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AN ANALYSIS OF DISCOVERY LEARNING STRATEGY IN ENGLISH

LEARNING PROCESS AT EIGHTH GRADE ON

SMP NEGERI 2 HILIDUHO IN 2022/2023

Krisna Yanti Lase*

, Yasminar Amaerita Telaumbanua*

Yaredi Waruwu*

Riswan Zega*

Universitas Nias

Email: [email protected]*

Email: [email protected]

ABSTRAK

Strategy Discovery Learning merupakan strategy yang digunakan guru bahasa inggris dalam proses

pembelajaran. Stratey Discovery Learning dapat meningkatkan ke aktifan siswa dalam proses

pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana penerapan Strategi

Discovery Learning dalam proses pembelajaran bahasa inggris dan yang kedua untuk menganalisis

bagaimana hasil belajar bahasa inggris siswa dalam penerapan Strategi Discovery Learning pada

pembelajaran bahasa inggris. Penelitian ini menggunakan pendekatan kualitatif deskriptif, yaitu

penelitian yang lebih menitikberatkan pada penggambaran sifat atau hakikat nilai dari suatu objek

atau gejala tertentu. Instrumen penelitian yang digunakan adalah RPP, Lembar Pengamatan, dan

Catatan Lapangan. Hasil penelitian menunjukkan bahwa Dalam proses pembelajaran dengan

menggunakan Strategi Discovery Learning, guru telah menggunakan RPP sebagai pedoman dalam

pembelajaran. Di dalam RPP terdapat prosedur yang dilakukan oleh guru bahasa Inggris.

Penerapan Strategi Discovery Learning dalam pembelajaran greeting card sudah berjalan dengan

baik, terbukti ketika guru bahasa inggris melakukan proses pembelajaran dengan menggunakan

Strategi Discovery Learning siswa terlihat aktif dalam mengikuti pembelajaran khususnya pada

materi greeting card. Penerapan Strategi Pembelajaran Discovery Learning di kelas VIII-B

memberikan dampak pada hasil belajar siswa. Dari hasil tes yang dilakukan oleh guru Bahasa

Inggris di kelas tersebut bahwa penerapan Discovery Learning Strategies berdampak positif

terhadap peningkatan hasil belajar siswa, dari hasil tes yang telah diberikan banyak siswa yang

menjawab dengan benar dan mencapai KKM.

Kata Kunci: Discovery Learning Strategy, Greeting Card, Penelitian Kualitatif

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

ABSTRACT

Discovery Learning Strategy is a strategy used by English teacher in English learning process.

Discovery Learning Strategy can increase the students' activeness in English learning process. The

purpose of this study is to find out how the implementation of Discovery Learning Strategy in the

English learning process and secondly to analyse how students' English learning result in the

implementation of Discovery Learning Strategy in English learning process. This research uses a

descriptive qualitative approach. The research instruments used were lesson plans, observation

sheets, and field notes. The results showed that in the learning process using the Discovery

Learning Strategy, the English teacher had used the lesson plan as a guideline in learning. In the

lesson plan, there are procedures carried out by the English teacher. The implementation of

Discovery Learning Strategy in greeting card learning has been going well, it is proven that when

English teacher do the learning process by using Discovery Learning Strategy, the students look

active in participating in learning, especially in greeting card material. The implementation of

Discovery Learning Strategies in class VIII-B had an impact on the student learning result. From

the results of tests conducted by English teacher in the class that the implementation of Discovery

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Learning Strategies has a positive impact on improving the student learning results. From the test

results that had been given many students who answer correctly and reach the MCC.

Keywords: Discovery Learning, Greeting Card, Qualitative Research

INTRODUCTION

Education for everyone is very important. Dewantara in Syam, et al (2021:74)

formulates the purpose of education as self-mastery, because education aims to humanize

humans so that they can control themselves, have a firm attitude so that it will foster an

independent and mature attitude.

The quality and success of learning tends not only to be influenced by the

competence of a teacher but also by the accuracy of the learning model or strategy used.

According to Putry (2020) a learning model is a plan or pattern that is used as a guide in

planning teaching and learning activities. Students can learn well if the facilities and

infrastructure for learning are adequate. The maka siswa lebih aktif dalam proses

pembelajaran dan siswa tidak merasa jenuh atau bosan saat mengikuti pembelajaran di

kelas.

The selected learning model needs to consider the characteristics of students,

learning materials, as well as the available facilities and infrastructure. In the 2013

curriculum there are 4 learning strategies or learning models, namely: the first is of

Strategy Discovery Learning. According to Wahyudi (2019), discovery based learning is

one of the suggested teaching models in 2013 curriculum where this curriculum

emphasizes the scientific approach as well as the 4C skills. This learning model requires

the students to understand the information and concepts independently through minimal

guidance such as simulations, feedbacks, and examples of problems given by the teacher.

