PROMOTING DISCOVERY LEARNING METHOD FOR EFL STUDENTS IN READING COMPREHENSION
DOI:
https://doi.org/10.26618/exposure.v9i2.4083Keywords:
Discovey learning method, Reading comprehension, Students, PromotingAbstract
This research aims to examine the impact of discovey learning method and to know the significance of discovey learning method on students’ reading comprehension. This research used pre-experimental method with one group in pre test and post test. The treatment conducted after the pre test and before post test. The impact of discovery learning method and the significance of discovery learning method would be considered in learning reading. This research is restricted to students’ reading comprehension in SMPN 01 Barru. The finding revealed that before applying discovery learning method students have difficulties in answering reading comprehension test. Meanwhile, after giving treatment and disrtributing post-test, the students have reading skill increase significantly. However, the students resource issues that are dominated by the difficulties in reading English, the limitation of vocabulary that they have, and the strategies that teacher used in teaching and learning reading. The Significance of the research are expected to provide data and information about the implementing of discovey learning method teaching and learning reading. By knowing the students’ comprehension in reading English, the teacher can apply designing material, strategies, and activities based on their students’ reading comprehension. It is obviously more effectively run the teaching and learning reading in the classroom.
References
Ariwiyati. (1997). Course outline senior high school textbooks: Penataran guru inti MAN Model Bidang studi bahasa Inggris se Indonesia. Malang: UUM Malang.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson longman.
Bruner, J. S. (2009). The process of education. Harvard University Press
Bruner, J. (1961). The Act of Discovery. In Harvard Educational Review.
Bruner, J. S. (1999). The Process of Education - A Landmark in Educational Theory. Cambridge, London: Harvard University Press.
Bruner, J. S. (2019). The Process of Education. In The Process of Education. https://doi.org/10.2307/j.ctvk12qst
Cahyani, I., & Yulindaria, L. (2018). the Effectiveness of Discovery Learning Model in Improving Students Fiction Writing. Indonesian Journal of Learning and Instruction, 1(1). https://doi.org/10.25134/ijli.v1i1.1281
Conway, T. R. (2007). Jerome Bruner - Learning by Discovery. In The Praeger Handbook of Education and Psychology.
Harmer, J. (1991). The Practice of English Language Teaching. New York: Longman Publishing
Freeman, D. L. (2000). Techniques and principle in language teaching(Second ed). New York: Oxford University Press.
Hermawan, B. (2011). Reading images. The grammar of visual design. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v1i1.105
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing. https://doi.org/10.1007/BF00401799
Janssen, F. J. J. M., Westbroek, H. B., & van Driel, J. H. (2014). How to make guided discovery learning practical for student teachers. Instructional Science. https://doi.org/10.1007/s11251-013-9296-z
Joy, A. (2014). Impact of Discovery-Based Learning Method on Senior Secondary School Physics. IOSR Journal of Research & Method in Education (IOSRJRME). https://doi.org/10.9790/7388-04353236
Kusumawardhani, A. D., Mulya, D., & Faizah, A. (2019). Empowering Students’ Creativity and Critical Thinking through Discovery Learning-based Writing Assessment. Linguists: Journal of Linguistics and Language Teaching, 5(1), 1. https://doi.org/10.29300/ling.v5i1.1913
Kweldju, S. (2002). Pengajaran Bahasa Inggris berbasis leksikon: Sebuah alternatif yang tepat untuk pengajaran bahasa Inggris di Indonesia. Malang: Departement Pendidikan Nasional Universitas Negeri Malang.
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2006.11.001
Matrix, T. R. (2005). Definition of Reading The Cognitive Tasks Involved in Reading. The Reading Matrix.
Mayer, R. E. (2004). Should There Be a Three-Strikes Rule against Pure Discovery Learning? The Case for Guided Methods of Instruction. In American Psychologist. https://doi.org/10.1037/0003-066X.59.1.14
Nergis, A. (2013). Exploring the factors that affect reading comprehension of EAP learners. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2012.09.001
Nurdin,B. Eva, M. & Ginting. (2017). The Effect of Discovery Learning Model on Student’s Critical Thinking and Cognitive Ability in Junior High School. Journal of Research & Method in Education .7 (6)
Paribakht, T. S., & Wesche, M. B. (1993). Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program. TESL Canada Journal. https://doi.org/10.18806/tesl.v11i1.623
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How Can Students Improve Their Reading Comprehension Skill? Journal of Studies in Education. https://doi.org/10.5296/jse.v6i2.9201
Rahmi, Y & Ratmanida (2014). Discovery based learning are able to help teacher and students to be effective in teaching and learning. JELT. 3 (1)
Ro, E. (2016). Exploring teachers’ practices and students’ perceptions of the extensive reading approach in EAP reading classes. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2016.01.006
Singaravelu, G. (2012). Discovery Learning Strategies In English. I-Manager’s Journal on English Language Teaching, 2(1), 57–62. https://doi.org/10.26634/jelt.2.1.1620
Soedrajat, T.M., & Jati, A.G. (2004). Teaching reading across content from topic- based to skill- based. Paper presnter to RELC Conference
Snow, C. E. (2010). Reading comprehension: Reading for learning. In International Encyclopedia of Education. https://doi.org/10.1016/B978-0-08-044894-7.00511-X
Svinicki, M. D. (1998). A theoretical foundation for discovery learning. In The American journal of physiology. https://doi.org/10.1152/advances.1998.275.6.s4
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. In British Journal of Educational Psychology. https://doi.org/10.1348/000709908X380772
Whittaker, S. G., & Lovie-Kitchin, J. (1993). Visual requirements for reading. Optometry and Vision Science. https://doi.org/10.1097/00006324-199301000-00010
Zahara, A., Feranie, S., Winarno, N., & Siswontoro, N. (2020). Discovery Learning with the Solar System Scope Application to Enhance Learning in Middle School Students. Journal of Science Learning. https://doi.org/10.17509/jsl.v3i3.23503
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
