DISCOVERY LEARNING IN TEACHING THE EXPRESSION OF GIVING OPINION TO THE ELEVENTH GRADERS OF SMAN 1...

Discovery Learning in Teaching the Expression of Giving Opinion to the Eleventh Graders

DISCOVERY LEARNING IN TEACHING THE EXPRESSION OF GIVING OPINION TO THE ELEVENTH GRADERS OF SMAN 1 KRIAN

Elsa AlvarisiEnglish Education Department, Language and Art Faculty, Surabaya State University.

[email protected]

Ririn PuspariniEnglish Education Department, Language and Art Faculty, Surabaya State University.

[email protected]

AbstrakPenelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran berbasis

penemuan untuk mengajar ungkapan memberi pendapat pada siswa kelas sebelas SMAN I Krian, dan untuk mendeskripsikan hasil berbicara siswa selama penerapan model pembelajaran berbasis penemuan, dan mengetahui respon siswa terhadap penerapan model pembelajaran berbasis penemuan. Dalam penelitian ini, peneliti melaksanakan observasi yang berhubungan dengan manfaat model pembelajaran berbasis penemuan dalam pengajaran ungkapan memberi pendapat. Selain itu, peneliti melaksanakan penelitian kualitatif sebagai desain penelitian. Implementasi model pembelajaran berbasis penemuan dengan sukses diterapkan sebagai model untuk mengajar ungkapan memberi pendapat pada kelas XI SMAN I Krian. Disamping itu, siswa tertarik dan terlibat dalam proses belajardengan antusias. Mereka juga dapat meningkatkan kemampuannya untuk berbicara selama implementasi model pembelajaran berbasis penemuan.

Kata Kunci: Berbicara, Model Pembelajaran Berbasis Penemuan, Memberi Pendapat.

AbstractThis study is conducted to describe the implementation of Discovery Learning in teaching the expression of giving opinion to the eleventh graders of SMAN 1 Krian, the students’ speaking competence during the implementation of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian and the students’ responses towards the use of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian. The researcher was conducted an observation which related to the use of Discovery learning to teach speaking. Moreover, the researcher conducted descriptive qualitative research as a research design. Discovery learning was successfully used as a model to teach the expression of giving opinion to the eleventh graders of SMAN I Krian. In addition, the students were interested and involved in the learning process enthusiastically. They also could enhance their ability to speak during the implementation of Discovery Learning. Keywords: Speaking Skill, Discovery Learning, Giving Opinion

INTRODUCTION

Speaking is one of the important skills which should to be learned by the students in order to master English well, as Richards (2005:2) stated that the goal of teaching speaking is to provide learners with communicative competence and classroom activities that develop learners’ ability to express themselves through speech. In the end of the class, the students are expected to be able to deliver their ideas. For people who do not use English as their first language, they will find many difficulties when they want to learn English as their second language. They should master so many aspects of English, so they can use English well. The main point of learning language is you are able to communicate

with others using your target language. In this case, you should learn how to speak well in order to catch the aims of learning language. Brown.et al, (2005) state that speaking is oral interaction where participants need to negotiate meaning of ideas, feeling and information. When people start a conversation with others, it means that they want to deliver some information or ideas. So, it means that the interaction between the speaker and the listener should get the aims that is delivering or sharing the ideas well. Bailey and David (2005:2) cited “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. It is often spontaneous, open ended, and evolving, but

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it is not completely unpredictable”. From those definitions above, we can conclude that speaking is an oral activity in order to delivering information or ideas and also to convey the meaning.

Learning English as a second language is not easy. In order to be able to speak fluently in English, a student needs to know and acquire many aspects of the language. In order to be able to speak fluently in a English, students of English-especially where it is the second language- do not only need to be able to pronounce phonemes correctly, use appropriate stress and intonation pattern and speak in connected speech, but the important thing is they are able to speak in a range of conversational and conversational strategies. They should be able to survive in typical functional exchanges (Harmer, 2007:343). Moreover, in order to speak in another language, one needs to know how to articulate sounds in a comprehensible manner, one needs an adequate vocabulary, and needs to have mastery of syntax (Nunan, 1999:226). These various elements is including linguistic competence, but the major point in learning language is the students know how to say what, to whom and when they should use the expressions in a correct way and time.

In order to help the students improving their speaking ability, curriculum 2013 suggest three learning models. Those are Discovery learning, Problem based learning and Project based learning. In this study, the researcher conducts discovery learning as a model in teaching speaking. Through the activities of Discovery Learning, the students can actively speak and practice their fluency speaking. Discovery learning will make the students become independent in teaching learning process.

