MODEL OF DISCOVERY LEARNING IN ENGLISH FOR SMP

MODEL OF DISCOVERY LEARNING IN ENGLISH FOR SMP

Definition

Discovery learning is a technique 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).

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). This philosophy later became the discovery learning movement. The mantra of this philosophical movement suggests that we should 'learn by doing'. The label of discovery learning can cover a variety of instructional techniques. According to a meta-analytic review, a discovery learning task can range from implicit pattern detection, to the elicitation of explanations and working through manuals to conducting simulations. Discovery learning can occur whenever the student is not provided with an exact answer but rather the materials in order to find the answer themselves.

Discovery learning takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of learning through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

 

Discovery Learning in Practice

Typically, the educational goals of discovery learning include promoting a “deep” understanding; developing meta-cognitive skills; and encouraging a high level of student engagement. 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. First, learners identify variables, collect data, and interpret data. Then learners generate hypotheses in order to better describe and understand relationships between concepts. Finally, the continuous cyclical process of learning requires learners to interpret the data, reject hypotheses, and make conclusions about information.

Similarly, it is suggested that in discovery learning, students learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, and execute the chosen strategy.

Other experts explain that 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. Other identifies five characteristics of discovery learning that differentiates it from traditional learning models. First, learning is active and students must participate in hands-on and problem-solving activities rather than knowledge transfer. Secondly, discovery learning emphasizes the process instead of the end product, thus encouraging mastery and application. Thirdly, the lessons learned from failure within this model of learning encourage the student to continue to search for solutions. Feedback is an essential part of the learning process and that collaboration and discussion allows students to develop deeper understandings. Finally, discovery learning satisfies natural human curiosity and promotes individual interests.

 

 

 

Enhanced Discovery Learning

Discovery learning is as a process that involves preparing the learner for the discovery learning task by providing the necessary knowledge needed to successfully complete said task. In this approach, the teacher not only provides the necessary knowledge required to complete the task, but also provides assistance during the task. This preparation of the learner and assistance may require some direct learning. "For example, before asking students to consider how best to stretch the hamstring muscle in cold weather, the teacher might present a series of lessons that clarify basic facts about muscles and their reaction to changes in temperature".

Another aspect of enhanced discovery learning is allowing the learner to generate ideas about a topic along the way and then having students explain their thinking. A teacher who asks the students to generate their own strategy for solving a problem may be provided with examples in how to solve similar problems ahead of the discovery learning task. "A student might come up to the front of the room to work through the first problem, sharing his or her thinking out loud. The teacher might question students and help them formulate their thinking into general guidelines for estimation, such as "start by estimating the sum of the highest place-value numbers." As others come to the front of the room to work their way through problems out loud, students can generate and test more rules".

 

Contoh Penerapan Model Pembelajaran Penemuan dalam Pembelajaran Bahasa Inggris

Contoh Penerapan Model Pembelajaran Penemuan dalam Pembelajaran Bahasa Inggris merujuk pada Buku Bahasa Inggris “When English Rings a Bell” Kelas VIII, Chapter 2: It’s My Day.

 

Kegiatan Mengamati

- Peserta didik diminta untuk memperhatikan kejadian yang terjadi di sekitarnya, atau bahkan pengalamannya sendiri mengenai hadiah ulang tahun yang memungkinan diberikan ketika ada seseorang yang sedang berulang tahun.

- Guru dapat berujar, “Have you got a present? What is the most valuable gift you’ve got on your birthday?”

- Lalu guru menghubungkan pembelajaran yang ada di dalam buku siswa. Guru dapat berujar di pertemuan sebelumnya, “For the next meeting, please bring one kind of gift for Lina! Let’s help Udin and Beni by giving them some pictures of possible gifts for her!”

Kegiatan Bertanya

- Peserta didik diajak untuk bertanya kepada dirinya sendiri mengenai apa yang kira-kira akan dibawanya.

- Peserta didik pun dapat bertanya dengan teman yang lainnya mengenai benda yang akan mereka bawa.

 

Kegiatan Mengumpulkan Informasi

- Pada pertemuan selanjutnya, guru mengumpulkan benda-benda yang dibawa oleh peserta didik di depan kelas.

