitive process dimension or in the knowledge domain, contain six
stages from the low order of thinking skills up to the higher order which are remember, understand, apply, analyze, evaluate, and create Anderson
Krathwohl, 2001, pp. 67-68. The students will determine the meaning of instructional messages, including oral, written, and graphic communication. Then,
the students will apply their knowledge in a given situation. The students begin to analyze by breaking the material into its constituent parts, detecting how the parts
relate to one another, and to an overall structure or purpose. The students go on to make judgments based on criteria and standards so they will put element together
to make an original product which is belong to the higher order of thinking Anderson Krathwohl 2001, pp. 67-68. Those six stages are maximized in the
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Scientific Approach ’s stages and strengthening the domain of the student’s
knowledge. The researcher has mentioned that Scientific Approach is dealing with
three domains. The next domain is Krathwohl’s affective domain. There are some interrelationship between cognitive domain and affective domain. This interaction
helps to build the correlation between comprehension and responding in order to apply and value the information Taher, 2013. On the next theory, the researcher
is going to explain further abo ut Krathwohl’s affective domain.
Affective domain deals with emotions, attitudes, and value Krathwohl, 1961 as cited in Taher, 2013. In teaching learning process, it deals with the
interaction between the teacher and the students to build a relationship. This theory is about how the students build their value system base
d on the students’ learning
experiences. Krathwohl’s affective domain is originally contains five levels which are receiving, responding, valuing, organizing, and characterizing
Taher, 2013. From the lowest level that is receiving, the students pay attention to the stimulus to form positive behavior from their respond to the stimulus which is
given in the learning process. For example, a student who loves reading gradually makes it as hisher positive behavior as the result of the stimulus and the direction
from the teacher in the learning activity by using books. As the students who have already paid attention and built up their positive behavior, the students will
actively participate as a part of their habit. The learning result of this stage is the students’ respond; this stage seeks for the students’ interest in the learning
process. On the valuing stage, once the students have already given their respond,
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the students will deal with act of determining value, belief, and attitude toward the learning process. The students will show their commitment in the learning
process. Then, the students will organize hisher commitment in the learning process until the students gain their own characterization and build up a value
system to control their behavior. Those are the explanation of the students’ attitude in receiving and digesting the knowledge. On the next paragraph, the
researcher will explain the Dyer ’s theory about skill domain.
Originally, this theory is used for creative leadership by Dyer 2011. This domain contains five stages, which are associating, questioning, observing,
experimenting, and networking. Dyer 2011 states that people have more creative capacity than they think. It is about innovative ideas coming from and the ability
to connect seemingly unrelated ideas and put them together in new ways. 1.
In the associating stage, a student is trying to associate hisher creative thinking, lateral thinking, associational thinking, and right brained thinking.
The students’ creativity is connecting things as a creative people connecting experiences that they have and synthesize new things Dyer, 2011, p. 6.
2. In the questioning stage, the students must actively question at the steady state
at a given time Dyer, 2011, p. 26. The students gain understanding of what the problem is and make an identification to solve it.
3. In the observing stage, the students understand the job-to-be done and gain
insights for new ways to do things by finding ideas.
