The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery Learning
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Education in English Department
LASMINI 10535659915
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
PRODI PENDIDIKAN BAHASA INGGRIS
مــــيحرلا نمـحرلا هـللا مــــــسب
Web : www.fkip.unismuh.ac.id
| Terakreditasi Institusi
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : LASMINI NIM : 10535 6599 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar By Using Discovery Learning.
Dengan ini menyatakan:
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, January 2020 Yang Membuat Pernyataan
LASMINI 10535659915
PRODI PENDIDIKAN BAHASA INGGRIS
مــــيحرلا نمـحرلا هـللا مــــــسب
Web : www.fkip.unismuh.ac.id
| Terakreditasi Institusi
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama : LASMINI NIM : 10535 6599 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar By Using Discovery Learning
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya menyusun sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, January 2020 Yang Membuat Perjanjian
LASMINI 10535659915
Yesterday I dared to struggle. Today I dare to win
(Bernadette Devlin)
DEDICATION
This thesis is dedicated to:
My beloved parents (Abd. Rahman and Rosdiana) who always unburden their affection, give advice up to the writer finished in arranging this thesis.
My beloved Friends in UKM Bahasa, all my
special classmates of Jungle Class ’15 and
all inspiring people around me.
` ALHAMDULILAH WA SYUKURILAH, no other word decent enough to express to Allah SWT, the Almighty God who has given guidance, mercy and health to complete the writing of this thesis under the title “The Speaking Ability of the Eighth Grade Students’ of SMPN 28 Kepulauan Selayar By Using Discovery Learning” as requirement for the Degree of Bachelor of Education in English Education Department. Don’t forget to deliver Salawat and Salam to the prophet Muhammad SAW as addressed to the final and chosen messenger.
The researcher realizes that in conducted the research and writing this thesis, many people have contributed their valuable suggestions, guidances, assistances, and advices for the completion of this thesis. Therefore, the researcher would like to acknowledge them:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E.,M M. the Rector of Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D the Dean of Teacher Training and Education Faculty.
3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education Department of FKIP UNISMUH Makassar.
4. The high appreciation and sincere thanks to my consultants Erwin Akib, S.Pd.,M,Pd.,Ph,D. as the first consultant and Andi Asri Jumiaty, S,Pd.,M.Pd. as the second consultant who gave the writer guidance, correction and overall support since the preliminary stage of manuscript until the completion of this thesis.
6. Big thanks also to my beautiful best friend Sumsriani S.Pd who always gave me advice and solution in finished my thesis.
Finally, for all people who gave valuable suggestion, guidance, assistance, and advice to completion this proposal may Allah S.W.T. be with us now and forever.
Aamiin.
Billahi Fi SabillilahHaqFastabiqulKhaerat
Makassar, January 2020 The writer
LASMINI
Lasmini. 2020. The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery Learning. Thesis of English Education Department. The faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar. Supervised by Erwin Akib and Andi Asri Jumiati.
This study aimed to investigate the improvement of students’ speaking ability by using Discovery Learning. The population and sample of this research are Class VIII.A that consists of 20 students of SMPN 28 Kepulauan Selayar.
This study applied pre-experimental design. The data obtain through pre-test, treatment and post-test. The pre-test is used to know the prior knowledge of the students’ ability in speaking, The treatment of the research is conducted in six, and Post-test is carried out to find out the value of treatment whether the result of post- test better then pre-test or not after implement the Discovery Learning
The result of the improvement of the students’ speaking ability by using Discovery Learning was significant improved. It was proved by the mean score before and after giving treatment was 46 becomes 72.5 improve 57.6% with the t-test value orientation was greater than t-table (13.25>2.093) at the eighth grade students of SMPN 28 Kepulauan Selayar. Beside that Discovery Learning also should be applying in speaking due to students more understand easily the material.
Keywords: Speaking ability, Improvement, Discovery-Learning
Sumsriani. 2020. Kemampuan Berbicara Siswa Kelas VIII SMPN 28 Kepulauan Selayar dengan Menggunakan Discovery Learning. Skripsi Bahasa Inggris.
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.
Dibimbing oleh Erwin Akib dan Andi Asri Jumiatiy
Penelitian ini bertujuan untuk menyelidiki peningkatan kemampuan berbicara siswa dengan menggunakan Discovery Learning. Populasi dan sampel penelitian ini adalah Kelas VIII.A yang terdiri dari 20 siswa SMPN 28 Kepulauan Selayar.
Penelitian ini menggunakan desain pre-experimental. Data diperoleh melalui pre-test, treatment dan post-test. Pre-test digunakan untuk mengetahui pengetahuan awal tentang kemampuan siswa dalam berbicara, treatment dilakukan dalam enam pertemuan, dan Post-test dilakukan untuk mengetahui nilai treatment apakah hasil post-test lebih baik dari pada pre-test atau tidak setelah menerapkan metode Discovery Learning.
Hasil dari peningkatan kemampuan berbicara siswa dengan menggunakan Discovery Learning meningkat secara signifikan. Hal ini dibuktikan dengan skor rata- rata sebelum dan sesudah memberikan perlakuan adalah 46 menjadi 72,5 meningkat 57,6% dengan orientasi nilai t-test lebih besar dari t-tabel (13,25> 2,093) pada siswa kelas VIII SMPN 28 Kepulauan Selayar. Selain itu Discovery Learning juga harus diterapkan dalam speaking karena siswa lebih mudah memahami materi.
