AN ANALYSIS OF DISCOVERY LEARNING METHOD USED BY ENGLISH TEACHER TO THE TENTH GRADE STUDENTS
AT SMAN 1 PANTAI CERMIN, SOLOK
M. Budi Husein, Mayuasti, Khairi Ikhsan
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat muhammadbudihusein@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui bagaimana guru menerapkan Discovery Learning Method atau pembelajaran berbasis penemuan dalam pengajaran Bahasa Inggris di SMAN 1 Pantai Cermin, Solok, Penelitian ini menggunakan metode kualitatif. Partisipan dalam penelitian ini adalah satu orang guru yang mengajar dikelas X. Penelitian inidilakukan dengan cara observasi ceklis pada setiap indikator yang dilakukan oleh guru dan mencatat semua kegiatan yang ada dalam proses pembelajaran tersebut. Bedasarkan analisis data, peneliti menyimpulkan bahwa guru bahasa Inggris telah menggunakan enam langkah dalam melakukan pendekatan Discovery Learning Method, yaitu guru memfasilitasi siswa untuk menstimulasi atau memberikan gambaran materi pembelajaran melalui media, guru memberikan kesempatan pada siswa untuk mencari topik permasalahan bedasarkan hipotesis dari pertanyaan mereka sesuai dengan materi pembelajaran, guru memfasilitasi siswa untuk mengumpulkan informasi dalam kelompok, guru membantu siswa dalam mengumpulkan informasi yang telah dicari, guru meminta siswa untuk menampilkan hasil dari penemuan mereka didepan kelas, Oleh karena itu dapat dikatakan bahwa metode pembelajaran berbasis penemuan yang diterapkan oleh guru di SMAN 1 Pantai Cermin, Solok berjalan dengan baik dan pengajaranya berdampak bagi siswa.
Kata Kunci : Model Pembelajaran Penemuan
INTRODUCTION
Today, many teachers of English emphasize Scientific approach in and out the classroom. In teaching learning process used scientific approach, the teacher should be able choose suitable
learning method, apply the method and creative in designing the process learning itself. Many method can be used by the teacher in teaching learning process. One of methods that can be used by the teacher is Discovery Learning Method.
In expecting to know the Discovery Learning Method, In 1960 Jerome S. Bruner is credited with first introducing Discovery Learning method learning and teaching.
Discovery Learning is one of method in teaching English that can be used in students centered learning. In Discovery Learning begin with a question ‘’students ask question based on their own question’’. To support idea of this research, the researcher would like to describe theories and some information are needed to explain some concepts applied concerning into the research which related to the study.
Sund in Malik in Mendikbud 2013 stated Discovery occurs when an individual is involved, especially in the use of mental processes to find some of the concepts and principles..
The process is called cognitive while the discovery process itself is the mental process of assimilating concept and principles in the mind.
Moreover, Sani (2014 :97) State that Discovery Learning is cognitive learning that demands teacher more creative to create situation that can make students
active learning and find their own knowledge. In Discovery Learning the teacher build concept of students active learning and the teacher guide supervise in the learning process.
According to Murphy et al (2010:3) states that Discovery Learning is a learner centered mode of teaching. In centered mode of teaching students become active participants in learning by exploring concepts and answering their own questions through testing and experience.
Based on curriculum 2013, the definition of Discovery Learning is a learning process that occurs when the learner is not presented with the lesson in the final form but the students is expected to organize themselves. It supported by Budiningsih in Mendikbud 2013 stated Discovery Learning is a method to understand the concepts, meanings, and relationships, through intuitive process to finally come to a conclusion.
Related to several definition of the Discovery Learning method above, it can be concluded that.
Discovery Learning is how can get knowledge and information based
make question and the students can find the answer and also the students can critical thinking and students more active just than the teacher. the teacher as facilitator to manage students and the teacher just give correctness assessment in students answer and also give finally conclusion
According to Shah (2004: 244) in applying the Discovery Learning method in the classroom, there some procedures that should be implemented in the teaching and learning activities. The first is stimulation, at this stage serves to provide the conditions of learning interactions that can develop and assist students in exploring materials.
The second is problem statement, at this stage the teacher give an opportunity to the student to identify as many agendas as possible which are relevant to lesson material, then one of them is selected and formulated in the form of hypotheses while the problem chosen then will be formulated in the form of a question, hypothesis or statement as a temporary answer to the questions proposed. The third is data collection,
at this stage the teacher asks students to write a list what are their experiences, what are their activities in that place, or when it happened.
