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THE USE OF DISCOVERY LEARNING TO IMPROVE THE STUDENT’S

READING
COMPHRENSION OF GRADE 7 “SMPN 11 KUPANG”

CHAPTER 1
INTRODUCTION

1.1 Background of the Research


Language is one of the most important things in communication. Language is used by
people to understand and express some information, emotions, messages and etc. They must be
able to speak English. They need English in their daily activities. Therefore, Indonesian people
must study English because they know that English is an international understanding many kinds
of knowledge. The students learn to speak and understand English in their school. Their language
abilities will grow, so they learn to read and write. In English, there are many skills in language
learning such as listening, speaking, writing, and reading. From four skills the researcher chooses
reading skills to be investigated in a classroom action research. In reading skills, the teachers
play an important role for developing the students’ competence. They should be able to design
the lesson to make the students interest in reading activities. To comprehend the text, the readers
should be able to manage every part of the text. When the readers can really understand the text,
they will be easy to improve the comprehension in reading.
In this research, there are several reasons why they do not focus in learning English. First,
they found many difficulties to read English passages because there are different spellings
between English and their own language. Second, they do not know the meaning of the English
text. They admit that they do not have a lot of vocabularies to understand English text. From the
explanation above, the teacher should have strategies and methods that suitable with this
condition. To solve the problem in reading comprehension, the researcher uses discovery
learning in order to improve the student’s reading comprehension.
Therefore, the students can get knowledge eon the method in learning English to increase
their comprehension. Then, the researcher emphasizes the research in the use of discovery
learning by conducting classroom action research. It helps the students to understand and
comprehend the text easily. Furthermore, the researcher focuses on “The Use of Discovery
Learning to Improve the Students’ Reading Comprehension .

1.2 STATEMENT OF THE STUDY


The problem of the research can be formulated as follows :
1. How is the implementation of discovery learning to improve the student reading
comprehension of eighth grade 7 of SMPN 11 KUPANG.
2. How is the improvement of the use of discovery learning in the students reading
comprehension of eight grade 7 of SMPN 11 KUPANG.

1.3 LIMITATION OF THE STUDY.


The limitation of the research are :
1. The research subjects of the research are the eight grade students of SMPN 11
KUPANG.
2. The research uses discovery learning to help the student to comprehend the text.
3. The research uses focus on reading comprehension because she knows the problem of
the students are difficult in reading.

1.4 OBJECTIVES OF THE RESEARCH


The objectives of this research are as follows :
1. To describe the implementation of discovery learning to improve the student’s
reading comprehension of eight grade 7 of SMPN 11 KUPANG.
2. The measure how is the improvement of discovery learning in the student’s reading
comprehension of eight grade 7 of SMPN 11 KUPANG.

1.5 SIGNIFICANCES OF THE RESEARCH


This research is expected to give practical and theoretical benefits:
1. Practically
A. For the researcher, the findings of the research can be used as a starting point
in improving the researcher’s teaching ability, especially teaching reading.
B. For the students, the findings of this research can enhance the students’ reading
ability.
C. For the English teacher, by teaching reading used discovery learning, it
motivates the students to be interested in learning English reading. The finding
of this research can be used as a consideration in selecting the appropriate
methods on technique implemented in English case especially in SMPN 11
KUPANG
D. For the other researches, the finding of this research can be used as one of the
references in conducting a research on English language teaching, especially in
the implementation of discovery learning
E. For SMPN 11 KUPANG, the result of this research can improve the
institution’s quality especially in the English teaching learning process
F. For the Institution, the result of this research gives contribution for the
institution, especially in reading lesson. Discovery learning can be applied to
teach reading subjects because it was a method in learning process.

2. Theoretically
A. The result of the research can be used as input in English teaching learning
process especially for teaching reading using discovery learning
B. The result of the research can be used as the reference for the readers
C. The result of this study hopefully strengthens the knowledge of the theory of
discovery learning in reading.

1.6 DEFENITION OF THE KEY TERMS


To give clear description and avoid misinterpretation of the title, the researcher
gives limitation of the terms as follows:

1. Discovery Learning
Discovery learning is a learning process which emphasizes in mental and
intellectual students in solving many problems that they face so that it will discover a
concept a generalization that can be applied in the field. It means that the mental ability
intellectual mental are the factors which determine their success in solving each
challenged that is faced.