Kata kunci: Kemampuan Berbicara, Peningkatan, Discovery-Learning
Table 3.1 : Pronunciation scoring criteria ………...…………...….39
Table 3.2 : Vocabulary scoring criteria ………...…...………30
Table 3.3 : Category Students’ Speaking Score ……….………30
Table 3.4 : Hypothesis Testing ……….…..………..…..…32
Table 4.1 : Rate Percentage and Frequency in Pre-test of Pronunciation…....…33
Table 4.2 : Rate Percentage and Frequency in Post-test of Pronunciation………..………….…34
Table 4.3 : Rate Percentage and Frequency in Pre-test of Vocabulary………...34
Table 4.4 : Rate Percentage and Frequency in Post-test of Vocabulary…...…...35
Table 4.5 : The Improvement of Students’ Accuracy in Speaking Ability…...36
Table 4.6 : The T-test of Students’ Improvement………....37
Figure 2.1 : Conceptual Framework ……….. ……. 24
Appendix I : The Students’ Pronunciation of Pre-test Appendix II : The Students’ Pronunciation of Post-test Appendix III : The Students’ Vocabulary of Pre-test Appendix IV : The Students’ Vocabulary of Post-test Appendix V : The Students’ Row of Pre-test
Appendix VI : The Students’ Row of Post-test
Appendix VII : The Students’ score of pre-test (X1) and post-test (X2), gain/difference between the method pairs (D) and square of the
gain (D2)
Appendix VIII : Scoring Classification of the Students’ Pre-test and Post-test Appendix IX : Mean score of the pre-test and post-test and gain (D)
Appendix X : The percentage of the students’ ability in speaking Appendix XI : Test of significant
Appendix XII : Table distribution of t-value Appendix XIII : Instrument of pre-test and post-test Appendix XIV : Script of pre-test and post-test Appendix XV : Lesson Plan
Appendix XVI : Documentations
COVER ……….………i
APROVAL SHEET ………ii
COUNSLING SHEET ……….………..iii
SURAT PERNYATAAN ………...iv
SURAT PERJANJIAN ………...v
MOTTO ………..vi
DEDICATION ………vi
ACKNOWLEDGEMENT ……….vii-viii ABSTRACT ……….ix-x TABLE OF CONTENTS ……….xi-xii LIST OF TABLE ………..…….. xiii
LIST OF FIGURE ……….. xiv
CHAPTER I INTRODUCTION A. Background ……….1
B. Problem Statement ……….……….5
C. Research Objective ……….5
D. Significant of the Study ………..5
E. The Scope of the Study ………...6
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ………..6
B. The Concept of Speaking ………..………..8
C. The Concept of Discovery Learning ………..………..16
D. Conceptual Framework ……….24
B. Population and Sample ……….………27
C. Research Instrument ……….28
D. Technique of Data Collection ………...28
E. Technique Data Analysis ………..29
CHAPTER IV FINDING AND DISCUSSION A. Findings.………....33
B. Discussion ……….38
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion.………42
B. Suggestion ……….………42
BIBLOGRAPHY ………...43 APPENDICES
DOCUMENTATIONS CURRICULUM VITAE
CHAPTER I INTRODUCTION A. Background
Speaking is one of needed skills by the students in the language learning process. The students will be able to speak up their opinions and improve their communicative competence when they can master speaking skill. Speaking is so much part of daily life that we take it for granted (Thornbury, 2005: 1). He also says that speaking is interactive and requires the ability to co-operate in the management of speaking turns. It also typically takes place in real time, with little time for detailed planning.
He adds that speaking represents a real challenge to most language learners.
Tarigan (1990:3-4) defines speaking as a language skill which is developed in childhood preceded with listening skill. It means that speaking is the basic skill in learning language. Indeed, people mostly use language for communication. Hornby (1995:37) states that through speaking language learners will be judged upon most in real life situation.
It is an important part of everyday interaction and most often the first impression of a person based on his or her ability to speak fluently and comprehensively.
According to Elizabeth Grugeon, Lyn Dawes, Carol Smith and Lorraine Hubbard (2015:11) in Mufida (2015: 109-110), the students were being encourage to talk on their activities and observed the teacher‟s
speaking way carefully. Then the teacher gives opportunities to all of students for talking and for developing their confidence and fluency as speaker. Influence and confidence are important goals. It means that the learners required for becoming fluency and confidence when they were given a chance for speaking to other person because both of them are important components and goals. At their school, the students learn English as foreign language which can be done by practicing in speaking.
Usually is more tends to oral activities. Oral activities are more interesting and easy way for the students through speaking or communication. The function of speaking itself is used to express their idea or thought and to communicate to people in civilized world.
To gain a successful teaching and learning of speaking, a teacher should be aware of many factors that can influence the process and the product of students‟ language learning. The factors may come from outside or inside of the students. The external factors can be in the form of teaching methods used by the teacher, the learning materials, and classroom atmosphere. The internal factor deals much with psychological condition of the students, such as creativity, creativity, interest, self- confidence, self-concept, self-esteem, and self-efficacy (Prawerti 2014: 3).
It is important for the teacher to examine the students‟ needs and characteristics dealing with the individual differences that must exist in the class. It will help the teacher fit the teaching objectives and the learning aids for the students.
Of all factors mentioned above, the factors that should be taken into account is teaching method used in the class. Teaching method is the way a teacher makes his or her students learn. Every teacher should have determined the teaching method to be used before coming to the class.
Choosing an appropriate teaching method is one of the fundamental keys to the success of the teaching. To solve the problem in speaking the researcher uses discovery learning method in order to improve the students‟ speaking ability.
Discovery Learning is one of teaching method in Curriculum 2013.
According to Schunk in Sofeny (2017) discovery learning is when a student obtains knowledge by him/herself. Discovery Learning is a technique where students are given a chance to observe, think, ask, and discover the material by themselves. The role of teacher is a facilitator and informant. This technique requires to learners to become active in doing experiment, collecting the data, and analysing the data. These activities are suitable to the implementation of student-centered learning that puts teacher as just a facilitator. It means that, the learners must be able to solve or guess the problems which are given by teacher. It can make the learning process be more useful and effective because by giving the problem, the teacher tries to give stimuli for the students.
Discovery occurs when an individual is involved, especially in the use of mental processes to find some of the concepts and principles.