Discovery learning means a model of inquiry-based learning and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Although this form of learning has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004). The expert has their own opinion in decides discovery learning itself. Bruner argues that practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving (Bruner, 1961). According to Saab, et al., discovery learning is a process of inductive inquiry

where learners conducting experiments, a theory which closely resembles the scientific process. In the beginning of teaching learning process the learner should identify variables, collect data, and interpret data. Then the students produce hypotheses to make a better description and understand the relations between concepts and what they learned. Discovery learning has three main characteristics: exploration and problem-solving; student-centered activities based on student interest; and scaffolding new information into students’ funds of knowledge. During the teaching learning process, the teacher will give the students model or video then the students should explore the video to find the problem. Then, the students should find the problem and solved it by themselves.

The aim of discovery learning is to make the students become the center in the teaching learning process, so they will be more active than the teacher. It seems that discovery learning suggest the students to learn recognizing a problem, characterizing what a solution would look like, searching for relevant information, developing a solution strategy, and executing the chosen strategy. Then, in the end of teaching learning process, the students catch the goals which are able to interpret the data, reject hypotheses, and make conclusions about information. Moreover, the aims of discovery learning are the students become successful and active in teaching learning process. Successful here means the learners can catch the point of the material. While active means the learner can shows their ideas freely.

Permendikbud No.81a year 2013 about curriculum implementation has regulated three phases for English teaching activities (including in teaching reading), they are: 1) Introduction activity, 2) Core activity (observing, questioning, collecting information, associating, and communicating), 3) Close activity. Furthermore, according to Syah (2004:244) there are six stages of Discovery Learning. They are as follows; Stimulation, Problem statement, Data collecting, Data Processing, Verification, and Generalization. So, both theories will be developed into a unity teaching learning process.

In this study, the researcher is going to conduct an observation which relates to the use of Discovery learning to teach speaking. The researcher chooses to observe the use of discovery learning in teaching the expression of giving opinion.


In addition, the researcher also wants to know how the students’ response toward the use of the strategy and the students’ speaking result during the implementation of the strategy in teaching the expression of opinion. The researcher found a school where the strategy is applied and the researcher will conduct this study in SMAN 1 Krian.

Based on background of the study above, the researcher formulates some research questions bellow:

1. How does the teacher implement discovery learning in teaching the expression of giving opinion of eleventh graders students?

2. How is the students’ speaking competence during the implementation of discovery learning in teaching the expression of giving opinion?

3. How are the students’ responses towards the use of discovery learning in teaching the expression of giving opinion?

This study was conducted to describe the implementation of Discovery Learning in teaching the expression of giving opinion to the eleventh graders of SMAN 1 Krian, the students’ speaking competence during the implementation of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian and the students’ responses towards the use of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian.

According to Oxford Advance Dictionary by Hornby, competence is (of person) having ability, power, authority, skill, knowledge, etc, (to do what is needed). So, it means that if the EFL learners know well, how to uttering their idea or share their information correctly they have good speaking competence. Brown (2004: 141-142) indicating that one can be called has speaking competence if he/she is able to:

1) Imitate a word or phrase or possibly a sentence (imitative).2) Produce short stretches of oral language design to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationship. Such as prosodic elements-intonation, stress, rhythm, juncture, and intensive ability (intensive).3) Respond a very short conversation, standard greetings and small talk, simple

requests and comments, and the like (responsive).4) Take the two forms of either transactional language which has the purpose of exchanging specific information, or interpersonal exchanges which have the purpose of maintaining social relationships (interactive).5) Maintain social relationships with the transmission of facts and information (interpersonal).6) Develop (monologue) oral production including speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listener is either highly limited or ruled out together (extensive).

To measure the students speaking ability, the teacher should focus on five components as follows :

- Pronunciation Hornby defines pronunciation as the way in which a language is a spoken, way in which a word is pronounced (Hornby, 1974:669). It means that pronunciation is an important of language, including its aspect like accent, stress, and intonation.

- Grammar Grammar and pronunciation has a close relationship. In addition to the sound system learners must be taught by using structure system of language. Learners must be given insight into word order, inflection and derivation into the other meaningful features of the English language. It will help students to speak fluently.

- VocabularyHornby (1974:979) defines vocabulary is range of words known or used by a person in trade, profession, etc. If students have many vocabularies, it will be easier for him to express his idea.

- Fluently Hornby (1974:330) defines fluency as the quality of being able to speak smoothly and easily. It means that someone can speak without any hesitation. Someone can speak fluently even though he makes errors in pronunciation and grammar.