2. Reading
Reading is an interactive and interpretative process. For the process, the reader
processes his background knowledge and text using specific skills and strategies to form
expectations or predictions about the text, then selecting, and using the most productive
clues to confirm or reject those predictions. It can be assumed that this process takes
opportunities, the students use strategy to understand the text what they read.

3. Reading Comprehension
Reading comprehension itself is a process of making sense of writing ideas through
meaningful interpretation and interaction with language. It means that the essential goal
of reading is to know meaningful of sentence and to improve their understanding about
what they read.
CHAPTER II
THEORETICAL BASIS

2.1 THEORY OF CONCEP


Discovery learning is a method of inquiry based instruction, discovery learning
believes that it is best for learners to discover facts and relationship for themselves.
Discovery learning is an inquiry based, constructivist learning theory that takes place in
problem solving situations where the learner draws on his or her own past experience and
existing knowledge to discover fact and relationship and new truths to be learned. Student
interact with the world by exploring and manipulating objects, wrestling with questions
and controversies, or performing experiments. A result student may be more likely to
remember concepts and knowledge discovery on their own. The theory underlying this
method is the cognitive model of learning, which focuses on what goes on in the mind of
the learner as new information is acquired. According to this model, the primary purpose
in learning is to incorporate new information into an already existing network of
associations that the learners has. this is done by creating new networks or reorganizing
old networks to accommodate the new information.
To do this, the learners is constantly monitoring new information and checking in
memory for related ides to make connections. If no related ideas exist, new but very
tenuous networks are formed using whatever links to prior knowledge can be made, with
repeated use, these new networks are strengthened and elaborated until they become well
integrated into the learner’s long term memory and world view. In this model, instruction
set the stage for this strengthening or creating of networks. During instruction the
learner’s attention needs to be focused on the critical information. Connections to prior
knowledge are either pointed out by the instructor or discovered by the student. This
latter process is called metacognition and represent a level of self awareness about
learning that we hope to foster in student. The above of cognitive theory can be expanded
by focusing on the following characteristics of learning that are evident in discovery
learning.
2.2 THE STRATEGY OF DISCOVERY LEARNING
In this section, the writer will explain about important things in implementing
discovery learning strategy in teaching reading report text to junior high school student. It
begins with the teacher preparation such as preparing a lesson plan, classroom setting,
and media.

1. Teacher preparation.
There are three things that the teachers need to consider before coming to
the class and applying discovery learning strategy. They are a lesson plan,
classroom settings, and media. In constructing a lesson plan, a teacher needs to
consider seven things related with the preparation just like have been mentioned in
the previous explanation. To the set classroom in applying discovery learning
strategy, the classes in which the discovery learning is applied should offer
experiences to make students want to learn or be motivated to learn.