Discovery is done through observation, classification, measurement, prediction, determination and inferring. The process is called cognitive
while the discovery process itself is the mental process of assimilating concepts and principles in the mind (Sund in Malik, 2001: 219 in Mendikbud, 2013). According to Murphy, Malloy, and O‟Brien (2010), Discovery learning is a learner centred mode of teaching most widely discussed by John Dewey and Jerome Bruner. In discovery learning students become active participants in learning by exploring concepts and answering their own questions through testing and experience.
The researcher hopes by applying Discovery Learning will attract students‟ interest and stimulate them to enjoy and active in speaking English at Junior High School. “Discovery Learning is perhaps the best- known form inquiry based learning. It requires students to investigate a topic, issue or problem by active means, obtain pertinent information, interpret causes and effects where relevant, and arrive at conclusions or solutions.”
From explanation above, the research will be conducted in SMPN 28 Kepulauan Selayar. The reasons why the researcher chooses the school due to the method used by teachers was general and same method. General method is such the teacher gives question-answer and gives exercises to the students even though the material not appropriate with the method implemented by teacher. Therefore, the researcher wants to implement discovery learning. Because of that the research need to do for collecting the data information and looking for The Improvement of Students’
Speaking Ability through Discovery Learning.
B. Problem Statement
Based on the statement above, this study limit the discussion by stating the research question as follow “Does the use of Discovery Learning improve the students‟ accuracy in speaking at SMPN 28 Kepulauan Selayar?
C. Objective of the Study
Based on the problem statements above, the objective of the research is to find out whether the used of Discovery Learning improve the students‟ accuracy in speaking at SMPN 28 Kepulauan Selayar?
D. Significant of the Study
The benefits of this study are divided into two, namely theoretical practically
1) Theoretical
a. For knowledge developing in speaking b. To add scientific studies in speaking 2) Practically
a. Benefits for students
The benefits for students were to improve students‟
speaking ability because this research can find out how far the students‟ improvement in speaking by using Discovery Learning.
b. Benefits for researcher
The benefits for the researcher was the researcher get some information related to students‟ improvement in Speaking by using
Discovery Learning and also adding the researcher about Speaking by using Discovery Learning.
E. The Scope of the study
This study would restrict in the subject learnt. The research was conducted in Eighth Grade of SMPN 28 Kepulauan Selayar and it was restricted to find out the improvement of students‟ speaking ability by using Discovery Learning. This study limited on the students‟ accuracy including of pronunciation and vocabulary.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Related Research Findings
There are some previous of related findings about this research are:
1. Mufida Irmayanti (2015) in her journal entitles The Implementation of Discovery Learning to Teach Speaking at the First Grade Students at SMP Institute Indonesia. She conclude that Discovery Learning was effective due to the students become more active in oral activities and all of activities can make the students do not feel bored.
2. Palupi Dianing (2015) in The Effect of Discovery Learning on the Students‟ Speaking Ability of the Tenth Grade at SMKN 2 Kediri.
This study reveals that the t-test result there is significant effect to the students‟ speaking ability after given treatments using discovery learning.
3. Prawerti (2014) in The Effectiveness of Using Discovery Learning Method in Teaching Writing Skill, Viewed from the Students Creativity. She Conclude that Discovery Learning was effective.
4. Hajar Sayyidatul (2016) in The Use of Discovery Learning to Improve the Students‟ Reading Comprehension. The total mean of post-test was 79.09 with the presentation was 75.76%. The researcher concludes that the strategy of discovery learning can improve the students‟ reading comprehension.
5. Hasibuan Nur Oktavianti (2018) in The Effect of Applying Discovery Learning Model on the Students‟ Speaking Achievement. She concluded that there was significance effect of applying Discovery Learning Model on the speaking achievement.
In order to increase speaking skill, the previous research above use discovery as learning. The similarity between this research and previous research finding above is the using of Discovery Learning as method. The different between this research and previous research is the use of Discovery Learning to improve students‟ English Speaking performance on accuracy and fluency.
B. The Concept of Speaking 1. Definition of Speaking
Speaking is the ability to pronounce articulation of sounds or words for expressing, stating and delivering thoughts, ideas and feeling. Nunan (1991: 41) in Carnia (2011: 4) supported that speaking is the same as oral interaction which are conventional ways of presenting information, expressing our ideas and thought in our mind.
According to Fulcher (2003:23), “speaking is the verbal use of language to communicate with others”. Speaking is one of the four basic competences that the students should gain well. It has an important role in communication.
Harmer (2011) defines speaking ability as the ability to speak fluently presupposed not only knowledge of language features, but also
the ability to process information and language „on the spot‟. It requires the ability to cooperate in the management of speaking turns and non-verbal language. It happens in the real situation and has little time for detailed planning. Therefore, the fluency is required to reach the goal of the conversation
From the explanation above, the researcher concludes that speaking is a process to convey and sharing ideas and feelings orally.
Speaking involved some skills such as vocabulary, pronunciation, accuracy and fluency. Students need to master all of those elements.
Speaking, especially in a foreign language, is a very necessary activity for all ages of learners because from this activity people can understood what the other said who use a foreign language too.
2. The Purpose of Speaking
Tarigan (1990: 16) mentioned that speaking has three important purposes, there were:
a. To inform
The speaker informs to the listener about everything they want or need and also inform ideas they want to share.
b. To entertain
Through speaking, speaker can express their feelings and listeners know how to entertain them through this mutual communication
c. To persuade
Everybody uses speaking to persuade to do in certain activity.
3. Types of Speaking
Brown (2003:141) states as with all effective tests, designing appropriate assessment tasks in speaking begins with the specification of objective or criteria. Those objectives may be classified in term of several types of speaking performance:
a. Imitative
At one end of a continuum of types of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. While this is purely phonetic level of oral production, a number of prosodic, lexical and grammatical properties of language may be conclude in the criterion performance.
b. Intensive
A second type of speaking frequently employed in assessment contexts is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical of phonological relationship (such as prosodic element-intonation, stress, rhythm, juncture). Examples of extensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion limited picture-cued task
including simple sequences and relationship up to the simple sentence level.
c. Responsive
Responsive assessment tasks included interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and a small talk, simple request and comments and the like.