One of the advantages of discovery learning is that it assist students in improving their

thinking and learning skills as well as arouse curiosity and make students active in

providing ideas or opinions. And one of the disadvantages of discovery Learning is that it

is not efficient in teaching large numbers of students, as it takes a long time to help them

discover theories or solve other problems.

The second strategy is Inquiry Learning Strategy. The inquiry learning strategy is a

series of learning activities that emphasize the critical and analytical thinking process to

seek and find answers to a questionable problem. The thinking process itself is usually

carried out through questions and answers between teachers and students (Tahapary 2022).

There are several things that characterize the main characteristics of inquiry learning

strategies. First, the inquiry strategy puts maximum pressure on student activity to seek and

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find, meaning that the inquiry strategy places students as learning subjects. In the learning

process, students do not only act as recipients of lessons through the teacher's explanation

verbally, but their role is to discover for themselves the essence of the subject matter itself.

Second, all activities carried out by students are directed to seek and find their own

answers to something in question, so that it is expected to foster self-confidence. The main

purpose of learning through inquiry strategies is to help students to develop intellectual

discipline and thinking skills by asking questions and getting answers on the basis of what

they want to know. The inquiry learning strategy is a form of student-oriented learning

approach. It is said so, because in this strategy students play a very dominant role in the

learning process.

The third strategy is Problem Based Learning Strategy. According to Andi (2016) in

Setyo (2020: 19) problem-based learning is a learning model whose focus of

implementation is carried out to bridge students to gain learning experience in organizing,

investigating, and solving complex life problems. One of the advantages of problem-based

learning strategy is that it can develop students' ability to think, increase students'

independence, encourage students to learn and improve students' skills and ability to work

together. Meanwhile, the disadvantage of the problem-based learning strategy is that

sometimes students have no interest or no confidence that the problem being studied is

difficult to solve, so they will feel reluctant to try it.

The Problem-Based Learning Model is characterized by the use of real-life problems

as something students have to learn. With the Problem Based Learning model, students are

expected to get more abilities from memorized knowledge. Starting from the ability to

solve problems, critical thinking skills, ability to work in groups, interpersonal and

communication skills, as well as the ability to seek and process information (Hotimah

2020).

The fourth strategy is the project-based learning strategy. Poonp states that project-

based learning is a teaching approach that contextualizes learning by giving learners a

problem to solve or a product to develop (Lutfiyanto 2022). According to Simpson in

Lutfiyanto (2022) in project-based learning, students are fully responsible for their own

learning. They work collaboratively to solve problems. Project-based learning relates to

learning activities based on real-world problems and challenges that require students to

work as a team through meaningful activities and produce a final product, as a team

through meaningful activities and result in a final product. One of the advantages of

project-based learning strategies is that it can increase student motivations, students can

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connect learning at school with real events in the surrounding environment, and form

student work attitudes and improve communication with their friends. And one of the

disadvantages of project-based learning strategy is that it can be concluded that project-

based learning must require teamwork, and teachers must always supervise or control

because it may be difficult for teachers to detect and be aware of these features in the

implementation of project-based learning.

According to Arends (2012) in Putri (2020), learning strategy is a plan or pattern that

is used as a guide in planning learning in the classroom. The learning strategy refers to the

learning approach used, including teaching objectives, stages in learning activities,

learning environment, and classroom management. According to Sanjaya (2008) strategy is

defined as a plan that contains a series of activities designed to achieve certain educational

goals. With a good strategy, it is hoped that the educational goals that have been set can be

achieved.

The four learning strategies of the 2013 curriculum, the one that is used in schools is

Discovery Learning Strategy because the use of discovery learning is very effective in

learning because it increases students' interest in learning and is required to be more active

in the learning process and helps students strengthen understanding, memory and students

feel happy.

In accordance with the results of observations done during the learning process in

class VIII-B students at SMP Negeri 2 Hiliduho on November 28,2022 and January

16,2023, in the classroom the teacher used a Discovery Learning Strategy in English

learning process. One of the advantages of Discovery Learning Strategy is that it make

students active in following the learning process. But in the phenomenon that occurs, in the

learning process the students were less active. Therefore, the researcher is interested in

describing Discovery Learning Strategy as one of the learning strategies. According to

Hammer (1997), in Trisnadi 2021 Discovery Learning is a learning model where students

are involved in investigations of material guided by the teacher. Discovery learning first of

all gives students a structured experience so they can discover the definitions, concepts and

structures of a material.

Some similar studies had shown the implementation of discovery-based learning in

improving the students’ critical thinking ability. A study conducted by Rudibyani (2018)

which investigated the effectiveness of Discovery Learning in improving critical thinking

of the college students. The study showed that Discovery Learning was effective and have

a high effect size in improving critical thinking ability of the college students. Another

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study was done by Martaida, Bukit, and Ginting (2017). They investigated which one was

giving a better effect on critical thinking and cognitive ability of the students applying

discovery based learning model or applying conventional learning in junior high school.