The fourth is data processing, at this stage the students all the information as a result of readings, interviews, observation, and so on then will be processed, randomized, classified, tabulated, even if it is calculated in a certain way and interpreted on a given confidence level. The fifth is verification, at this stage stage the students perform a careful examination to prove whether true or not the hypothesis determined by finding the alternatives and associated with the outcome of data processing. The last is generalisation, at this stage the process of drawing a conclusion which can be used as a general principle and applies to all events or the same problem, with regard to the result of verification
RESEARCH METHOD
In this research, the researcher chose descriptive study as research design. According to Enayet (2016:465) explain descriptive research is a study designed to depict
and participants in accurate way and how to describing people who take part in this study It used to help the researcher in solving the case.
Moreover, the informant was only one in this research who was an English student at SMAN 1 antai Cermin, Solok.
Technique in taking sample in this research is purposive sampling.
Gay and Airasian (2000:138) state that purposive sampling is technique of taking sample by judgement sampling, choosing the sample in small participant and depending on the purpose of the research. In conducting this research, this researcher used some instruments they are observation checklist, field note, and video recorder.
FINDINGS AND DISCUSSION As well stated on the previous chapter, there were some procedures in implementing discovery learning method. They were, start with the stimulation, problem statement, data collection, data rocessing, verification, and generalitation.
Based on the data, the teacher implement all of instrument, the result of data such as :
a. Stimulation
In this indicator the teacher stimulated students used a picture.
Teacher gave a picture related with the material ‘’Descriptive Text’’ to the students to grow their stimulation before discussed the material together. So that, the students could easy to understand the material would be discussed. Then, the teacher showed a picture to the students about descriptive text, then the teacher asked to the students about their experience related with the video that had been showed, Then the students answered teacher question based on student’s experience. It described that, the teacher did this indicator to make students participate in the teaching learning process
b. Problem Statement
In this indicator the teacher stimulated students used a picture.
Teacher gave a picture related with the material ‘’Descriptive Text’’ to the students to grow their stimulation
before discussed the material together. So that, the students could easy to understand the material would be discussed. Then, they also predict their problem about what is different of identification and description in descriptive text.
Related with the teacher question, after that the teacher and students predict them hypothesis in blackboard. It could be concluded that the teacher did this indicator well.
c. Data Collection
At this stage, the teacher divided them into group. The teacher divided students be five or six group in each class. Then, the teacher gave students freedom determine their topic in making descriptive text.
After that, when the students did their assignment, the teacher asked the students difficulties in making it.
The teacher not only sit in front of class but they also helps students to find the difficult word in made their assignment and ask about another problem in their discussion. It could be concluded that the teacher did this indicator well.
d. Data Processing
In this indicator the students interpreted their data that would be presented in front of the class. They tried to translated their descriptive text from Indonesia to English and checked it again if there got wrong sentences. Then, in this sub indicator the teacher also participated in analyze the students helped students to check students’ grammatical in their descriptive text. He also checked student’s sentences to avoid wrong meaning. It described that the teacher did this sub indicator every students finished their assignment.
e. Verification
In this indicator After finish made their descriptive text, each group performed their result in front of the class. The teacher and another students gave support and applause after each group did it every performed. The teacher gave value based on the students performance.
Then, after the students finished present their assignment. Then, they do verification to prove the hypothesis. Based on the video, The students found answer based on their
data. It described that the teacher and the students did this sub indicator in three class.
f. Generelisation
After the discussed the
material the teacher and the students After discussed the material, the
teacher and the students concluded the material together. Based on data verification, the teacher concluded the material that had been discussed and him completed it. Based on the researcher observation the researcher found that the teacher made students dependently in learning process
CONCLUSION
Based on research findings on data in previous chapter, the researcher found findings that the teacher implemented Discovery Learning Method. The result of the research finding prove that the Analysis of Discovery Learning Method at SMAN 1 PANTAI CERMIN, SOLOK especially in teaching is running well in implemented even though the participant of this research did implement some procedures of discovery learning. Then, from the
research finding above, it can be concluded that by implementing Discovery Learning method, The teacher almost implemented all procedures of Discovery Learning Method.
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