Education Achievment: Journal of Science and Research Volume 5 Issue 2 July 2024 Journal Homepage:
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php/jsr The Effect of Discovery Learning Method Towards StudentsAo Comprehension on Analytical Exposition Text in SMA N 1 Payung Sekaki Reading Shinta Liberta1.
Irwandi2.
Eliza3.
Merry Prima Dewi4 1,2,3,4 Universitas Islam Negeri Sjech M.
Djamil Djambek Bukittinggi.
Indonesia Corresponding Author:
tsintaliberta6@gmail.
ABSTRACT
Key Word This research was aimed at finding out the effect of using discovery learning method toward studentAos reading comprehension on analytical exposition text in SMA N 1 Payung Sekaki.
The rationality of this research was based on the studentAos problems in reading comprehension when learning English.
First.
Students have difficulties in comprehending analytical exposition text.
Second, students do not understand the material analytical exposition text.
Third, students have lack of motivation in learning This research employed quantitative method.
In this research, the researcher used quasiexperimental research design by comparing two classes.
The sample of this research was the 11th grade students at SMA 1 Payung Sekaki.
The research instrument of this research was reading test, which were tested for pre-test and post-test.
The data was analyzed by using SPSS The result of the research indicated that there was significant effect of students reading comprehension between the students who were taught by using discovery learning method and without using discovery learning method.
It can be seen from the calculation of the data in one sample t test and paired sample t-test it showed the significance of 2-Tailed was 0,000 < 0,05 so that Ha was accepted and Ho was rejected.
It can be concluded, there is significant effect of using discovery learning method.
Reading Comprehension.
Analytical Exposition.
Discovery Learning Method.
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php/jsr ARTICLE INFO Article history:
Received 25 March 2024 Revised 16 April 2024 Accepted 01 May 2024 Doi 51178/jsr.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.
0 International License INTRODUCTION One of the genres of text which must be comprehended by the students in Senior High School is analytical exposition text.
Analytical exposition text is a text which explains the phenomenon or problem comprehensively by using arguments that support the idea of the text.
The main function of an analytical exposition text is to tell and convince the reader that the issues raised are important.
The aim of studying analytical exposition text, is to lead students to think critically and present their arguments well.
Analytical exposition text is a text that elaborated the writerAos idea.
Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 213-220 point of view argument about a problem surrounding .
Maria .
The urgency of teaching analytical exposition text for Senior High School is to try to convince the readers that the topic presented is an important topic to be discussed, so the reader can understand or can catch the meaning conveyed by the author himself.
In analytical exposition text does not only contain one argument, but can contain several arguments that have the same purpose.
There are three main indicators of measuring the studentsAo comprehension on analytical exposition texts.
Firstly, students are able to analyze the linguistic elements of the exposition text, starting from pronouns, conjunctions, adverbs, terms, and standard Secondly, students can understand the structure of the text starting from thesis, argumentation, and reaffirmation.
Students can analyzethe linguistic elements of the exposition text, starting ideas and facts.
Then find sentences and arrange them Thirdly, students are expected to be able to read the exposition text aloud in front of the class, so that studentsAo reading skills in text can increase, with correct pronunciation, students can also create their own exposition text that expresses their Students can show good responses related to learning activities and student activities are also directed to achieve analytical exposition learning activities.
Problems encountered in teaching analytical exposition text are the teacher said that the students still have inadequate vocabulary.
In addition, analytical exposition text students have difficulties with reading text, students are lazy when reading texts, there are some students not interested in learning, students do not understand the material analytical exposition text, students are not fluent in reading text.
This is indicated by the researcher interview with the English teacher Mrs.
Zaitis Nagesfion 24 th September at SMA N 1 Payung Sekaki.
According to Brown .
Teaching reading has an important effect for students and can increase their knowledge of outside the world of education.
It is supported by Brown that reading is important for students and the most essential skill for success in all educational contexts.
Reading comprehension is complex intellectual process that includes two main abilities, namely: mastery of the meaning of words and the ability to think about verbal concepts.
SomadayoSamsu .
Among the most important tasks in the learning process is to bring out the motivation in the students and to build learnersAo character so that the goal the purpose of learning can be achieved in totality (Irwandi,2.
It is because studentsAo success in exams depends on studentsAo comprehension of reading.