The result of the study showed that the critical thinking and cognitive ability of the

students applying Discovery Learning model was better than students' critical thinking and

cognitive ability with conventional learning.

Discovery Learning Strategy is an effective learning model in improving the

students’ critical thinking. It is a model for developing activeness and critical thinking of

students by discovering self-investigation. Hakim, Sariyatun, & Sudiyanto (2018) argued

that the results of the learning process will be remembered long lasting in their long-term

memory. This learning model will make the students learn to think critically, analyze, and

solve their own problems.

Based on this explanation, the researcher conducted research to analyze Discovery

Learning Strategy, entitled “An Analysis of Discovery Learning Strategy in English

Learning Process at Eighth Grade on SMP Negeri 2 Hiliduho in 2022/2023”.

METODE PENELITIAN

To conduct this research, the researcher used a qualitative research approach.

Creswell (1998) in Murdiyanto 2020 defines a qualitative approach as a research and

understanding process based on a methodology that investigates a social phenomenon and

human problems. This is in line with (Abdussamad 2021: 79) Qualitative research is

research that is more focused on describing the nature or nature of the value of a particular

object or symptom. Therefore, to observe how the implementation of Discovery Learning

Strategy in the classroom, researcher used descriptive analysis which is a type of

qualitative Research.

a. Setting and Schedule of the Research

Researcher would conducted this research on May 2023 at SMP. Negeri 2

Hiliduho, which is located in Dima village, Hiliduho sub-district. This research

would be focused on class 8-B. The subjects of this research are English teacher

and students in the class who pursue English learning by using Discovery Learning

Strategy.

b. Instrument of the Research

Research instrument is a tool used to collect, measure, and analyze data related to

your research interests. The research instrument is usually determined by researcher

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and is tied to the study methodology. Research instruments are tools used to collect

data in research. According to Purwanto (2018), research instruments are made

according to the purpose of measurement and the theory used. Based on the

research focus, researcher used 4 types of instruments:

1. Lesson Plan

According to Permendikbud Number 65 of 2013 concerning Process Standards,

a Learning Implementation Plan (RPP) is a face-to-face learning activity plan for one

or more meetings. RPP develops from the syllabus to better direct students' learning

activities to achieve Basic Competency. This plan is a teacher objectives for what

students should accomplish and how they will learn the material. Here, a teacher must

plan what they want to teach students, why a topic is being covered and decide how to

deliver a lecture. Learning objectives, learning activities and assessments are all

included in a lesson plan.

In this study, researcher used lesson plans as material to obtain data about

Discovery Learning Strategy procedures used by teacher in the learning process for

class VIII-B students at SMP Negeri 2 Hiliduho. In accordance with the observation

sheet in the field, the procedures are listed in the RPP (preliminary activities, core

activities, closing activities). To obtain this data, the researcher was guided by the

procedure used by the teacher by ticking each step of Discovery Learning Strategy.

2. Observation Sheet

In the observation guideline that contains the aspects that can be observed, the

researcher ticked (done and undone) to determine whether the activities or learning

steps had been carried out by the teacher based on the content of the lesson plan.

3. Field Notes

According to Bogdan and Biklen (2007: 119) field notes is a written record of

what is heard, seen, experienced, and thought in the context of collecting data

reflection on data in qualitative research. Basically, field notes consist of two parts,

namely the descriptive part and the reflective part. Field notes was used by researchers

to make it easier to make brief research notes based on what is seen or observed while

in the field. The following is a table of research conducted based on the

implementation time. Then the researcher will record all activities that occur in food

such as recording teacher activities that have not been carried out by the teacher in the

classroom.

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4. Students Test Result

Student test results are tests used to measure students' mastery of the material

that has been taught and can measure the development of students' learning progress. It

can be in the form of an exercise guide for developing cognitive aspects or a guide for

developing all aspects of learning in the form of an experiment or demonstration guide.

Researcher used student test results as a tool to determine student learning outcomes in

the implementation of Discovery Learning Strategy.

c. Data Collecting Technique

To achieve the research objectives, the researcher would collected data through

two techniques, namely: video recording and also conducting interviews with teachers.

1. Document (Lesson Plan)

Gottschalk (1950) in Murdiyanto (2020) states that documents in its broader

sense are any evidentiary process based on any type of source, be it written, oral,

pictorial, or archaeological. documents are a source of data used to complement

research, in the form of written sources, films, images (photographs), and monumental

works, all of which provide information for the research process. Documents provide

very valuable information in helping researcher understand the phenomena in this

study. The research took documentation from lesson plans (RPP) and student test

results in learning english by using Discovery Learning Strategy.

2. Observation Sheet

Cartwright defines observation as a process of seeing, observing and observing

and recording behaviour systematically for a specific purpose Herdiansyah, 2010) in

Murdiyanto (2020). The purpose of observation is to describe the object's behaviour

and understand it or it could just want to know the frequency of an event.

