PREFACE

Praise the presence of God Almighty for all the abundance of His grace and gifts so
that the author can complete the preparation of this mini research to fulfill the task of the
Seminar in ELT course with the title "The Implementation of Discovery Learning Method in
English Teaching" along with its form and contents quite simple. Hopefully this paper can be
used as a reference and guide for the reader.

The author hopes that this paper will help increase knowledge and experience for its
readers, so that the writer can improve the form and content of this paper so that in the future
it can be better.

This paper, the authors admit, is still lacking because the experience that the writer
has is still lacking. Therefore, the authors expect the readers to provide constructive input for
the perfection of this paper.
 CHAPTER I

1.1 Background

Writing is one of the language skills, beside listening, speaking, and reading that must
be mastered by English learners. They have to express their thoughts in writing to develop
their ideas, and make readers interested when their writing is read. Through writing, they can
also transfer information and knowledge to others. In other words, writing can be said as a
mean of communication between the writer and the reader. Harsyaf (2009:3) also said that
writing is transforming thoughts into language, it means that we need to think about the
content of our writing first and then arrange the idea using appropriate language (e.g.
grammar and vocabulary). Writing is the practice of the language they have learned, and in
writing develop the students’ ability as writer. So, people have their own purpose to write,
they can learn to write by trying to write something and to develop their writing ability.

Basically, writing as one of the skills that have to be mastered by the students to be
taught. As Brown (2000:335) states, “The process of writing requires an entirely different set
of competence”. Therefore, the written products are often the result of thinking, drafting, and
revising procedures that requires specialized skills, skills that not every writer develops
naturally. It means that writing is not a simple task. It needs the process of building the idea
and constructing a text.

There are various different genres in writing, such as, recount, spoof, reports,
narrative, procedure and others (Pardiyono, 2007:14) in Dodi. This different genre types are
competence of mastering genre, understanding and producing some pieces texts. Among
different kinds of texts, writing is one of the writing forms that students feel difficult of doing
it. Students find difficulties in expressing their ideas, and sometimes get trouble when they jot
down their ideas. Therefore, it needs teacher’s skills in teaching, in order that students can
improve their skills in writing.

There are many teaching writing methods which are used by teachers at school. In
fact some of the students cannot understand well and be speechless. One of ways to make
students interested to the material about writing is using a certain technique. The technique
that is good needs to be implementated in teaching writing. Discovery learning is a technique
which can be used in writing text. Acording to (Ormrod, 1995:442 in Fauziati), discovery
learning is method of teaching which is inquiry- based, that is a method of teaching that
focuses on active, hands on learning opportunities for students. Thus, students are expected to
draw on their own experiences and prior knowledge and interact with their environment by
exploring or manipulating objects, struggling with questions of performing experiments.

Discovery learning is the method that takes place when a teacher sets up an
experiment, acts as a coach, and provide clues along the way to help students come to
solutions. In this way, teachers provide students with certain tools for learning a concept, and
the students make sense of the tools. Discovery learning is used mostly while students solve
problem. It produces students’result which are constructivists as they work with others and
learn from firsthand experiences. New information and skills are discovered as students use
prior knowledge and past experiences. Students find problems, gather information, develop
hypotheses, and prove their solutions. The benefits of discovery learning include students
having a role in their own learning and developing their creativity as they work on problems.

Research conducted by Dewi (2013) concludes that the application of learning using
the Discovery Learning method works well and makes students active and understand the
concepts of the material being taught. Student learning activities and student learning
outcomes from cycle I to cycle II have increased. In addition, Swaak, de Jongw and van
Joolingenz (2004) stated that discovery learning increases students' understanding of prior
knowledge and increases student activity. Balim (2009) also states that learning using
discovery learning models can increase student learning success.

Although the discovery learning model is effective in teaching other subject, it may be
that the model is not effective in English teaching. Based on the experience of the writers in
previous internships, the authors found that the use of discovery learning models were not
effectively used in English teaching. The teacher cannot apply the discovery learning model
well, so students cannot follow the lessons well. But after the writers examined the learning
model conducted by English teachers in others school, we found that the discovery learning
model was effective in English teaching. Therefore, writers are interested in conducting
research entitled, "The Implementation of Discovery Learning Method in English Teaching",
so that teachers can know that the discovery learning model is effective in English teaching.

1.2 Problem of The Study

Based on the background above, the problem of this study can be stated as follows:
How the implementation of discovery learning method in English teaching?

1.3 Purpose of The Study

From the statement of the problem of the study above, the purpose of the study is to
investigate the implementation of discovery learning method in English teaching.
REFERENCES

Dewi, M. 2013. Penerapan metode Discovery Learning untuk Meningkatkan Aktivitas dan
Hasil Belajar Pokok Bahasan Pecahan Siswa Kelas IV SDN Kertosari 02 Pakusari Jember
Tahun Pelajaran 2012/2013. Skripsi Dipublikasikan. FKIP Universitas Jember.

Swaak, J; de Jongw, T and van Joolingenz, W. 2004. The Effects of Discovery Learning and
Expository Instruction on the Acquisition of Definitional and Intuitive Knowledge. Journal of
Computer Assisted Learning 20, 225-234.

Balım, A., G. 2009. The Effects of Discovery Learning on Students’ Success and Inquiry
Learning Skills. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 1-20.