The Implementation of Discovery Learning in EFL Writing Classroom

Abstract

 Discovery learning is one of the teaching methods implemented in the 2013 curriculum. However, there has not been much discussion regarding how to implement discovery learning in the realm of English learning. Hence, this research aims to scrutinize the implementation of discovery learning to develop students' writing skills. To achieve the goal, qualitative research in form of case study design was employed, involving classroom observation as the data collection technique. The data were obtained from the third graders in in one of senior high schools and analyzed inductively. The results showed that all stages of discovery learning were carried out through stimulation, problem statements, data collection, data processing, verification and generalization. However, it was found that through the implementation of discovery learning, there were students who were passive in the class and not engaged. Teachers need to consider the ways how to attract students' interest in discovery learning for example by using multimodal sources such as giving more videos and pictures. The pedagogical implications of these findings will be discussed.