This observation sheet is to make notes and some important events in English

learning related to the problem formulation in the research, this observation is to

identify the implementation of Discovery Learning Strategy in the learning process.

Observations were made when the teacher was teaching the students.

3. Field Notes

Field notes allow researchers to access subjects and record what they have in an

unobtrusive way. Researchers used test results as a tool to collect data and determine

student learning result in the implementation of Discovery Learning Strategy.

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RESULTS AND DISCUSSION

Finding

a. The Result of Lesson Plan

To answer the first research focus, the researcher used lesson plan taken during

Internship 2 to English teacher at SMP Negeri 2 Hiliduho as a guideline in conducting

research. Lesson plans were made by teacher to help them teach in the classroom. The

lesson plan is the design of the learning unit that is implemented by the English teacher in

the classroom. The lesson Plan was used by the researcher as a guideline to organize the

observation sheet. The following is the lesson plan, particularly the teacher's activities in

implementing Discovery Learning Strategy in the learning process. The steps according to

the above procedure are grouped as follows:

Table 4.1 Teacher’s Activities in Discovery Learning Strategy

Core Activities

• Students listen to a brief explanation or reading

of some expressions from the teacher related to

greeting card.

• The teacher instructs the learners to discuss and

identify the problem at hand.

• The teacher instructs the learners to formulate

the problem.

• The teacher instructs the learners to make a

provisional answer in determining the

similarities and differences in the greeting cards.

• The teacher provides opportunities for students

to collect data and information needed, such as

reading literature, observing objects, conducting

their own tests, interviews and so on.

• the teacher asks the students about last week's

assignment

• The teacher asks learners to prove the

information or data that they have obtained.

• Teacher asks learners to make conclusions from

the data that has been obtained and analysed

together.

Closing Activities

• The teacher conducts a question and answer

session on the material that has been taught

• Summarising the material.

• The teacher asks the students about any

difficulties they faced while learning.

• The teacher gives an assignment.

• The teacher invites students to pray together.

• The teacher says his/her greetings

The results of the research as long as the researcher did or followed the English

teacher in the teaching and learning process using Discovery Learning Strategy there were

several activities that had not been carried out by the English teacher from all activities in

the lesson plans above. The introduction activities there were 2 activities that had not been

done and there were 2 activities that had been done by English teacher. In the core

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activities there were 8 activities that have been done by English teacher and there were 2

activities that had not been done. While in the closing activity there were 5 activities that

had been done by English teacher and 1 activity that has not been done, this is seen on the

observation sheet, where there were activities that had and had not been carried out by

English teacher.

b. The Result of Observation Sheet

The researcher did or followed the English teacher in the teaching and learning

process using Discovery Learning Strategy, the researcher used an observation sheet to

find out the activities that had been done and those that had not been done by the English

teacher in the classroom by checking the activities that had been done and those that had

not been done in accordance with the activities contained in the lesson plan. The following

observation sheet is seen in Table 4.1.2.

Table 4.1.3. Students’ test result

Teacher Activity

Done

Undone

Greetings, followed by checking student attendance,

and asking how the students are doing.

✓

Inviting students to pray before starting the lesson.

✓

Invite and remind students about what motivates

them to learn.

✓

Stating the topic, competence, objectives, benefits of

the material to be learnt.

✓

Students listen to a brief explanation or reading of

some expressions from the teacher related to greeting

card.

✓

The teacher instructs learners to discuss and identify

the problem at hand.

✓

The teacher gives directions to learners to formulate

problems.

✓

The teacher instructs the students to make a

provisional answer in determining the similarities and

differences in the greeting cards.

✓

At this stage, to answer the questions or hypotheses

that have been given, students are given the

opportunity to collect the data and information

needed, such as reading literature, observing objects,

conducting their own trials, interviews and so on.

✓

The teacher asks the students about last week's

assignment

✓

The teacher asks students to prove the information or

data that has been obtained with the hypothesis and

problems that have been set.

✓

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The teacher asks learners to make conclusions from

the data that has been obtained and analysed together.

✓

13.

The teacher conducts a question and answer session

about the material that has been taught

✓

Summarizing the material

✓

Asking about any difficulties faced by students while

learning

✓

Giving Assignments

✓

Inviting students to pray together

✓

Saying greetings

✓

From the results of the observation sheet above, there were 14 activities that had

been carried out by the English teacher and there were 5 activities that had not been carried

out, this is written in the field note why it happened. But from the researcher's observation

that of the 8 steps of Discovery Learning Strategy there were 2 activities that were not

carried out by the teacher, namely the English teacher has not given directions to the

students to discuss and identify the task or problem at hand, the English teacher does not

provide opportunities for students to collect data and information needed by the students in

answering questions given by the English teacher.

c. The Result of the Field Note

While the researcher was observe or followed the English teacher in the teaching and

learning process using Discovery Learning Strategy, the researcher used field notes to

record activities after being in the classroom. Field notes were used by researcher to make

it easier to make brief notes of research based on what was seen or observed when

conducting research in the field.

a. First Meeting

The first meeting was held on Thursday, 25

May 2023. Learning started at

11.15. In the introductory activity, the researcher noted that the first activity was

carried out by the teacher was starting with the teacher was greeted the students, after

that the English teacher asked how the students were doing, checked the students'

attendance and informed the material to be learned. The English teacher conveyed the

topic of learning, namely greeting card.