There were some crucial problems related to the teaching and learning of analytical text.
Firstly, the students find the difficulties when learning analytical exposition text because they donAot understand the materials analytical exposition text.
The students said that the studentsAo difficulty understanding reading because they lack This problem is caused by students who are lazy to read, so it is difficult to express their ideas.
Secondly, students do not understand the material analytical Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 213-220 exposition text.
This problem is caused by lack of knowledge and interest in students in reading texts, because students feel lazy to learn.
When learning, students are just silent and not focused on listening to the teacher explanation.
So that students do not understand the material taught by the teacher.
Thirdly, students are lazy when reading texts there are some students not interested in learning.
The students said that the students are lazy to read the text because they do not understand the text and they are not fluent when reading English text.
This statement is based on the result of interviews with seven students in the eleventh grade on 24 th September of SMA N 1 Payung Sekaki,the type of interview that the researcher conducts is a structured interview.
One of the recommended techniques for teaching reading is the discovery learning Discovery Learning is involved in the teaching and learning process so that the students can understand the text.
The strength of the discovery learning method, discovery learning is more realistic and meaningful, delivery of discovery learning using activities and experiences directly.
The grand theory of Discovery Learning was pioneered by Contructivism theory, in which the idea of contructivism theory is that students actively build their own knowledge.
Discovery learning theory was first pioneered by Piaget.
Brunner.
Seymour paper.
According by Sari defined Discovery learning is the effective strategy in teaching reading comprehension in which the facts or the contents of the topic are not given by the teacher in the beginning of the lesson directly, but it must be discovered by the learners through observing and experimenting activities.
Sari M Abdurrahman .
Discovery learning helps students learn how to learn to be active in listening, speaking, reading, seeing and thinking.
Jamil .
Discovery learning is necessarily applied in the teaching and learning process so that the students are able to understand the text, especially analytical exposition text.
It also interests the students during the learning reading According to Brunner, discovery learning theory is a process where students can understand meanings, concepts, and relationship through the process of intuition, until finally they can find a conclusion that is adapted to students cognitive development.
Buto .
Based on the view above, the discovery learning method has been recommended by experts to be used for teaching reading.
Can the discovery learning affect students the reading comprehension skill in SMA N 1 Payung Sekaki.
RESEARCH METHODE
The researcher will use quasi experimental research.
Gay also ad that an experimental typically involves two group .
wo classe.
, an experimental group and a control group.
LR.
Gay .
The experimental group and control group were given the same test.
The researcher will give pre-test and post-test to the control group and experimental group, but the researcher only do treatment to the experimental group.
Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 213-220 After treatment for twice times face to face instruction, the researcher give post-test.
The test will do in order to know the students improve reading comprehension after the researcher finished doing the research.
The sample of this research is 41 participants, separated into 2 groups.
XI MIPA 1 as a control class which is consist of 21 students and the XI MIPA 2 as experimental class which is consist of 20 students.
The researcher decided to select two classes to be sample in this research based on this statement.
The researcher chose classXI MIPA 1 and XI MIPA 2 as the sample because there are some consideration on it.
First, class XI MIPA 1 and XI MIPA 2 have some problems and difficulties in their reading Those problem were stated after the researcher interviewed English Second, both of these had the same level of studentsAo reading comprehension The instrument used to acquire the data from the students is a reading test.
There are two kinds of test, that are pre-test and post-test.
the researcher gave pre-test and post-test to identify the effect of Discovery Learning method in experimental class.
However, the researcher gave usual treatment in control class.
The pre-test is used to know the studentsAo reading comprehension at the beginning and post-test used to know the development of the studentsAo reading comprehension after applying Discovery Learning method.
The researcher analyzed the data.
It can be define as the process of analyzing data require from the result of the research.
To get the score, if students is correct, so the students will get 1 point.
If students is wrong, so the students get 0 point.
The score of students achievement will calculate by using this formula.
Suharsimi Arikunto .
RESULT AND DISCUSSION
The data of this research was gotten based on the research that had been done.
First, the researcher gave the try out test to find out the validity and reliability of the test at XI IPS 1.
Then, the data was gained from pretest and posttest given to both of the class experimental and control class.
The researcher chose class XI IPA2 as control class which consist 20 students, and XI IPA1 as experimental class which consist 18 students.