2. Teaching procedures.
In this teaching process section, the writer will explain three major activities
namely introduction activity, core activity, and close activity.
A. Introduction activity.
It begins with greeting, checking students attendance, and motivating
student to study. After the student feel motivated, the teacher will introduce
the topic and its objectives to the students. Then, teacher give the student
text that its going to be read, for this section is text about bee.
B. Core activity
 Observing
It begins by the teacher explains the stages of discovery learning
strategy that the student face during reading activities after explaining
the stages, the teacher will ask the student to observe the video,
pictures, scenarios or any other media related to bee without giving
any information about bees, but she/he can give some question that
lead the student to the concept of bee. This activity is called
stimulation stage, the first stage of discovery learning strategy.
 Questioning
At this stage, the student are required to prepare some question about
information showed by media that has been presented by the teacher.
Then, then the teacher will ask the student to discuss the information
and choose of them that they think is completely correct. This is what
is called by problem statement, the second stage of discovery learning.
 Information collecting
Here, student will collect as many as information about bees (called by
data collection stage). The information can be obtained from watching
videos, experimenting activities, reading the other sources, observing
the object or event, interviewing, and browsing in the internet. The
information latter will be used to prove whether the tentative answer in
hypothesis right or wrong.
 Communicating.
In communicating activity, student will make the conclusion of the
text and the information that they got from all of previous activity.
This is what is called by generalization stage. After Making the
conclusion, each of the group will present it in front of the class and
have the other groups give comments and feedback.
C. Close activity.
In this last phase, the teacher together with the student makes the
summary of the lesson and provides feedback on the process of learning.
After that, the teacher will show some entertainments to the students to
make them refresh and do not fell stress of the task such as giving an
interesting video or song.
2.3 RELEVANT STUDY OF DISCOVERY LEARNING
 The first research was conducted by Mukharomah (2015). The research consisted of
34 students. The researcher used discovery learning model as an instructional tools
and as a model to solved problems. The research used classroom action research.
The research used classroom action research. The implementation of discovery
learning model in teaching descriptive text writing at MTs NU 08 Gemuh Kendal, it
aimed to improve students’ achievement in writing descriptive text.
 The second research was conducted by Febriani (2011). In this research, the
researcher tried to improve the students’ reading comprehension by using Through
Reciprocal Teaching Technique. In the research consisted 37 students at VII-5 class
at MTs Hidayatul Umam. The passing grade was 68 score. The researcher
conducted the learning process in reading using classroom action research. She had
research question. In this research, the researcher conducted an action classroom
research as the methodology of this research. The result of the research showed that
the students responded the learning positively.
 The third research was conducted by Sari (2016). The subject of this research were
the seventh grade students of SMPN 1 Semen Kediri especially class VII-I. It had
36 students. The data were taken from pre-test and post-test. This research used
experimental research and quantitative approach to get and analyze the data. The
result of research showed that discovery learning on the students’ reading
comprehension had very significant effect. The differences of this research toward
the previous researches were the first previous research and this research was
focused in different skills. Second previous research and this research were using
different method. Third previous research and this research were using different
technique of collecting data. In summary, this research was conducted by discovery
learning to improve the students’ reading comprehension. As a result, the researcher
conducts different research toward the previous researches.
CHAPTER III
METHODOLOGY OF THE RESEARCH

3.1 RESEARCH DESIGN


Research design is important for doing anything in this research because the
quality of research depends on the design. States that research is the process of data
collection, the setting up of a database, and the subsequent analysis of the data which
have collected. It means that in the research needs some of data to get the valid data.
There are several ways in which the steps of action research have been analyzed. In this
research, the researcher used discovery learning to improve students’ reading
comprehension. Action research regularly wants to be known about the weakness in
teaching learning process.
By this research, the teachers could take an alternative ways to improve their
teaching learning process by their method. The researcher intended to elaborate this
research as a classroom action research at eight grade students of SMPN 11 KUPANG. It
used a classroom action research that focused on the 26 improvement of students’ reading
comprehension in descriptive text by using discovery learning through a classroom action
research.

3.2. SUBJECT OF THE STUDY


The researcher conducted the research in SMPN 11 KUPANG. The researcher
only used one class as the subject of the research in classroom action research it was the
class eighth. It consisted of 33 students.

3.3 PROCEDURE OF DATA COLLECTION


The procedures of data collection discovery learning are:
A. Simulation
The teacher submits the problem or asks the student to read or listen the description
which accommodates the problem. It means that the researcher gives stimulate to
the students to ask the students in reading the text.
B. Problem Statement
Students are given the chance to identify every problem. They have to be conducted
to choose the problem which is viewed more interesting and flexible to be solved.
It can be assumed that the researcher asks the students to identify questions in the
text.

C. Data Collection
For answering the question and proving the hypotheses, the student is given the
chance to collect the data and the information which is needed.” It means that the
researcher asks the students to collect the data, it likes: reading literature, observing
object, doing interview, doing attempt test and so on.

3.4 DATA ANALYSIS


The researcher analyzed the data through giving test to the students.
The researcher calculated the mean to measure the improvement of students’ score in
every cycle. The mean was the arithmetical average which is obtained by adding the sum
offset score and dividing the number of the students.

CONCLUSIONS

Implementation of discovery learning to improve the students’ reading comprehension of


eighth grade of SMPN 11 KUPANG. From this research, the researcher concluded that the
implementation of discovery learning to increase the students’ reading comprehension was
successful. The researcher got the information from the cycles that had been done.
RESEARCH METHOD IN LANGUAGE TEACHING

NAMA : MARIA FRIDA MEAK


NIM : 12115026
KELAS :A
SEMESTER : VI

WIDYA MANDIRA CATHOLIC UNIVERSITY

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