Before the English teacher explained the greeting card material, the English

teacher first asked questions to the students and the students were so enthusiastic when

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answering questions given by the English teacher. The English teacher explained the

greeting card material

, and the students were listened to the explanation of the English

teacher well. After the English teacher explained, the English teacher directed the

students to analyze the examples of greeting card contained in the package book and

directed the students to look for differences and similarities in the card

. The English

teacher gave time to the students to find the similarities and differences in the greeting

card and make a temporary answer about the task given by the teacher

The Students

still looked active in completing the tasks given by the English teacher. The English

teacher directed the students to do the assignment at home and discussed it at the next

meeting because the lesson was over.

Before the English teacher closed the first meeting she made conclusions

together with the students about what has been received in today's learning. After that,

the English teacher asked the students if there were things that had not been received

clearly or there were things that they wanted to ask. Furthermore, the English teacher

conveyed that the students should not forget about the assignment at the next meeting,

after which the English teacher closed the learning activities by praying and saying

goodbye.

In the first meeting, the researcher also noted activities that had not been carried

out by the English teacher in implementing Discovery Learning Strategy. The English

teacher did not invited the students to pray before learning and the teacher also did not

remind the students about their motivation to learn. In the core activities, the teacher

had not given directions to the students to discuss and identify the tasks she gave. The

English teacher did not say greetings, but the teacher closed in a different way by

saying see you at the next meeting.

b. Second Meeting

The second meeting was held on Friday 26 May 2023 at 11.15 WIB and in the

same class, namely class VIII-B. In the preliminary activities, the researcher noted that

the first activity carried out by the English teacher was that the learning activity was

opened by the teacher by giving greetings and then asking how the students were. Then

the next activity was to check the attend list the students by calling students' names one

by one, then proceed with giving apperception to students about the connection of the

previous meeting and giving an explanation regarding today's learning objectives. Then

provide motivation to the students so that learning activities can be carried out actively,

enthusiastically, so that it was expected that the material provided can be useful.

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Entering the core learning activities, especially at the stage of processing data,

the English teacher began to guide learning with the students related to the assignment

at the last meeting. The teacher then asked about the previous task by determining the

differences and similarities of greeting card and determining what types of greeting

card were used in the existing greeting card examples. The teacher asked students to

convey their observations about the greeting card task by reading out the results they

have obtained

. The English teacher and other the students appreciate the results read

out by their friends in the classroom. After that, the English teacher asked the students

to make a conclusion from the task.

Then the last activity was the closing activity. The English teacher conducted a

question and answer session with the students to test the students' understanding of the

greeting card material that had been learnt. The students were still active in answering

questions and were able to answer all questions well and correctly. After summarizing

the learning material, the English teacher asked about the difficulties faced by the

students while learning. The English teacher gave time to the students to ask if there

was still something they did not understand about greeting card material. The English

teacher gave assignments to the students to test students' understanding of greeting

card. The task given by the English teacher was in the form of multiple-choice. And

according to the teacher's direction, they immediately did the task and collected it

before going home. Before going home, the English teacher asked the class leader to

collect the task and the class leader immediately collected the task and handed it to the

teacher. After that, the teacher closed the learning activity by praying together.

In the second meeting, the researcher also noted activities that had not been

carried out by the English teacher in implementing the first Discovery Learning

Strategy. The English teacher had not invited the students to pray before learning and

the teacher also did not remind the students about their motivation to learn. In the core

activities, the teacher did not give directions to the students to discuss and identify the

tasks she gave. The English teacher did not say greetings, but the teacher closed in a

different way by saying see you at the next meeting.

In the first meeting and the second meeting of the research in implementing

Discovery Learning Strategy, the researcher saw that the English teacher appeared very

enthusiastic in providing understanding and direction in each stage of Discovery Learning

Strategy, the students also followed the learning process well, but the students were still

less active because during the English teacher implemented Discovery Learning Strategy

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in the classroom the English teacher only used printed books and did not use other media.

This was evident when the teacher asked questions and the students actively answered

these questions. However, the weakness of the English teacher in implementing Discovery

Learning Strategy in the learning process noted by the researcher was that some of the

activities in the lesson plan have not all been carried out by the English teacher. After the

teacher explained about the greeting card material the teacher did not ask the students

whether the students understood or not, but the English teacher immediately gave the task

to the students. Furthermore, during the research the English teacher only stood in front of

the class.