- Self-Confidence Self confidence becomes an important factor in speaking learning process. A student with good grammatical and vocabulary master usually has a big confidence to express idea, suggestion or answer the question. He feels like that, so he thinks he knows what will he say and how to express.

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In teaching learning process, especially in teaching speaking, there are several characteristic that indicate the learners have good speaking competence. Ur says (1999:120) that the characteristics of a successful speaking activity are as follows:1) Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by learners’ talk. This may seem obvious, but oven most time is taken up with teacher talk or pauses.2) Participation is even. Classroom discussion is not determined by a minority of talkactive participants; all get chance to speak, and contributions are fairly evenly distributed.3) Motivation is high, learners are eager to speak; because they are interested in the topic and have something new to say about it or because they want to contribute to achieving a task objective.4) Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.

In this world, we can broadly classified two main categories of textual information, which are facts and opinions. Objective statements about events and entities in the world are facts. While, subjective statements that reflect people’s sentiments or perceptions about the entities and events are opinions. While, expression of giving opinion means how people express their sentiments or perceptions towards something. Most of the existing research on text information processing has been focused on mining and retrieval of factual information, e.g., information retrieval, Web search, and many other text mining and natural language processing tasks.

In general, an opinion can be concluding as a subjective belief, and the result of emotion or interpretation of facts. An argument may support an opinion, in spite of people may draw opposing opinions from the same set of facts. Opinions are never right or wrong, they are merely a figment of what someone believes. However it can be excused that one opinion is better supported by the facts than another by analyzing the supporting arguments. In common, the term opinion may be the result of a person's perspective, understanding, particular feelings, beliefs, and desires. In the other hand, Mac Milan dictionary stated that “giving opinion is the attitude that you

have towards something, especially your thoughts about how good it is”. It is shows that giving opinion means people can shows his thought about something, each people has different opinion towards something.

Curriculum 2013 is developed by the government to make the education in Indonesia better that before. Curriculum of 2013 contains four main competences (Kompetensi Inti) from KI 1 to KI 4, they are spiritual aspect, social aspect, knowledge aspect, and skill aspect. The skill aspects decide into two parts which are to understand the text and to compose the text. Understand the text that can be categorized into listening and reading skills as receptive skills. While composes the text is productive skills that can be categorized into speaking and writing skill. There are also five main basic procedures in implementing K13 such as; observing, questioning, collecting data, analyzing the data and communicating. From these procedures above, speaking is being in communicating which continue in creating. The students will communicate or express their ideas and opinion orally.

In order to help the students to improve their speaking ability, curriculum 2013 suggested three learning models. Those are Discovery learning, Problem based learning and Project based learning. In this study, the researcher conducts discovery learning as a model in teaching speaking. Through the activities of Discovery Learning, the students can actively speak and practice their fluency speaking. Discovery learning will make the students become independent in teaching learning process.

Discovery learning means a model of inquiry-based learning and is considered a constructivist based approach to education. It is supported by the work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and Seymour Papert. Although this form of learning has great popularity, there is some debate in the literature concerning its efficacy (Mayer, 2004). The expert has their own opinion in decides discovery learning itself. Bruner argues that practice in discovering for oneself teaches one to acquire information in a way that makes that information more readily viable in problem solving (Bruner, 1961).

According to Syah (2004:244) there are six stages of Discovery Learning. They are as follows;

a. Stimulation


First, the teacher will give the students model or video then the students should exploring the video to find the problem. The teacher will ask the students to observe the media or event about the topic given. The teacher will try to make the students wonder about the topic; it will be done by looking at watching videos. This activity is to give the students stimuli and then they can build their basic knowledge.b. Problem statement In this activity, the students will be required to make some questions about the topic that appear during media’s observation activity. The questions should be the combination of factual questions and hypothetic questions. Here, the teacher will help the students who have difficulties in making the questions. And also the teacher will guide the students to ask what in their mind towards the material is. The teacher gives the students chance to identify and analyze the problem. This stage is used to make the students find the problem easily. c. Data collection In this activity the students will be asked to collect as much as information about the topic. This stage is used to solve the problem. The students will be asked to looking for other literature, so their answer will be valid. The consequences of this stage are to make the students more active and also make them become independent, because they learn by themselves. Then, the students can make relation between what they have known and they found. d. Data processing According to Syah (2004:244), Data processing means the information that the students get from interview, observation and others will be coded and categorized into a good concept and also logic. e. Verification In this activity, the students must discuss the problem based on their basic knowledge. When the students have problem, they can ask the teacher to make verification. So, each student in class will have same comprehension towards the expression of asking and giving opinion. In this stage, the students also prove their hypothesis is correct or not. This stage is used to make the students more creative and easily find the concept or theory. f. Generalization In this stage, the students asked to make conclusion from what they have learned. Then, the teacher will add some point to make it clear. After that, the teacher makes a

generalization from the problem that has been solved.

