The Impact of Using Discovery Learning on EFL Students’ Writing Skill
DOI:
https://doi.org/10.51574/ijrer.v1i3.393Keywords:
EFL, Writing Skill, Discovery LearningAbstract
The aims of the research are to enhance writing skills on hortatory exposition texts for the third year of MTs As’adiyah Putri 1 Sengkang. This research used a quasi-experimental method with two groups of pre-test and post-test designs. The subject of the research was the third-year students of MTs As’adiyah Putri 1 Sengkang. In this research, two classes were taken as samples. Class IX A was chosen as the experimental class and IX B as the control class. The experimental class consists of 25 students and 23 students from the control class. Writing tests (pretest and posttest) were used to collect data, which was then analyzed using descriptive and inferential statistics in SPSS. The results of the pre-test and post-test showed a significant enhancement. It was proven by the mean score of the students’ experimental post-test (74.96) is higher than the mean score of the students’ pre-test (55.44) and the t-test value of the post-test is 0.004, which is smaller than 0.05. The gain scores of both groups show enhancement in students’ writing skills. However, the gain score of the experimental class was higher than the control class. The gain score of the experimental class was 19.52. From this research finding, it showed that the use of discovery learning could enhance the students’ writing skills on hortatory exposition texts.
References
Amiruddin., Inayah, N., Adzim, S., Mayasari, A., & Aulinnia., V. (2022). The Influence Sequence Picture on Indonesian ELT Learners Writing Skill. ETDC: Indonesian Journal of Research and Educational Review, 1(2), 217-224. https://doi.org/10.51574/ijrer.v1i2.340
Amiruddin., & Muslaini, F. (2022). An Investigation of Students' Writing Skills: A Study of The Four-Square Writing Approach. ETDC: Indonesian Journal of Research and Educational Review, 1(2), 184-191. https://doi.org/10.51574/ijrer.v1i2.337
Ariawan, S. (2018). The Effectiveness of Cooperative Learning Method (Student Team Achievement Divisions) in Christian Education. IJECA (International Journal of Education and Curriculum Application), 1(3), 45-50.
Awada, G., Burston, J., & Ghannage, R. (2020). Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275-300.
Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212.
Banawi, A. (2019). Implementasi pendekatan saintifik pada sintaks discovery/inquiry learning, based learning, project based learning. BIOSEL (Biology Science and Education): Jurnal Penelitian Science dan Pendidikan, 8(1), 90-100.
Belton, D. J. (2016). Teaching process simulation using video-enhanced and discovery/inquiry-based learning: Methodology and analysis within a theoretical framework for skill acquisition. Education for chemical engineers, 17, 54-64. https://doi.org/10.1016/j.ece.2016.08.003
Budiyono, S., & Ngumarno, N. (2019). Improving student learning achievements through application of the student teams achievement divisions (STAD) method. Journal of Applied Studies in Language, 3(2), 140-147.
Connelly, V., Dockrell, J. E., Barnett, A. L., & Lane, G. (2012). Children challenged by writing due to language and motor difficulties. Past, present, and future contributions of cognitive writing research to cognitive psychology, 217-245.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dayij, M., & Al. gomoul, S. (2011). Teaching and Assessing Writing Strategies for Secondary School Students and Investigating Teachers’ and Students’ Attitudes towards Writing Practice. International Journal of Educational Sciences, 3(1), 25-36. https://doi.org/10.1080/09751122.2011.11890006
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of educational psychology, 94(4), 687.
Fussell, M., Porter, K., Sullivan, T., Serow, P., Taylor, N., Smardon, D., & Burnett, G. (2016). Teaching Inquiry Learning in the Social Sciences. Social Educator, 34(1), 28-38.
Graham, S. (2018). A revised writer (s)-within-community model of writing. Educational Psychologist, 53(4), 258-279.
Graham, S., Kiuhara, S. A., & MacKay, M. (2020). The effects of writing on learning in science, social studies, and mathematics: A meta-analysis. Review of Educational Research, 90(2), 179-226. https://doi.org/10.3102/0034654320914744
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, 100710. https://doi.org/10.1016/j.jslw.2020.100710
Hyland, K. (2011). Learning to write: Issues in theory, research and pedagogy. Learning-to-write and writing-to-learn in an additional language, 31, 17-35.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
Jacobs, G. M., & Renandya, W. A. (2019). Student centered cooperative learning: Linking concepts in education to promote student learning. Springer.
Jameel, A. S. (2022). The Effects of Story Mapping and Hortatory Exposition Techniques on Students’ Compositions. Education Research International, 2022. https://doi.org/10.1155/2022/4300692
L'Etang, J. (2008). Writing PR history: Issues, methods and politics. Journal of Communication Management. https://doi.org/10.1108/13632540810919783
MacArthur, C. A. (2006). The effects of new technologies on writing and writing processes. Handbook of writing research, 248-262.
Nofrianto, H., Jama, J., Indra, A., Rahim, B., & Verawardina, U. (2020). Validity of Cooperative-Discovery Learning Model to Improve Competencies of Engineering Students. Systematic Reviews in Pharmacy, 11(12).
Plonsey, R., Barr, R. C., & Bioelectricity, A. (2007). Quantitative Approach. New York, NY: Springer.
Poetra, E. P., Gustiana, D. S., & Santoso, I. (2019). Improving The Students’ Writing Narrative Text by Applying Cooperative Learning Type Student Teams Achievement Divisions (STAD). PROJECT (Professional Journal of English Education), 2(4), 588-593. http://dx.doi.org/10.22460/project.v2i4.p588-593
Raab, M., Masters, R. S., Maxwell, J., Arnold, A., Schlapkohl, N., & Poolton, J. (2009). Discovery learning in sports: Implicit or explicit processes?. International Journal of Sport and Exercise Psychology, 7(4), 413-430.
Saab, N., van Joolingen, W. R., & van Hout‐Wolters, B. H. (2005). Communication in collaborative discovery learning. British Journal of Educational Psychology, 75(4), 603-621. https://doi.org/10.1348/000709905X42905
Slavin, R. E. (2011). Instruction based on cooperative learning. Handbook of research on learning and instruction, 358-374.
Slavin, R. E. (2013). Cooperative learning and achievement: Theory and research.
Susanto, D. A., Mujiyanto, J., Bharati, D. A. L., & Sutopo, D. (2019). Causal Functions of English Discourse Markers (EDMs) in the Students’ Writing Hortatory Exposition Text Facing the Industry Era 4.0.
Stockemer, D., Stockemer, G., & Glaeser. (2019). Quantitative methods for the social sciences (Vol. 50, p. 185). Quantitative methods for the social sciences: Springer International Publishing.
Syakur, A., & Sabat, Y. (2020). The effectiveness of coopertative learning (STAD and PBL type) on E-learning sustainable development in higher education. Journal of Development Research, 4(1), 53-61. https://doi.org/10.28926/jdr.v4i1.98
Warnock, S. (2009). Teaching writing online: How and why. Urbana, IL: National Council of Teachers of English.
Yanwar, A. P. (2020). An analysis of the students’ writing skill in hortatory exposition text at the first semester of public administration study program of the faculty of social and political science. J-SHMIC: Journal of English for Academic, 7(2), 10-20.
Yolanda, F., & Zaim, M. (2021). Transitivity Analysis of Hortatory Exposition Written by Third Years Student of English Education Program at Universitas Negeri Padang. Journal of English Language Teaching, 10(1), 160-169.
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. International Journal of Instruction, 12(1), 1399-1412.
1.png)