DISCUSSION

The Result Description of Discovery Learning Strategy in English Learning Process

a. Lesson Plan

Based on the results of observations made by the researcher in the

implementation of Discovery Learning Strategy in class VIII-B SMP Negeri 2

Hiliduho which has been carried out by English teacher. The learning process was not

separated from the lesson plan.

In the research findings, researcher used lesson plans as documents in the

research instrument. The lesson plans as initial data prove that the English teacher used

Discovery Learning Strategy in the learning process. After the researcher observed the

English teacher twice in the same class using Discovery Learning Strategy. Although

one step was not done in the first meeting and in the second meeting one step was not

done

1. First Meeting

The first meeting was held on Thursday, 25 May 2023. Learning began at

11.15 WIB, which was the last hour of the Thursday schedule at SMP Negeri 2

Hiliduho. In the introductory activity, the researcher saw the first activity the

English teacher did was starting with the English teacher’s greeting and the

students answering the greeting. After that the English teacher asked how the

students were doing. Then the next activity was to take attendance by calling

students' names one by one, and the students answered present according to their

names. Next, the English teacher conveyed the learning topic which was greeting

card. After that, the students got motivation from the English teacher about the

importance of learning greeting card.

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After that the English teacher began to carry out the core learning activities,

especially the stimulating stage by providing material and explanations about

greeting card. According to Setiawan (2021:177) in Annisa (2022), Discovery

Learning is that the teacher plays the role of presenting the learning, the material is

not in its final form, and then implements the prepared plans so that the plan is

executed in a timely manner optimal. In line with the statement of Setiawan (2021:

177) in Annisa (2022), English teacher explain material to the student. But before

the teacher explained what greeting card, the teacher first asked students if they had

ever heard of greeting card? The question was answered by the students, some

students answered that they had and some students answered that they had not.

After that the teacher again asked what was a greeting card? One of the students

answered that greeting card was card that contains congratulations such as birthday

greetings given to close friends. The teacher's reaction after hearing the student's

answered was that the teacher appreciated it by giving applause and was followed

by all the students in the class. After that, the English teacher again asked if anyone

wanted to give a response about what a greeting card is? However, the student

answered no. After that, the English teacher began to explain what a greeting card

is. Greeting card was small letters in the form of cards given to others to show

greetings. Greeting card is given to congratulate birthdays, graduating from school,

winning competitions, getting married, holidays, and other anniversaries, including

condolences. After that, the English teacher explained about the structure of

greeting card, the structure of greeting card consists of receiver, content, and

sender. During the English teacher explained the students just sat and listened to all

what the English teacher said about the greeting card material.

After the English teacher explained about greeting card, here the English

teacher gave problems to the students. Giving problems was given through

questions to the students. The English teacher told the students to open the book

pages 67 and 69. And immediately the students opened the page that the teacher

had delivered. The teacher said that "on the book pages 67 and 69 there are

examples of greeting card, paid attention or analyze the cards, then look for

differences and similarities from the cards and determine the type of card. Learners

immediately noticed and analyzed what the differences and similarities in the

greeting card". At this stage the English teacher gave students time to answer these

questions, then gave directions to the students to think of answers that were in

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accordance with the questions that have been given. Next was the step to collect the

data needed to answer the questions given, but because the time duration of the

learning activity had run out, the activity would be continued at the next meeting.

The English teacher directed the students to do the assignment at home and

discussed it at the next meeting.

2. Second Meeting

The second meeting was held on Friday 26 May 2023 at 11.15 WIB.

Researcher observed learning activities opened by the English teacher by giving

greetings and then asking how the students were doing. Then the next activity was

the English teacher absent the students by calling students' names one by one, and

the students answer present according to their names. Then proceed by giving

apperception to the student about the connection of the previous meeting and

providing an explanation regarding today's learning objectives. Then provided

motivation to the students so that learning activities is carried out actively,

enthusiastically, so that it was hoped that the material provided can be useful.

Entering the core learning activities, especially at the stage of processing

data, the English teacher began to guide learning with the student related to the

assignment at the last meeting. The teacher then asked about the previous task of

determining the differences and similarities of greeting card and determining what

type of greeting card is used in the existing sample greeting card.

Furthermore, the students were directed by the English teacher to prove

their findings. The student would conveyed the results of their observations about

the greeting card task by reading out the results they had obtained. The English

teacher and other the students appreciate the results read out by their friends in the

classroom.

After conveying the results of their observations about greeting card, the

next activity was drawing conclusions. At this stage, the students were asked by the

English teacher to concluded or make conclusions from obtained and analysed

together related to the similarities and differences contained in the greeting card

examples on pages 67 and 69. Of the 25 students in the class, the English teacher

chose 2 the students to make conclusions about greeting card. The first student who

made the conclusion was Hendrikus Laoli and the second student was Merina

Telaumbanua. During the learning process the students look enthusiastic and still in

following the learning process carried out by the English teacher. This is in line

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with Mayer (2004) in Muliati (2020), exploratory learning strategy is a teaching

method that encourages students to be more active in the learning process by

answering a series of questions or solving problems designed to introduce a general

concept.