The aims of those stages are want the students to be successful and active in teaching learning process. Successful here means the learners can catch the point of the material. While active means the learner can shows their ideas freely.

There are some advantages offered by discovery learning strategy proposed by experts. Thorsett (2002:3) stated that discovery learning strategy could build on the students’ background knowledge and understanding. In addition, he also stated that discovery learning can support active engagement of the students and provide high motivation because the students have opportunity to experience. Similarly, Kagan in Liang (1980:99) agreed that discovery learning creates encouragement and consequently maximizes attention during learning. Then, since this strategy provides any interesting media to be observed and also does not allow the English teacher to give any information about the topic in the beginning of the teaching learning process, it can foster curiosity (Thorsett, 2002:3). This strategy can also bring out the students’ creativity, since there are two explorative activities taken by them namely observation and experimenting (Nutting, 2013:8).METHODSIn this research, the researcher conducted

descriptive qualitative research in order to gain the data on the field. The researcher tended to observe the naturalness of teaching learning process on the field. For the first question in Chapter One, the researcher wanted to describe how the teacher implements discovery learning in teaching speaking of eleventh graders students of SMAN 1 Krian. This description phase of this study was just fit with characteristic of descriptive qualitative research design. For the second research question in Chapter One, the researcher wanted to find out what happened in the class during the implementation of discovery learning in teaching the expression of giving opinion of SMAN 1 Krian. In this phase, the characteristic of descriptive qualitative research design is also fit with the aim of the researcher. And for the third research question in Chapter One, the researcher wanted to find out the students’ responses towards the use of discovery learning in teaching speaking of SMAN 1 Krian, the characteristic of descriptive qualitative research design was also fit with the aim of the researcher. Those research questions

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could be answered by examining the phenomena on the field without any interferences of the researcher to gain the valid data and the researcher also did not produce new theory to analyze and explain the data to answer those research questions in Chapter One. In line with this research, the researcher was not directly participating in the implementation rather she was acted as a non participant observer who recorded the situation.

This study engaged with the senior high school students of eleventh grade 1 Krian, Sidoarjo. This school is one of favorite schools in Sidoarjo. The researcher tended to conduct her research in this school because the researcher wanted to know how the speaking skill of the students in this favorite school, especially students of eleventh grade 1 Krian, Sidoarjo. The students were observed and the researcher gave them questionnaire in order to get the data about the implementation of discovery learning in teaching speaking, how the result of the students’ speaking task, and the students’ responses toward it. The selections of the subject of the study were based on the students’ speaking level and the material that was being learned.

The data of this study were the result of observation checklist, and the result of students’ speaking task, and the result of questionnaire. In conducting this research and collecting the data which were useful for this research, the researcher exerted some data.

The first data was the result of observation checklist which was obtained during the implementation of discovery learning in the teaching and learning process in the classroom. In qualitative research, observation is about selecting also recording of behaviors of people in their environment and obtaining information that was otherwise inaccessible (Creswell, 2002). This data was chosen to answer research questions number one. The indicators in the observation checklist were based on the activities in teaching learning process. The observation was done in two meetings, and the researcher observed the whole process of teaching learning of each meeting.

The second data was the result of students’ speaking task, while the source data was the students’ speaking competence during the implementation of discovery learning.

The third data was questionnaire which was used to get information about the

students’ responses and opinion towards the implementation of discovery learning in teaching speaking. This data was chosen to answer research question number three. The question in the questionnaire consisted of students’ opinion about speaking activity in the teaching learning process, the procedure of the study, and also the technique.

In order to collect the data, the researcher needed some instruments. Those were observation checklist, students’ speaking task and questionnaire.

1. Observation checklistConducting observation checklist was

used to answer the first question. How the teacher implements discovery learning in teaching the expression of giving opinion was appeared by filling the observation checklist. Based on Cohen (2007), observation can focus on events as they happen in a classroom, for example, students’ difficulty in learning or monotonous teaching learning process. Observation checklist was used as a guidance to observe all aspects of the implementation of discovery learning in teaching the expression of giving opinion. The observation checklist involved the indicators of information which was needed by the researcher.

