The Implementation of Discovery Learning Models in Enhancing Speech Script Writing Skills for Students

Authors

  • Eri Sarimanah Universitas Pakuan
  • Figiati Indra Dewi Universitas Pakuan
  • Roy Efendi Universitas Pakuan
  • Suhendra Suhendra Universitas Pakuan
  • Muhamad Nurul SMA Insan Cendekia Alkausar, Sukabumi
  • Soeharto Soeharto University of Szeged

DOI:

https://doi.org/10.21512/lc.v13i2.5613

Keywords:

learning modul, writing skilss, speech script writing

Abstract

This research investigated the use of discovery learning models to enhance students’ speech script writing skills. This research aimed to focus on the study of the effectiveness and difficulties of discovery learning models to improve students’ speech script writing skills. The research applied an experimental method by using test, observation, and questionnaires for collecting data techniques. The population of this research was students of MTs Syarikal Islam 2 Kalapanunggal. The class of IX-B was the experimental class, and a class of IX-A was control class. The use of the discovery learning model is proven to enhance students’ speech script writing skills. The effectiveness of this experimental model is shown that the average score of the pretest of the experimental class is 53,5, and the post-test score is 84,3. By comparing the control class without treatment, it indicates the effectiveness of the intervention in the experimental class. The research shows a meaningful comparison of the experimental class and control class, which gain 2,56 by using the t-test. The data obtains that t-count is higher than t-table or significant is the value of t-table<t-count, namely 1,68 < 2,56 > 2,42. Therefore, it can be concluded that the discovery learning model has shown the improvement for students’ speech script writing skills effectively.

Dimensions

Plum Analytics

Author Biographies

Eri Sarimanah, Universitas Pakuan

Universitas Pakuan

Soeharto Soeharto, University of Szeged

Ph.D. Student of Doctoral School of Educational Sciences

References

Abrahamson, D., & Kapur, M. (2018). Reinventing discovery learning: A field-wide research program. Instructional Science, 46(1), 1-10. https://doi.org/10.1007/s11251-017-9444-y

Alfaki, I. M. (2015). University students’ Eglish writing problems: Diagnosis and remedy. International Journal of English Language Teaching, 3(3), 40–52.

Alharbi, F. (2015). Writing for learning to improve students’ comprehension at the college level. English Language Teaching, 8(5), 222–234. doi:10.5539/elt.v8n5p222.

Aydoğan, H., & Akbarov, A. A. (2014). The four basic language skills, whole language & intergrated skill approach in mainstream university classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672–680. https://doi.org/10.5901/mjss.2014.v5n9p672.

Browne, S., Glass, C., & Holyoak, G. (2016). Institutional constraints limiting social services for immigrants. Journal of Immigrant & Refugee Studies, 14(2), 156-176. https://doi.org/10.1080/15562948.2015.1066475.

Cahyani, I., & Yulindaria, L. (2018). The effectiveness of discovery learning model in improving students fiction writing. International Journal of Learning and Instruction, 1(1), 37-46.

Druckman, D., & Ebner, N. (2018). Discovery learning in management education: Design and case analysis. Journal of Management Education, 42(3), 347-374. https://doi.org/10.1177/1052562917720710.

Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14(5), 12-26. https://doi.org/10.14434/12829.

Hidayat, K., Sapani, S., & Abidin, Z. (1994). Evaluasi pendidikan dan penerapannya dalam pengajaran bahasa Indonesia. Bandung: CV Alfabeta.

Hulme, C., & Snowling, M. J. (2014). The interface between spoken and written language: Developmental disorders. Philosophical Transactions of the Royal Society: Biological Sciences, 369(1634), 1-8. https://doi.org/10.1098/rstb.2012.0395.

Huy, N. T. (2015). Problems affecting learning writing skill of grade 11 at Thong Linh high school. Asian Journal of Educational Research, 3(2), 53-69.

Javid, C. Z., & Umer, M. (2014). Saudi EFL learners’ writing problems: A move towards solution. Proceeding of the Global Summit on Education GSE 2014. Kuala Lumpur, Malaysia. pp. 164-180.

Karjalaınen, K., Pörn, M., Rusk, F., & Björkskog, L. (2017). Classroom tandem – Outlining a model for language learning and ınstruction. International Electronic Journal Of Elementary Education, 6(1), 165-184. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/38.

Kemdikbud. (2016). Modul guru pembelajar. Jakarta: Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan.

Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311–350. doi: 10.17239/jowr-2016.07.

Mukminin, A., Ali, R. M., Jaya, M., & Ashari, F. (2015). Voices from within: Student teachers’ experiences in English academic writing socialization at one Indonesian teacher training program. The Qualitative Report, 20(2), 1394–1407. Retrieved from http://www.nova.edu/ssss/QR/QR20/9/mukminin2.pdf.

Paola, U., Barr, C. D., Dobbs, C. L., Galloway, E. P., Meneses, A., & Sanchez, E. (2015). Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners. Applied Psycholinguistics, 36(5), 1077–1109. doi: https://doi.org/10.1017/S014271641400006X.

Ritchey, K. D & Coker Jr, D. L. (2014). Identifying writing difficulties in first grade: An investigation of writing and reading measures. Learning Disabilities Research & Practice, 29(2), 54–65. https://doi.org/10.1111/ldrp.12030.

Sobari, M. R., & Husnussalam, H. (2019). The use of discovery learning method to improve students’ writing descriptive text. PROJECT (Professional Journal of English Education), 2(2), 133–139.

Sofeny, D. (2016). The effectiveness of discovery learning in improving English writing skill of extroverted and introverted students. Edulitics (Education, Literature, and Linguistics) Journal, 1(2), 111–117.

Solano, P. A. C., Torres, P. F. G., Beltran, A. L. Q., Cuesta, L. M. C., Jaramillo, L. M. S., Jaramillo, F. O. S., Cordova, M. O. A. (2014). Spanish interference in EFL writing skills: A case of Ecuadorian senior high schools. English Language Teaching, 7(7), 40–48.

Sugiyono. (2015). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: CV Alfabeta.

Van Merriënboer, J. J., & Kirschner, P. A. (2017). Ten steps to complex learning: A systematic approach to four-component instructional design. London: Routledge.

Wenning, C. J. (2010). Levels of inquiry: Using inquiry spectrum learning sequences to teach science. Journal of Physics Teacher education online, 5(4), 11-19.

Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students’ engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219–241.

Downloads

Published

2019-07-19
Abstract 2067  .
PDF downloaded 724  .