4. Assessing Speaking
Harmer (1991-15) states that aspect of speaking can be divided as follows:
a. Accuracy
In this case, accuracy divided into two, they are pronunciation and vocabulary.
1) Pronunciation
According to Harmer (1991:11) states that pronunciation is how to say a word in which made of sound, stress, and intonation. Harmer (1991:15) also defines pronunciation is an act or result of production the sound of speech including articulation vowel formation, accent and inflection. The concept of “Pronunciation” may be said to include:
a) Sound
Sound is words are made up of individual sounds for example „beat‟= /b + i : =t/. By changing one sound, we can change the word and its meaning.
b) Stress
Broughton (1980:9) states that stress is a feature of word not only when the words construct phonemically minimal pair partner, but also in giving shape to a word as spoken. Native speaker of language unconsciously know about the stress and how it works, they know syllables or word are stresses and they know how to use stress, to change the meaning of phrase, sentences and question.
c) Intonation
Harmer (1991: 12) defines intonation means the tune you use when you are speaking, the music of speech.
Intonation is clearly important item and component user of language recognize what meaning it has and can change the meaning of word they through using in different ways, when we taught English language, student‟s need it use rhythms and stress correctly if they are to be understood.
2) Vocabulary
According to Logman (1995:240) vocabulary are all words someone knows, learners or user the words in particularly language a list of word with explanation of their meaning, in a book for learning foreign language.
3) Grammar
Maybin (2010:11) said that grammar is used two broad sense in linguistic: first, it refers to aspect of the structure of language (either language as a faculty or the structure of a particular language e.g. the grammar of English). Second, it refers to particular approach to the study of linguistic structure.
b. Fluency
Harmer in Karmila (2008) states in fluency of speaking, we are asking the students to speak or use the language as fluently as possible. The ways in which we respond to students when they speak in fluency activity have a significant bearing not only how well they perform at the time but also on how they behave in fluency activities in future.
In this case, fluency is self-confidence. According to Webster Dictionary, self-confidence is defined as the state of feeling sure, when people or students are able to do things well;
self-confidence is faith in one‟s own judgment ability. Self-
confidence can help students to speak fluently and appropriately.
The students were not hesitated in making mistake and it was help them to learn seriously.
5. Elements of Speaking
Harmer (2001:269) states that the ability to speak English presupposes the elements necessary for spoken production as follows:
a. Connected speech: in connected speech sound are modified (assimilation), omitted (elision), added (linking), or weakened (through contractions and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve their connected speech.
b. Expressive devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume speed, and show by other physical and non-verbal (paralinguistic)means how they are feeling (especially in face-to-face interaction).
c. Lexis and grammar: spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language functions.
d. Negotiation language: effective speaking benefits the negotiator language we use to seek clarification and show the structure of what we are saying.
6. The functions of Speaking
The mastery of speaking skills in English is a priority for many second and foreign language learners. Several language experts have attempted to categorize the functions of speaking in human interaction.
According to Brown and Yule there are three functions of speaking.
“…three part version of Brown and Yule‟s framework (after Jones 1996 and Burns 1998): talks as interaction: talk as transaction: talk as performance. Each of these speech activities is quite distinct in term of form and function and requires different teaching approaches.
a. Talk as transaction
Speaking as interaction refers to the interaction which serves a primarily social function. When people meet, they exchange greetings, engage in small speaking and chit chat, recount recent experiences because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speaker and how they wish to presents themselves to each other.
b. Talk as performance
Speaking as performance refers to public speaking; it is talk which transmits information before and audience such as public announcements and speeches. Speaking as performance tends to be in form of monolog rather than dialogue, often follow a
recognizable format and it is closer to written language than conversational language.
C. The Concept of Discovery Learning 1. Definition of Discovery Learning
There are many definitions about discovery learning in the learning process. Balim (2009:2) says that “discovery learning is a method that encourages students to arrive at a conclusion based upon their own activities and observations.” It means that discovery leaning is the one of all the method of learning to increase the knowledge of the students.
Ilahi (2012: 29) says that
“Discovery is a learning process which emphasizes in students mental and students intellectual in solving many problems that they face so that it will discover a concept or a generalization that can be applied in the field.”
It means that discovery learning is a method of learning. It can be used to solve the problems when the research is conducted in the teaching learning process.
Discovery learning is a method that encourages students to arrive at a conclusion based upon their own activities and observations.
Inclusion of activities based on discovery learning in science teaching in Turkey is important for meaningful and lifelong learning. The activities in science teaching raise the curiosity of students and drive them to inquire their priorities and perceive the natural phenomena
from different aspects. Such activities help to correct the conceptual errors of students (Ali, 2009: 2-3).
From several definitions above, the writer conclude that Discovery Learning is a kind of method where the students discover the materials by themselves without being taught by the teacher before. Discovery means from nothing to get something which they never know before. It emphasizes on the students‟ full participation through observation, classification, measurement, prediction, determination, and inferring until they discover their own concept.
2. The Characteristics of Discovery Learning
Castronova (2002) identifies five characteristic of discovery learning that differentiates it from traditional learning models. They are:
a. Learning is active and students must participate in hands on and problem-solving activities rather than knowledge transfer.
b. Discovery learning emphasizes the process instead of the end product, thus encouraging mastery and application.
c. The lessons learned from failure within this model of instruction encourage the student to continue to search for solutions.
d. Feedback is an essential part of the learning process and that collaboration and discussion allows students to develop deeper understandings.
e. Discovery learning satisfies natural human curiosity and promotes individual interests.