2. Students’ Speaking TaskThe teacher was helped by the researcher

to prepare some topics that would be used as a students’ speaking task. They also calculated the time needed for the students to finish the task. Therefore, the proper way in measuring students’ speaking ability was to get them speak confidently in front of the public. The teacher asked the students to deliver conversation about the expression of giving opinion orally in front of the class. The students were evaluated by using David P. Harris’s rubric. There were five components that proposed by Harris which were pronunciation, grammar, vocabulary, fluently, and comprehension.

3. Questionnaire Questionnaire is a widely used and useful

instrument for collecting survey information, providing structured, often being comparatively straightforward to analyze (Cohen, 2007). In addition, questionnaire is a form of containing set of questions, especially addressed to gather information from the subject. The researcher distributed questionnaire to the students in the end of teaching learning process. It was enable the researcher to know the students’ responses toward the implementation of discovery learning.


After collecting the data, the researcher analyzed the data qualitatively through the entire phenomenon happened. It means that the researcher analyzed the data by using words rather than the numbers. The data was obtained from observation and questionnaire. They were analyzed based on the fact and the questionnaire that was described in words and sentences. The researcher also used the stages of analysis data which mentioned by Ary.

RESULT AND DISCUSSIONResult

This section presents the result of the data that had been collected when the teacher implemented Discovery learning in teaching the expression of giving opinion to the eleventh graders and the students’ performance. The researcher conducted the observation on Friday, 12th of February 2016 and Friday, 19th of February 2016. Each meeting took 90 minutes (2 X 45 minutes). The Implementation of Discovery Learning in teaching the expression of giving opinion 1. The First Meeting

The researcher held the observation on Friday, 12th February 2016 and the teaching learning process started at 10.00 a.m. The researcher entered the class first. She prepared what she needed in the first observation such as camera, observation checklist, field notes sheet and etc. After that, the teacher came to the class. She exchanged greetings with the students. Then the teacher introduced the researcher and informed the students that the researcher would be in the class for two meetings to observe the teaching and learning process. After that, the teacher gave a chance for the researcher to introduce herself in front of the class. The researcher came forward and began to tell about her, and why she conducted her study there.

The teacher prepared the media in her desk such as laptop and LCD. As she was preparing the media, some of students came late. Then those students apologized to the teacher and asked for permission to have a seat. The teacher allowed those students to have a seat. After that, the teacher asked leader of the class to lead pray. All of the students stood up and prayed solemnly.

The teacher started the class by greeting the students again and asking their condition. Then, she checked the attendance list by calling the students’ name one by one. As the teacher called their name, they

raised their hands and said “yes ma’am”. There were some students who were absent because they became the representative for students organization. Then, the teacher asked about AC in this class. She said it was so hot today. The students told that the AC was broken since yesterday. Then the teacher said that the leader of the class should complain about it to the one whom was responsible with it.

The teacher afterwards asked to the students whether they had homework or not. All of the students replied that they had no homework. Before the teacher began the class, she told to the class that they would learn the expression of asking and giving opinion. Then, the teacher began the class by stimulated the students by showing pictures and giving them questions. Then the teacher asked the students to make some questions about the model (pictures). They could formulate some question about the media that have been observed. The teacher triggered the students to be active in this phase.

The teacher asked the students to make a group consisted of two students. Then asked them to look at their hand out, the teacher gave them 5 minutes to read and find the expression of asking and giving opinion. After that the students discussed about it. After they finished, the teacher checked the students’ answer orally. She pointed one of the students to answer the question.

The teacher asked the students to find the other possible expression on the internet. The one who found other expression might raise her hand then told the class about it. Few students found other expression then mentioned the other expression of giving opinion. Then the teacher asked the students to doing the second page of the hand out. The teacher gave them five minutes to do it. After that, the teacher asked them who have difficulties in doing the second page. Then the teacher checked it orally. One of the students raised her hand then mentioned what the expression in the dialogue. Other students did the same thing. After all, the teacher asked them to doing the last page of the hand out as homework. Then she ended the teaching learning process by greeting and reminding the students to do their work and collect it in the next meeting.2. The Second Meeting

The researcher held the observation on Friday, 18th February 2016 and the teaching learning process started at 10.00 a.m. The

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researcher entered the class first. She prepared what she needed in the first observation such as camera, observation checklist, field notes sheet and etc. After that, the teacher came to the class. She exchanged greetings with the students.

After that, the teacher asked the leader of the class to lead pray. All of the students stood up and prayed solemnly. The teacher started the class by greeting the students again and asking their condition. Then, she checked the attendance list by calling the students’ names one by one. As the teacher called their name, they raised their hand and said “yes ma’am”. There were no students absent at that day. Then the teacher asked the students whether they had finished their last assignment or not.