They were the students of the eleventh grade of SMA N 1 PAYUNG SEKAKI.
The researcher gave the tryout test on 25 Mei 2023.
There were 27 students involved in try out test.
Based on the tryout test, there are 20 multiple choices.
Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 213-220 Tabel 1.
Test Normality Tests of Normality ShapiroWilk
0,264
0,002
Statistic 0,815 Sig.
0, 166
0,322
0,000
0,757
0,145
0,292
0,000
0,776
0,070
0,212
0,024
0,906
0,063
Lilliefors Significance Correction Based on of Shapiro-Wilk test output result on SPSS as in table above.
The normality test result was found in pretest of experiment class 0,815 and for post-test class was 0,776.
While in pretest control was found 0,757 and posttest control was found 0,906.
Based on the explained above that all of the data in the experiment and control class was higher than 0,05 so it can be concluded that all of the data were normally After the researcher calculated the normality of the data, the researcher calculated the homogeneity of it.
Both of homogeneous and heterogeneous began to be calculated using SPSS 26 program.
The result of the homogeneity test will be explained below:
Tabel 2.
Test of Homogeneity Test of Homogeneity of Variance Levene Statistic Sig.
Based Mean
2,732
0,050
Based 1,698 0,175 Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 213-220 Median Based Median Based 1,698 40,836 0,182 2,268 0,088 Based on output result on SPSS as in table above.
The homogeneity test result was found in pretest of experiment class 0,050 and for post-test class was 0,182 While in pretest control was found 0,175 and posttest control was found 0,088.
Based on the explained above that all of the data in the experiment and control class was higher than 0,05.
So it can be concluded that the value was higher than 0,05.
It means that Ha was accepted or the instrument was homogeneous.
The researcher began to compare to post-test scores of the students from 2 class .
xperimental class and control clas.
which consisted of the means score, the highest score, the lowest score, sum of score after being taught by used discovery learning.
After that, the researcher examined the score of each class form the students score was getting lower, mutual, different, or higher.
Discussion Reading comprehension is a reading skill that is on a higher order.
Reading comprehension is reading cognitively .
ead to understan.
In reading comprehension, the reader is required to able to understand the content of the reading.
Based on several definitions of reading understanding that has been conveyed above, it can be concluded that reading Understanding is a complex thought process that includes the ability mastery of meaning and the ability to think about verbal concepts.
For this reason, the teacher should find some effective method to improve reading comprehension.
One of the method that might be used to improve students reading comprehension is by using discovery learning method.
One of the recommended techniques for teaching reading is the discovery learning Discovery Learning is involved in the teaching and learning process so that the students can understand the text.
The strength of the discovery learning method, discovery learning is more realistic and meaningful, delivery of discovery learning Education Achievment : Journal of Science and Research Volume 5 Issue 2 July 2024 Page 213-220 using activities and experiences directly.
The grand theory of Discovery Learning was pioneered by Contructivism theory, in which the idea of contructivism theory is that students actively build their own knowledge.
Discovery learning theory was first pioneered by Piaget.
Brunner.
Seymour paper.
As Sari defined Discovery learning is the effective strategy in teaching reading comprehension in which the facts or the contents of the topic are not given by the teacher in the beginning of the lesson directly, but it must be discovered by the learners through observing and experimenting activities.
Sari M Aburrahman .
Discovery learning is necessarily applied in the teaching and learning process so that the students are able to understand the text, especially analytical exposition text.
It also interests the students during the learning reading To sum up, the used of discovery learning method an effective method that can be used the teacher in teaching reading.
in other word, it means that the discovery learning method is useful and can help the teacher and students achieve the aim of teaching learning process, especially in teaching and learning reading in analytical text.
It can be concluded that the discovery learning method is useful method in helping the students to improve their reading comprehension.
CONCLUSION
Based on finding and discussion of the research about the effect of discovery learning method toward students reading comprehension on analytical exposition text at 11th grade in SMA N 1 Payumg Sekaki the researcher concluded that: There is significant effect from experimental class after taught by using discovery learning method toward students reading comprehension on analytical exposition text.
It can be seen in from their posttest between experimental and control class.
There is significant difference in score posttest of both classes that were experimental class and control class of studentAos reading comprehension between studentsAo were taught by using discovery learning method and without using discovery learning method.
REFERENCES