3. The Purpose of Discovery Learning
The purposes of teaching discovery learning which has effect for the students:
a. To develop creativity
Ilahi (2012: 48) says that “the creativity is a process which is done in the experiences that brings the revision situation and the development self.” It means that discovery learning gives the positive effect for the students. The students can be creative in learning process. They get style in their life, and build their intellectual process.
b. To get an experience in learning directly
Ilahi (2012: 58) says that “the specimen purpose of discovery learning is to get the experience directly in accordance with the learning strategy which is offered.” It means that discovery learning involves the mentality and the physic directly to get a result from the conclusion that is discussed. Therefore, the students get experience in the teaching learning process by using this discovery learning method.
c. To develop a rational and a critical of the ability
Ilahi (2012: 61) says that “the rational and the critical thinking is a behavior manifestation that related by problem solving.” It means that the ability of thinking can become the first asset in developing their logic to understand thought of the problems.
d. To upgrade the students activity in learning process
Ilahi (2012: 63) says that “the teaching of discovery learning is complexes to demand the activeness of thinking in fact it is seldom to demand all of the physic activities.” It means that discovery learning method can change the students to better in their learning process. They also will active in the learning process.
e. To develop problem solving
Ilahi (2012: 65) says that “discovery learning is learning problem solving.” It means that by using discovery learning method. The students can solve their problems.
f. To get an innovation in learning process
Ilahi (2012: 43-65) says that “the learning innovation which is purposed in this case is the strategy of a legatorial learning and indicates democracy learning for the students‟ latitude to express the idea which related with learning effectiveness.” It means that by using discovery leaning the students get innovation to improve the learning process
4. The Procedure of Teaching Discovery Learning
In Discovery Learning, teacher should give a change to students to be a problem solver, mathematician, and historian. Lesson material is not given in the beginning of teaching learning, but students must do some activities collect information, comparing, category, analyzing, integrating, reorganizing material as well as making conclusions.
a. Stimulation
First of all, in this stage students are hoped on thing which makes confusing, then it does not give generalization, in order there is desirability to investigate by themselves. Besides, teacher can begin the activity by proposing questions, read a book, etc.
That will give direction on the starting of problem solving. The function of this stage is to supply learning interaction condition which can develop and help students in exploring material.
Simulation Problem Statement
Data Collection Generalization Students
Verification Data Processing
b. Problem Statement
After that, teacher gives a chance to students to identify as many as possible the agendas of problem that related with the material, then one of them is chosen and arranged in form of hypothesis.
c. Data Collection
When the exploring is going, teacher also gives a chance to students to collect the information as many as possible that related to prove whether hypothesis is right or no. The function of this stage is to answer the questions or to prove whether hypothesis is right or no, so that students are given a change to collect many relevant information, read literature, observe object, interview, and do experiment.
d. Data Processing
Data processing is activity of process data and information that has been gotten from students through interviewing, observing, etc. then interpreted. All of the information from the result of reading, interview, observation etc. All of them are processed, classified, tabulated, even if it needs, calculated with particular way as well as interpreted in believed level.
e. Verification
In this stage, all of students do investigate accurately to prove whether hypothesis is right or no that is decided with alternative discovery, direct coupled with data processing result.
Verification has purpose in order learning process would run well and creative if teacher gave a change to students to discover a concept, theory, rule or comprehension through the example of their daily activity.
f. Generalization
Generalization is process of draw the conclusion that can be common principle and valid for all events or same problems, by attending verification result. Based on the verification result, so it is formulated principles of generalization.
5. The Advantages and Disadvantages of Discovery Learning
Westwood (2008:30) states that discovery leaning has advantages and disadvantages in learning:
a. Advantages of discovery learning
1) Students are actively involved in the process of learning and the topics are usually intrinsically motivating.
2) The activities used in discovery contents are often more meaningful than the typical classroom exercises and textbook study.
3) Students acquire investigate and reflective skills that can be generalized and applied in other context.
4) New skill and strategies are learned in context.
5) The approach builds on students‟ prior knowledge and experience.
6) Independence in learning is encouraged.
7) It is claimed (but not proved conclusively) that students are more likely to remember concepts and information it they discover them on their own.
8) Group working skills are enhanced b. Disadvantage of discovery learning
1) Discovery can be a very time-consuming method often taking much longer for information to be acquired than would occur with direct teaching.
2) Discovery methods often require a resource rich learning environment.
3) Effective learning by discovery usually depends upon learners having adequate literacy.
4) Students may learn little of value from discovery activities.
5) Young children often have difficulty forming opinions, making predictions, or drawing conclusions form evidence.
6) The teacher is not necessarily good at creating and managing discovery learning environments, resulting sometimes in poor outcomes.
D. Conceptual Framework
Figure 2.1 Conceptual Framework
The conceptual framework showed that the researcher used pre- experimental design especially uses One-Group of Pre-Test and Post-Test design. First, students‟ speaking would be examined in pre-test that consisted of six items. The Pre-test was used to know the prior knowledge of students‟ ability in speaking. After that the researcher would give treatment by implemented Discovery Learning. The treatment was conducted in six meeting in which each meeting needs 120 minutes. After conducted the treatment the researcher would assessed the students by giving post-test that consisted of six items. The post-test aimed to find out the value of treatment whether the result of post-test better then pre-test or not. Hence, the study would found the difference students‟ achievement between pre-test and post-test in increasing students‟ accuracy in speaking.
Speaking Skill
Discovery Learning PRE-TEST
POST-TEST Treatment
Improving the Students’ Speaking
Ability
Accuracy
Vocabulary Pronunciation
E. Hypothesis
1. H0 (Null Hypothesis): There was no an improving of Discovery Learning In students‟ accuracy in speaking skill at SMPN 28 Kepulauan Selayar.
2. HI (Alternative Hypothesis): There was an improving of Discovery Learning In students‟ accuracy in speaking skill at SMPN 28 Kepulauan Selayar.
CHAPTER III RESEARCH METHOD A. Research Design
The methoduse in this research was pre-experimental design. The experimental research may be interpreted as a research used to look for the effect of certain treatments against others in controlled conditions (Sugiyono, 2015: 107). The researcher used pre-experimental design because the researcher wants to measure students‟ progress in speaking by using Discovery Learning. Therefore, in this study the researcher just takes one group or class to use pretest and posttest design to know the result of treatment.