After that, the teacher checked the students’ assignment orally. Some students felt enthusiasm to answer the missing dialogue in the hand out. They raised their hand then answer it one by one. After all, the teacher asked them to mention the expression of asking and giving opinion also agreeing and disagreeing. Then the teacher added some points to make the students know how to utter the expression of asking and giving opinion in appropriate way. Then the teacher asked the students to make a dialogue that contained those expressions above.

After 15 minutes, the students asked to come forward to present the dialogue. The first performers were Yuni and Thalita. They felt enthusiasm in delivering their dialogue. They chose movies as their topic in the dialogue. While the first performers showed their dialogue, the other group prepared their dialogue. After that the second performers showed their dialogue, they were Titien and Dita. They chose the dangerous of smoking as their topic. They felt very confident, it was shown by how they delivered their dialogues. After that, the rest of the group came forward, when they got their turns. The teacher gave them freedom when they wanted to deliver their dialogue, so they came forward randomly. Then the teacher gave feedback for each group. After all of the students had been presented their dialogue, the teacher reviewed the students’ performances so that the students could improve their performance. The teacher closed the class, and then asked the leader of the class to pray together. Finally, the researcher said farewell to the class and thanks for the contribution in fulfilling the observation.

After conducting observation twice, the researcher concluded that the implementation of Discovery Learning in teaching the expression of giving opinion to the eleventh graders ran well. Most of the students could follow all of the procedure of Discovery Learning well. They felt easily to understand the material, and then they could deliver their dialogue well. In addition, the students were interested and involved in the learning process enthusiastically. They could improve their ability to speak during the implementation of Discovery Learning.The Students’ Performance in Delivering Dialogue about the Expression of Giving Opinion

After the researcher recorded the whole performance of the students XI Bahasa, she made an analysis regarding to it. Referring to this analysis, she concluded that the eleventh graders of Bahasa class of SMAN I Krian practiced their speaking before delivering dialogue about the expression of giving opinion. It was apparent from their performance. The researcher made transcript from their performance. She only took three groups which has represented the whole class. The researcher decided it based on the students’ speaking competences which were proposed by David P. Harris.

The Students’ Responses of Discovery learning in teaching the expression of giving opinion

The researcher used questionnaire to obtain the data about students’ response toward the implementation of Discovery learning in teaching the expression of giving opinion. The researcher distributed them in the end of teaching learning process after they implemented Discovery learning in the class. There were five questions in the questionnaire. The form of questionnaire was in the form of yes/no questions. The researcher also put a space for students if they wanted to give a reason.

Based on the questionnaire, when they were asked whether they were interested in learning English or not, all of them said they were interested in learning English. They felt that learning English was very interesting and easy. Then, they were asked whether they are interested talking in English or not. Most of students answered yes in this question and just a few students answered no. It meant that most of them like talking in English and few of them did not. Most of them felt enthusiasm in talking


in English because they felt it would help them to get new vocabulary. Moreover, when they were asked whether the technique used was interesting or not for the students. Most of the students answered yes and just a few students answered no. It meant that most of them felt that the teacher’s technique was interesting for them and few students did not feel the same thing. The technique that the teacher used was changed time by time, so it made the students did not feel bored. Then, they were asked whether the implementation of discovery learning helped them improving their speaking ability or not. Most of the students answered yes and just a few students answered no. It meant that most of them felt discovery learning help them in improving their speaking skill. Furthermore, Discovery Learning made them triggered to speak more. For the last question, they were asked about the model (Discovery Learning) made them understand the material or not. All of the students answered yes. It meant that all of the students were able to understand the material well during the implementation of Discovery Learning.

Discussion

In this section, the researcher discusses about the discussions of the implementation of Discovery Learning in teaching the expression of giving opinion to the eleventh graders of Senior high school I Krian, the students’ performance during the implementation of Discovery Learning, and the students’ responses toward it.

From the result of the study, it is obvious that the implementation of Discovery Learning conducted well. The teacher followed all the procedures in Discovery Learning and also in scientific approach. There are five stages in scientific approach (observing, questioning, experimenting/exploring, associating, and communicating), and there are six stages in Discovery Learning (stimulation, problem statement, data collection, data processing, verification, and generalization). The teacher combined those approach and models well in teaching the expression of giving opinion.

The Implementation of Discovery Learning in Teaching the Expression of Giving Opinion was conducted in two meetings. In the whole meetings, the teacher prepared the learning material, strategy, and media which were needed to help the teaching learning process ran well

(Aziz and Ratmaninda, 2014). The students arranged the chair with U shape, so it makes the teacher get easier to control them. In addition, the teacher used to make small talk with the students before the class began. After that the teacher checked the students’ attendance list.