Then the last activity was the closing activity, the English teacher conducted

a question and answer session with the students to test students' understanding of

the greeting card material that had been learned. The students were still active in

answering questions and were able to answer all questions well and correctly. After

that, concluding the learning material, after concluding the learning material the

English teacher asked about the difficulties faced by the students while learning.

The English teacher gave time to the students to ask if there was still something

they did not understand about greeting card material. However, there were no the

students who asked questions, meaning that the students had understood and

comprehended the material that had been explained previously. Because there were

no questions from the students, the English teacher gave assignments to the

students to test students' understanding of greeting card. The task given by the

English teacher was in the form of multiple choice. And according to the teacher's

direction, they immediately did the task and collected it before going home. Before

going home, the English teacher asked the class leader to collect the assignment

and the class leader immediately collected the assignment and handed it to the

teacher. After that, the English teacher closed the learning activity by praying

together.

b. Observation Sheet

To find out which activities had been carried out and had not been carried out,

researcher used an observation sheet as a guide to see whether the English teacher had

carried out the activities or not in the teaching and learning process. The observation

sheet contained activities that were carried out and not carried out.

In the teacher's activities in the lesson plan, there were 13 activities that had

been implemented by the English teacher and 5 activities that had not been

implemented by the English teacher (Table 4.1.2) In reality that occurs in the field,

some activities that were not implemented by the English teacher were: In the

introductory activity, the teacher had not invited the students to pray before starting the

lesson, and the English teacher had not reminded them about what their motivation was

to learn. In the core activities the English teacher had not given directions to the

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students to discussed and identify the problems faced, the English teacher does not

provide opportunities for the students to collected the data and information needed,

such as reading literature, observing objects, conducting their own trials, interviewed

and so on. And in the closing activity the English teacher does not say greetings.

Based on the previous explanation, all teacher teaching activities were written

in the lesson plan. However, what happened in reality was that there were several

activities that were not carried out by the English teacher but had been written in the

lesson plan. According to Wicaksono (2022) "one of them is learning steps that are not

written in detail resulting in a stage or process that should be passed by students, not

done. This condition ultimately affects the learning objectives to be achieved.

c. Field Note

In accordance with the English teacher’s activities that had been implemented

and not implemented, the researcher used field notes to record the reasons why the

English teacher did not carry out these activities according to what happened in the

field (Table 4.1.3). Some of the reasons for the notes of activities that were not

implemented by the English teacher according to the research results are as follows:

the English teacher did not invited the students to pray before starting the lesson.

This happened because before the first lesson the students had prayed in the field at

the morning assembly. The English teacher did not remind the students about what

motivated them to learn. This happened because the English teacher immediately

proceeded to the next stage, namely by stating the learning topic. The students did

not discussed because the English teacher had not given the students time to

discussed in doing the assignment. But the English teacher immediately proceeds to

the next stage. The English teacher did not provide opportunities for students to

collect the data and information needed, such as reading literature, observing objects,

conducting their own trials, interviews and so on. This happened because the

learning hour was over and the English teacher only said the task was continued at

home. The English teacher did not say greetings before going home. However, the

English teacher closed in a different way by saying saw you at the next meeting.

Based on the findings above regarding the implementation of Discovery

Learning Strategy, as previously explained, the teacher's activities in the teaching

and learning process were listed in the lesson plan. According to Antari (2021) in her

research that every educator in the education unit is obliged to prepare lesson plans

completely and systematically so that learning takes place interactively, inspiring,

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fun, challenging, efficient, motivating students to participate actively, and providing

sufficient space for initiative, creativity, and independence in accordance with the

talents, interests, and physical and psychological development of students. However,

in reality, after conducting the research, the English teacher did not carry out all the

activities listed in the lesson plan. Wahyudi (2022) states that this lesson plan can be

used by every teacher for general guidelines in conducting learning to their students,

because it contains detailed instructions, meetings, objectives, scope of material to be

taught, teaching and learning activities, media and evaluation that must be used.

Therefore, with this plan guided by this teacher would be able to conduct teaching in

a routine manner, focusing on the objectives, scope of material, teaching and learning

strategies, or outside the appropriate evaluation system.

From the above statement, there was a gap in the statement whether the

lesson plan was used as a guideline, while in reality not all activities that had been

written in the lesson plan were carried out by the English teacher. Although in this

study, the English teacher had done Discovery Learning Strategy procedure well and

almost all activities were carried out by the English teacher.

Description of Student Test Results in English Learning Process

Learning results were the achievement of learning objectives obtained through

learning experiences that is seen from the results of written and unwritten assessments that

have been carried out.