The researcher used one-group pretest posttest design usually involves three steps: (a) administering a pretest measuring the dependent variable; (b) applying the experimental treatment X to the subjects; (c) administering a posttest, again measuring the dependent variable.
Differences attributed to application of the experimental treatment are then evaluated by comparing the pretest and posttest score.
Design of Pre-test and Post-test
Annotation
GO1 : Pre-test (Before Treatment) X X : Treatment
XO2: Post-test (After Treatment) O1x O2
(Sugiyono, 2015: 110-111)
In this study the researcher would found the improvement of the students‟ speaking ability by using Discovery Learning. The improvement was known after finding out the significant difference between the students‟ achievement before teach using Discovery Learning and after teach using Discovery Learning comparing pre-test and post-test score.
B. Population and Sample 1. Population
The population is defined as the generalization of the consisting of object/subject that have certain qualities and characteristics set by the researcher to be studied and then conclude it (Sugiyono, 2015: 297).
The populations of this research were Eighth grade students of SMPN 28 Kepulauan Selayar that consisted of 49 students.
2. Sample
Sample is a part of the population (Sugiyono, 2015: 297). For the sample, the researcher use purposive sampling. Purposive sampling is a technique in which the researcher determines sampling by specifying specific characteristics that fit the purpose of the study.
The sample in this research was Class VIII.A that consisted of 20 students of SMPN 28 Kepulauan Selayar.
C. Research Instrument
The instrument of this research was a speaking test, a device used by the research while collecting the data to make his work easier and to get better result, complete and systematic in order to make the data easy to process. In this research used speaking test and recording as instrument.
D. Technique of Data Collection 1. Pre-test
Before giving the treatment, the researcher gave a pre-test.
It took in 30 minutes. The material test that the writer used consisted of 10 items. The pre-test used to know the prior knowledge of the students‟ ability in speaking through Discovery Learning.
2. Treatment
The researcher gave treatment by using Discovery Learning. The treatment of the research was conducted in 6 meetings in which each meeting needs 120 minutes.
3. Post-test
Post-test was carried out in the l ast meeting. The writer employed post-test to find out the value of treatment whether the result of post-test better then pre-test or not.
E. Technique of Data Analysis
The data collect from the oral test was analyzed quantitatively. The steps were listed as follows:
1. Classifying the students‟ accuracy score.
To measure the speaking progress of students on the component observe, the students‟ scoring result is evaluate based on the speaking aspect below:
Accuracy
The rating score of students‟ speaking ability in term of accuracy dealing with pronunciation and vocabulary are:
1) Pronunciation
Table 3.1 Pronunciation scoring criteria
Classification Score Criteria
Very good 5
Pronunciation is slightly influenced by the mother tongue. Few minor grammatical and lexical errors but most utterances are correct
Good 4
Pronunciation is still moderately influenced by mother tongue but not serious phonological errors. A few grammatical and lexical errors but not only one or two major causing confusion
Fair 3
Pronunciation is influenced by mother tongue but only serious phonological errors. Several grammatical and lexical errors, some of which cause confusing.
Poor 2
Pronunciation is seriously influenced by mother tongue with errors causing a breakdown in a communication.
Many grammatical and lexical errors.
Very poor 1
Serious pronunciation errors as many basic grammatical and lexical errors. No evidence of having mastered nay of the language skill and areas practiced in the course.
Heaton (1988:100)
2) Vocabulary
Table 3.2 Vocabulary scoring criteria
Classification Score Criteria
Very good 5 They speak effectively and very good of using vocabulary.
Good 4 They speak effectively and good of using vocabulary.
Average 3 They speak sometimes hasty but fairly good of using vocabulary.
Poor 2 They speak hasty and more sentences are not appropriate using vocabulary.
Very poor 1 They speak hasty and more sentences are not appropriate using vocabulary, and little or no communication.
Heaton (1988:100).
2. Scoring the students‟ answer of pre-test and post-test Scoring =
3. Classifying the students‟ score into five classification Table 3.3. Category Students’ Speaking Score
Range Score Score Category
80-100 A Very Good
70-79 B Good
50-69 C Fair
40-59 D Poor
<49 E Very Poor
(Gay in Zyam 2019)
4. Calculation the mean of the students answere by using formula:
Where: = Mean score
∑ = The raw of all score N = The number of subjects
(Subana, et al, 2005)
5. The percentage of increasing achievement used the following formula:
P = Where: P= Percentage
X2= Average score of Post-test X1= Average score of Pre-test
(Gay, 1981)
6. The significance difference between the students‟ pre-test and post- test, the writer applied the formula as follow:
T =
Where:
T = Test of significance
D = The difference between the method pairs (X1–X2)
Md = The mean of Ds
∑
∑ ∑
N = Number of students
1
2 2
N N
N d d
Md
= The sum of the square
= The square of
(Subana, et al, 2005)
7. The criteria for the hypothesis testing is as follows:
Table 3.4. Hypothesis Testing
Comparison Hypothesis
H0 H1
t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted
(Subana, et al, 2005)
Table 3.3 meant (1) the t-test value is smaller than t-table value, the null hypothesis is accepted, while the alternative hypothesis is rejected, and (2) the t-test value is equal to greater than t-table value, the null hypothesis is rejected while the alternative is accepted.
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presents findings of the researcher and discussion. Findings consist of the ability to identify the vocabulary and pronunciation by using Discovery Learning. The discussion of the research covers further explanation of the findings.