The researcher began the first observation. At that time, the teacher gave the students stimuli such as some pictures. The teacher tried to make the students wonder about the topic; it would be done by looking the models (Syah, 2004). This stage was the first stages in discovery learning that is stimulation. Then, this stage could be included observing stage in scientific approach. Then, since this strategy provides any interesting media to be observed and also does not allow the English teacher to give any information about the topic in the beginning of the teaching learning process, it can foster curiosity (Thorsett, 2002:3).

The second stage in Discovery Learning is problem statement. The teacher gave them hand out, and then asked them to read the first page of the hand out. In this activity, the students required to make some questions about the topic that appeared during media’s observation activity. Here, the teacher helped the students to find the expression that shown in the dialogue. And also the teacher guided the students to ask what was their opinions about the media. The teacher also triggered the students to formulate the problem during media’s observation activity. The problem that was appeared during the activity was the students difficulty to utter the expression of giving opinion in appropriate way. Some of them were confused which one was the expression of giving opinion and suggestion. Then, in the next activities the students asked to solve the problem. The goal of this activity is to develop curiosity, creativity, the ability to formulate questions in order to create a critics’ mind that is educated and want to learn more (Noh, 2013). This stage also included in questioning stage of scientific approach.

According to Nunan (2003 :55, 56), the teacher should provide opportunities for students to talk by using group work or pair work and limiting teacher talk when she taught speaking. So, in the third stage of discovery learning which is data collection, the teacher asked the students to make a group. Then the teacher asked the students to open the second page of the hand out. During exploring activity, the teacher gave the students a chance to collect as much as

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relevant information about the topic to proved that the hypothesis is correct or not (Syah,2004:244). The teacher gave the students lists of expression of asking and giving opinion randomly. Thus, the students could find those expressions by sharing with their partners. They also could find the information from other literature. Moreover, the students asked to search on the internet other possibilities of the expression of giving opinion, and then the students could easily find them. In the fourth stage which is data processing. The students tried to make a good concept about the expression of asking and giving opinion. Moreover, according to Syah (2004:244), Data processing means the information that the students get from interview, observation and others will be coded and categorized into a good concept and also logic.

After getting relevant information about the topic, the students could differentiate between asking, giving, agreement, and disagreement expression. The teacher also asked the students to find the structure and language features of those expression. Those two stages in discovery learning were included in information collecting of scientific approach. This strategy can also bring out the students’ creativity, since there are two explorative activities taken by them namely observation and experimenting (Nutting, 2013:8). Finally, the first observation ended by giving the students homework in the third page of the hand out. In the first observation, all of the stages ran well. The teacher allowed all of the stages needed.

In the second meeting, the teacher checked about the homework. After that, the teacher moved to the fifth stage in discovery learning called verification. The students asked the teacher about the material. According to Syah (2004:244) in this activity, the students discussed the problem based on their basic knowledge. When the students had problem, they asked the teacher to make verification. So, each student in class would have same comprehension towards the expression of asking and giving opinion. In this stage, the students also proved their hypothesis is correct or not. This stage is used to make the students more creative and easily find the concept or theory. Then, the students were asked to make dialogue about what they have been learned. They have done it well. Each group came forward and presented their dialogue. Some students

might miss pronunciation but it was not offended them in uttering their idea. The teacher gave them feedback so they knew their mistakes. It was much needed that it can help the students to increase their ability to speak. After all student presented their dialogue, the students were asked to make conclusion from what they have learned so the whole class will know the appropriate way to utter the expression of giving opinion. Then, the teacher would add some point to make it clear. Lastly, the teacher made a generalization from the problem that has been solved.

From the discussion above, it could be concluded that the implementation of Discovery Learning was successfully used to teach the expression of giving opinion. Successful here means the students could catch the point of the material. Then Discovery Learning also makes them more active in teaching learning process. Here, active means the learner can shows their ideas freely. Thorsett (2002:3) stated that discovery learning strategy could build on the students’ background knowledge and understanding. In addition, he also stated that discovery learning can support active engagement of the students and provide high motivation because the students have opportunity to experience. Similarly, Kagan in Liang (1980:99) agreed that discovery learning creates encouragement and consequently maximizes attention during learning.