In the research findings, the researcher had taken the results of the student work that

had been given by the English teacher. The purpose was to determine the learning results

of the students after the implementation of Discovery Learning Strategy in accordance with

the researcher's question 2. The type of test given by the English teacher to the students

was in the form of multiple choice questions related to greeting card material as many as

10 items.

From the results of the value findings above (table 4.2) of the 25 the students in class

VIII-B who have taken the test that has been given, there were 23 the students who

answered question number 1 correctly. The students answered question number 1 correctly

because in question number 1 the answer was already in the text or written directly in the

text that had been made by the English teacher so the students easily get the answer to the

question. In question number 2 the number of the students who answered correctly was 23

the students. The students answered question number 2 correctly. The answer to question

number 2 was not written directly in the text that had been given but the students were able

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to analyse the type of text so that they determined that the type of text was a greeting

card(implicit).

Furthermore, in question number 3 the number of the students who answered was 17

people. 16 of these students answered the question correctly. After paying attention to

question number 3 is a medium question and can still be answered by the students because

the answer to question number 3 has been written directly in the text that has been included

by the English teacher (explicit). Of the 25 students who took the test that the teacher had

given, there were 13 students who answered question number 4 correctly. Based on the

research observation, the answer to question number 4 has not been written directly

(implicit) in the text that had been given. So the students need time to understand and

answer the question correctly. This is in line with the statement (Rahman, 2017) Discovery

Learning is a learning strategy that allows students to gather information and find and

solve problems themselves, the students build their own knowledge by conducting

experiments to find a principle from the experiment. In question number 5, the number of

the students who answered the question correctly was 16 students. The students answered

the question correctly because in question number 5 the answer was already in the text or

written directly in the text that the English teacher had made so the students easily got the

answer to the question (explicitly). Although the alternative answers in number 5 had

answers that were almost the same as the real answers, the students managed to answer the

question correctly. Then in question number 6, the number of students who answered

correctly was 20 students (implicit)

Furthermore, in question number 7, the number of students who answered the

question correctly was 20 students. The answer to the question has been written directly

(explicitly) in the text. Even so, the students still pay attention to the text and observe the

text so that they got the correct answer. Question number 8 was answered correctly by 18

students. The students need time to find out the answer because the answer to question

number 8 is written indirectly (implicit), so the students had to read the text repeatedly so

that in the end they found the correct answer. In question number 9 there were 23 the

students who answered the question correctly. The answer to the question has been written

directly (explicitly) in the text. And in the last question the students answered the question

correctly. There were 24 students who answered correctly. In this question the students try

to understand what was the most appropriate answer because the answer to number 10 is

not written directly so that it made students thought and reread correctly so the students

answered the question correctly and correctly (implicit).

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Based on the researcher's findings, the implementation of Discovery Learning

Strategy in class VIII-B had an impact on the student learning result. This was evident

from the results of tests conducted by English teacher in the class that the implementation

of Discovery Learning Strategy has a positive impact on improving the student learning

results. According to Ali & Setiani (2018), Discovery Learning Strategy learning model

influences student learning results, because this learning model had advantages so that

students are motivated to be active in understanding the concepts student. We can see from

the explanation above that from the test results that had been given many students who

answer correctly and reach the MCC.

CONCLUSION AND RECOMMENDATION

a. Conclusion

After conducting qualitative research on the implementation of Discovery Learning

Strategy in English language learning, based on the research findings in the previous

chapter, the researcher concluded that first, the English teacher were interested, happy and

enjoy when doing learning by using Discovery Learning Strategy. In the learning process

by applying Discovery Learning Strategy, the teacher had used the lesson plan as a

guideline in learning. In the lesson plan there were procedures carried out by the English

teacher listed in the lesson plan (introductory activities, core activities, closing activities).

The implementation of the Discovery Learning Strategy has gone well, and students also

follow the learning until the end. However, students are still less active both in asking

questions and in answering the teacher's questions because as long as the teacher

implements the Discovery Learning Strategy in the classroom the English teacher only

uses printed books as teaching media and does not use other media such as projector.

Based on the researcher's findings, the implementation of Discovery Learning

Strategy in class VIII-B had an impact on the student learning results. This was evident

from the test results that had been conducted by English teacher in the class that the

implementation of Discovery Learning Strategy has a positive impact on improving the

student learning results. Student test results reach MCC or above the average MCC applied

at the school.

b. Recommendation

Considering the results of the study, the researcher would like to make the following

suggestions:

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For teacher, teacher were not the source of knowledge, therefore teacher must

provide many opportunities for students to find knowledge with teaching strategies in the

teaching and learning process.

For the students, the effective learning is the learning that makes students as the

center of learning. Thus, students can increase their ability to be actively and creatively

involved in learning activities. The learning process can produce results that are in

accordance with the supposed learning objectives.

For the next researcher, the researcher should find out what the impact is if the

teacher does not implement all the steps of Discovery Learning Strategy in the English

language learning process.

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