A. Findings
1. Students’ Speaking Accuracy a. Pronunciation in Pre-test
Table 4.1 Rate Percentage and Frequency in Pre-test of Pronunciation
No Pre-test
Category Score Frequency Percentage
1 Very good 5 0 0%
2 Good 4 0 0%
3 Fair 3 5 25%
4 Poor 2 15 75%
5 Very poor 1 0 0%
Total 20 100%
The table showed that none (0%) out of 20 students had very good or good category, 5 (25%) out of 20 students had fair category, 15 (75%) out of 20 students had poor category, and none of students had very poor category. It means from the pre-test most of students less in Pronunciation due to 75% of students got poor category.
b. Pronunciation in Post-test
Table 4.2 Rate Percentage and Frequency in Post-test of Pronunciation
No Post-test
Category Score Frequency Percentage
1 Very good 5 9 45%
2 Good 4 0 0%
3 Fair 3 8 40%
4 Poor 2 3 15%
5 Very poor 1 0 0%
Total 20 100%
The table showed that 9 (45%) out of 20 students had very good category, none out of students had good category, 8 (40%) out of 20 students had fair category, and none of students had poor and poor category. After the researcher implemented the Discovery Learning in teaching speaking ability most of students‟ post-test had improvement in vocabulary due to 15% of students got poor category.
c. Vocabulary in Pre-test
Table 4.3 Rate Percentage and Frequency in Pre-test of Vocabulary
No Pre-test
Category Score Frequency Percentage
1 Very good 5 0 0%
2 Good 4 0 0%
3 Fair 3 7 35%
4 Poor 2 13 65%
5 Very poor 1 0 0%
Total 20 100%
The table showed that none (0%) out of 20 students had very good or good category, 7 (35%) out of 20 students had fair category, 13 (65%) out of 20 students had poor category, and none of students had very poor category. It means from the pre-test most of students less in vocabulary due to 65% of students got poor category.
d. Vocabulary in Post-test
Table 4.4 Rate Percentage and Frequency in Post-test of Vocabulary
No Post-test
Category Score Frequency Percentag e
1 Very good 5 15 75%
2 Good 4 0 0%
3 Fair 3 5 25%
4 Poor 2 0 0%
5 Very poor 1 0 0%
Total 20 100%
The table showed that 15 (75%) out of 20 students had very good category, none out of students had good category, 5 (25%) out of 20 students had fair category, and none of students had poor and poor category. After the researcher implemented the Discovery Learning in teaching speaking ability most of students‟ post-test had improvement in vocabulary due to 75% of students got good category.
2. The Improvement of Students’ Accuracy in Speaking
The improvement of students‟ pronunciation and vocabulary by using Discovery Learning at eighth grade student of SMPN 28 Kepulauan Selayar could be seen on the following table:
Table 4.5 The Improvement of Students‟ Accuracy in Speaking Ability
No Indicators Mean score Improvement
Pre-test Post-test (%)
1 Pronunciation 2.25 3.35 48.89%
2 Vocabulary 2.25 3.8 68.89%
Total 4.50 7.15 58.89%
The table showed the improvement of students‟ vocabulary and pronunciation by using Discovery Learning. The students‟
pronunciation showed the improvement between pre-test and post- test was 48.89%. The students‟ vocabulary showed that the improvement was 68.89% and Total score improvement of the students‟ accuracy in speaking ability was 58.89%.
3. Hypothesis Testing
The hypothesis was tested by using inferential analysis. In this case, the researcher used t-test (test of significance) for independent sample test, that was a test to know the significant difference between the result of students‟ mean scores in pretest and posttest the researcher used t-test analysis on the level of
significant (α) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of subject (20 students) then the value of t- table was 2.093 the t-test statistical, analysis for independent sample was applied.
The result of the data analysis t-test of the students‟
speaking ability by using Discovery Learning in table 4.6.
Table 4.6 The T-test of Students‟ Improvement
Components t-test value t-table value
Speaking 13.25 2.093
The table showed that the value of the t- test was higher than the value of t-table. The t-test value were greater than t-table (13.25>2.093). It indicated that there was significant difference between the students‟ speaking in the class before and after using Discovery Learning at the eighth grade students of SMPN 28 Kepulauan Selayar.
The hypothesis was needed to find out whether the hypothesis was accepted or rejected. If the result of t-test was lower than t-table‟ value, the null hypothesis (H0) would be rejected, and if the result of t-test was higher than t-table‟ value, the alternative hypothesis (H1) would be accepted.
The Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted where the t-test value of speaking ability 13.25 were higher than t-table 2.093. Therefore, there was a
significant difference between the result of students‟ pre-test and post-test in speaking ability by using Discovery Learning.
B. Discussion
Based on the findings, the speaking ability of the eighth grade students of SMP 28 Kepulauan Selayar by using Discovery Learning significantly improved. It was proven by the students‟ speaking ability by using Discovery Learning showed the improvement in terms of vocabulary and pronunciation. From the improvement showed the process in pre-test and post-test. The result of the students‟ speaking in pretest was low, especially in pronunciation.
The researcher gave the treatment by using Discovery Learning, so that the students could show the improvement in post-test. In pre-test, the researcher gave Speaking Performance (monologue) about “Last Holiday” to know their prior knowledge before using Discovery Learning.
In pre-test, students‟ speaking ability was less. Almost of students were very hard to pronouns the words and lack of vocabulary.
So the researcher gave the treatment by using Discovery Learning. As the result, students become more active and good in speaking. They would be easy to pronouns the words.
From explanation above the researcher concluded that Discovery Learning was found to be potential to provide better in teaching learning process, especially in teaching speaking skill. This was proven after the researcher implemented the Discovery Learning.
First, Discovery Learning could increase students‟ motivation.
In the class the teacher divided students into several group. Here, the students could discuss the material, shared their knowledge and gave some feedback to others members‟. This could help students‟ to understand the material well. This condition could attract students‟
motivation in learning.
Lastly, Discovery Learning could improve students‟ activity and academically. Here the students would more active due to Discovery Learning is a technique where students are given a chance think, asked, and discover the material by themselves. Here, the students identified the problem statement that given by the teacher and collected and interpreted the data information with their groups‟
member. After that, each group presented their paper and it gives more opportunities to student to speak up and practice their speaking ability.
All of it could improve students‟ activity and academically. It is related with Mufida (2015) found that the use of Discovery Learning in teaching speaking was effective due to the students become more active in oral activities and all of activities can make the students do not feel bored.