Referring to the students’ speaking performance, it was apparent that the students using discovery learning could be called as successful speakers. Most of the students had achieved speaking competences which were proposed by David P. Harris such as pronunciation, grammar, vocabulary, fluently and comprehension. From the results of students’ performances, the students were able to use the correct grammatical features. They also chose the correct vocabularies to deliver their idea. As supported by Thorsett (2002:3) that Discovery learning strategy could build on the students’ background knowledge and understanding. So, they can easily understand the material then enhance their comprehension. Although some of them mispronounced some words, most of them delivered their dialogue fluently. They were able to encourage their self-confidence to perform in front of the class delivering their idea.

`In addition, discovery learning can support active engagement of the students


and provide high motivation because the students have opportunity to experience (Thorsett, 2002:3). It can be seen by the enthusiasm of the students in the class. Similarly, Kagan in Liang (1980:99) agreed that discovery learning creates encouragement and consequently maximizes attention during learning. Then, since this strategy provides any interesting media to be observed and also does not allow the English teacher to give any information about the topic in the beginning of the teaching learning process, it can foster curiosity (Thorsett, 2002:3).

For the final discussion, it is important to discuss about the purpose of Discovery Learning itself. The aims of using discovery learning as a models in teaching learning process is the students are able to find their problem, and then solve it by themselves. They should become independent learners, or they should not depend on their teacher all the time in the teaching learning process. Moreover, this models can also brings out the students’ creativity, since there are two explorative activities taken by them namely observation and experimenting (Nutting, 2013:8). Those stages made the students became active and critical in teaching learning process.

In the end of the implementation of Discovery Learning, the observer distributed questionnaire to the students. It was aimed to know the students’ responses when the teacher implemented Discovery Learning. As the result, it could be concluded that dominantly the students agree that Discovery Learning was able to help them in speaking. It could be seen that almost of the answered yes in every question. It also could be explained that all of the students like to learn English. Most of them like speaking in English. They also said that the technique that the teacher used was interesting. Then, since this models provides any interesting media to be observed such as pictures, videos and etc, and also does not allow the English teacher to give any information about the topic in the beginning of the teaching learning process, it can foster curiosity (Thorsett, 2002:3). During the implementation of Discovery Learning, most of them said that they could improve their speaking skill. All of the students felt that the model that the teacher used make them understand the material well. Kagan in Liang (1980:99) said that discovery learning creates encouragement and consequently maximizes attention during learning. It

showed that Discovery Learning make them more focus during teaching learning process, so it helped the students easily to know the material. In addition, they could follow the procedure of Discovery Learning well. From the explanation above, it could be concluded that Discovery Learning could make the students triggered and felt easier to understand the material. Besides, Discovery Learning helped them to enhance their speaking skill. They also felt that the implementation of Discovery Learning was interesting then they can follow the procedure well. This strategy can also bring out the students’ creativity, since there are two explorative activities taken by them namely observation and experimenting (Nutting, 2013:8).

CONCLUSION AND SUGGESTIONConclusion

Related to the results and discussions in the previous chapter, the researcher concludes the results in three points.

First, the implementation of Discovery learning was successfully used as a model to teach the expression of giving opinion to the eleventh graders of SMAN I Krian. After conducting observation twice, the researcher concludes that the implementation of Discovery Learning in teaching the expression of giving opinion to the eleventh graders ran well. The teacher did all the procedure of Discovery Learning successfully started from stimulation to generalization. Most of the students could follow all of the procedure of Discovery Learning well. They feel easily to understand the material, and then they could deliver their dialogues well. In addition, the students were interested and involved in the learning process enthusiastically. They also could enhance their ability to speak during the implementation of Discovery Learning.

Second, by looking at the students’ speaking performance, the students of SMAN I Krian could be called as successful speakers. The students were able to use the correct grammatical features and vocabulary. Although some of them had a problem in fluency and pronunciation, they were able to encourage their confidence to perform in front of the class.

Third, related to the students’ answer in the questionnaire, it could be concluded that Discovery Learning could make the students triggered and felt easier to understand the material. Besides, Discovery Learning helped them to enhance their

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speaking skill. They also felt that the implementation of Discovery Learning was interesting and they could follow the procedures well.Suggestions

The researcher suggests the other next researchers who want to conduct similar research to develop this research. Besides, the other researcher can focus on other learning material or texts to the higher level by implementing this model. In addition, the researcher also suggests English teacher to use various model in teaching English. It will make the students more interesting and encourage their motivation in learning English. Then the teacher should be sensitive with the students who have low ability in English, so they can give more attention to the one who need. So, all the students can maximize their competence in learning English.

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Yunisa, Rahmi. 2014. The Use of Discovery Learning Strategy in Teaching Reading Report Texts to Senior High School Students. (online)

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