Discovery learning is one of teaching method in curriculum 2013. This method requires the learners to become active in doing experiment, collecting the data, and analyzing the data. These activities are suitable to the implementation of student-centered learning that puts teachers just as facilitator or expositor. It means that, the learners
must be able to solve or guess the problems which are given by the teacher. It can make the learning process be more useful and effective because by giving the problem, the teacher tries to give stimuli for the students.
After seeing the improved of the students‟speaking ability in terms of identify the vocabulary and pronunciation by using Discovery Learning. It was concluded that the use of Discovery Learning improve the students‟ ability in speaking in terms to identify the vocabulary and pronunciation. It could be showed from the students‟
speaking test in pre-test and post-test. In pre-test, most of students were difficult to pronounced the words and lack of vocabulary. But, the students‟speaking post-test, most of students were easily to pronounced the words and good in speaking.
It can be concluded that using Discovery Learning should be applying in speaking due to students more understand easily the material that given by the teacher. And also Discovery Learning has given positive impact for the students.
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
The students‟ speaking ability by using Discovery Learning at the eighth grade students of SMPN 28 Kepulauan Selayar significantly improved. It was proved by the mean score before and after giving treatment was 46 becomes 72.5 and improve 57.6% with the t-test value orientation was greater than t-table (13.25>2.093) at the eighth grade students of SMPN 28 Kepulauan Selayar.
B. SUGGESTION
Based on the conclusion above, the researcher presents some suggestions as follows:
1. The teacher should implement Discovery Learning in teaching learning activity. Because Discovery Learning is effective method and give positive impact and the students will more understand easily the material.
2. In this research, the researcher use Pre-experimental design to know the students‟ improvement in speaking. For the next researcher may use True-experimental research design to know whether or not the use of Discovery Learning is effective in improving students‟ speaking ability.
BIBLIOGRAPHY
Ali, Gunay Balım. 2009. The Effects of Discovery Learning on Students‘ Success and Inquiry Learning Skill. Eurasian Journal of Educational Research. p. 2-3.
Armasita. 2017. Improving Students’ Speaking Skill in English Lesson with Action Learning Strategy. Thesis. Medan: The State Islamic University of North Sumatra.
Balim, 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.
Broughton. 1980. Teaching English as Foreign Language. London and New York: Routledgeang Legal Paul.
Brown, H. Douglas. 1980. Principle of Language learning and Teaching (1st edition) New York: Longman.
Castronova, J. A. 2002. Discovery Learning for the 21st century: what is and how it compares to traditional Learning in effectiveness in the 21st century?
Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. America: Pearson,
Boston.
Depdikbud. 1985. Research and Practice. Random House: Tim Pengembang Ilmu Pendidikan.
Emzir.2015.Metodologi Penelitian Pendidikan. Jakarta: Rajawali Pers.
Fulcher, G. 2013. Testing Second Language Speaking. Harlow: Logman/Pearson Education.
Gay, L.R. 1981. Educational Research Competences for Analysis and Application. Columbia: Clures E Marri Publishing Company.
Ginusti, Gallis Nawang. 2014. Improving Speaking Skills of Grade VIII Students of SMP Negeri 2 Godean Through Pictures.Yogyakarta:Yogyakarta State
University.
Harmer, J. 2001.Practice of English Language Teaching. Edinburgh Gate:
Logman.p.269.
Hajar, Sayyidatul. 2016. The Use of Discovery Learning to Improve the Students’
Reading Comprehention. Thesis.Salatiga: State Institute for Islamic Studies (IAIN) Salatiga.
Hasibuan, Nur Oktaviani. 2018. The Effect of Applying Discovery Learning Model on the Students’ Speaking Achievement. Thesis. Medan: Universitas Sumatra Utara.
Heaton, J. B. 1988. Speaking Ability as the Ability to Communicate Ideas Appropriately.
Hidayatullah, Syarif. 2016. The effectiveness of Group Discussion on Students‟
Speaking Skill.
Hornby. 1995. Definition of Speaking Skill. New York: Publisher.
Thornbury, S. 2005. How to Teach Speaking. USA: Logman.
Huda, Miftahul. 2016. Model-model Pembelajaran. Yogyakarta: PustakaPelajar.
Ilahi, Mohammad Takdir. 2012. Pembalajaran Discovery Strategy and Mental Vocational Skill. Yogyakarta: Diva Press.
Jack, C. Richards. 2008. Teaching Listening and Speaking; from Theory to Practice. New York: Cambridge University Press. P.21.
Karmila, R.F. 2008. The Use of Picture Based Activites to Improve First Year Students’ Speaking Proficiency at MA MADANI Alauddin Pao-pao Makassar. Thesis. Makassar: UIN Alauddin Makassar.
Logman. 1995. Logman Dictionary of Contemporary English Vocabulary.
Mukharomah, Laelatul. 2015. The Use of Discovery Learning Model to Improve Students’ Descriptive Text Writing. Thesis. Semarang: Walisongo State Islamic University.
Mendikbud. 2013. Model Pembelajaran Penemuan (Discovery Learning).Journal Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. Jakarta: Dokumen Kemendikbud.
Mulasari, Friska Carnia. 2015. The Effectiveness of Using Game in Teaching Speaking Skil. Thesis.Purwokerto: Muhammadiyah University of Purwokerto Mufida, Irmayanti. Dkk. 2015.The Implementation of Discovery Learning to Teach Speaking at the First Grade Students at SMP Institut Indonesia. Tell Journal 3(2): 109-110.
Murphy, Theresa, Malloy, John, &O‟brien, Sean. 2010. Discovery Learning.
Nirmawati, lia Amalia. 2015. Improving Students’ Speaking Skill trough Speaking Board Games. Thesis. Yogyakarta: Yogyakarta State University.
Palupi, Dianing. 2015. The Effect of Discovery Learning on the Students’
Speaking Ability of the Tent Grade at SMKN 2 Kediri. Thesis. Kediri:
Universitas Nusantara PGRI Kediri.
Permatasari, Rani Candrakirana. 2014. Improving Students’ Speaking Skill through Three Steps Interview Technique. Thesis. Semarang: Semarang State University.