- Peserta didik dapat diminta untuk menjelaskan mengenai benda yang dibawanya beserta alasan yang menyertai.

- Guru dapat berujar, “Please describe about the possible gift you’ve brought and give the reason.”

- Kemudian, peserta didik diminta untuk menggambar kado yang memungkinkan diberikan oleh Beni dan Udin.

- Peserta didik dapat menggambar dan mewarnai benda-benda yang memungkinkan untuk dijadikan kado untuk Lina.

Kegiatan Mengasosiasi

- Pada halaman ini, akan didiskusikan mengenai tempat yang dapat dikunjungi untuk memperoleh kado tersebut.

- Guru dapat memberikan contoh cara untuk mengumpulkan informasi dengan kalimat, “Where can you get the sweater?” “At the departement store.”

- Guru dapat meminta peserta didik untuk memegang kado yang sudah mereka bawa.

- Lalu peserta didik diminta untuk bertanya kepada minimal 10 orang yang berada di kelasnya mengenai tempat di mana benda tersebut dapat diperoleh.

- Kalimat yang dapat diucapkan oleh guru, “Please interview at least 10 of your classmates to find out where does he/she can get the gift!”

- Guru dapat memantau kegiatan yang dilakukan oleh peserta didik dengan memperhatikan kalimat yang diucapkan dan juga ketekunan yang diperlihatkan dalam menyelesaikan tugas tersebut.

Kegiatan Mengomunikasikan

- Peserta didik dapat memperlihatkan gambar-gambar hadiah yang sudah dibuatnya kepada teman-teman yang lain.

- Peserta didik pun dapat diminta untuk menyebutkan beberapa benda dan juga tempat untuk mendapatkannya di depan kelas dengan contoh ungkapan, “I can buy a novel as a gift at a bookstore.”

Applicative Assessment for Discovery Learning

Observing:

Observe your students during class. Document the individual learning factors that you think influence their learning the most. Describe the results in a brief report.

· Observe your students while they work in class, or videotape them to view later.

· Take notes on the individual learning factors discussed in this lesson.

· Describe which factors seem to influence your students' learning the most.

· Propose teaching solutions in consideration of these factors.

· Submit a brief report of your findings.

Classroom Research:

Implement an inventory with your students in order to understand them better as learners. Describe the results as well as any changes this has had on your teaching.

· Determine which area you would like to research: learning styles, motivation or other.

· Develop a hypothesis of how you think your learners will respond, based on your own observation and work with them.

· Implement an inventory from this lesson, find one on the Web or in other resources, or write your own.

· Use the results to write a profile of the learners in your class, including possible implications for your teaching.

· Submit a brief report of your findings.

References

Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.

Mayer, R. (2004). "Should there be a three-strikes rule against pure discovery learning? The case for guided methods of learning". American Psychologist 59 (1): 14–19.

13 Types of Text for Learning English in High School

13 Types of Text for Learning English in High School

– The ultimate guide on learning English text types. If you are in high schools, you will learn 13 types of English text. This will be called genres and commonly presented in definition, generic structure and language feature. This is the core strategy of learning English through text-based approach.

The text classification may differ from one theory to another. Based on generic structure and language feature dominantly used, English texts are divided into 13 types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. See the illustrative picture below

13 kind of text in English

Kinds of text which students of high schools should study when learning English

These variations are known as GENRES, types of text, or kinds of text but NOT text forms. Now we will see the summary of all kids of text.

Text Types 1: NARRATIVE
Purpose:
To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation (optional)

Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged

Narrative text can be simple a story.

   
Text Types 2: RECOUNT
Purpose:
To retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives

Narrative and recount in some ways are similar. Both are telling something in the past so narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc while recount text is found in biography.

The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure

Text Types 3: DESCRIPTIVE
Purpose:

To describe a particular person, place or thing in detail.

Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms

Text Types 4: REPORT
Purpose:
To presents information about something, as it is.
Generic Structure:
1. General classification
2. Description
Dominant Language Feature:
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense

Text Types 5: EXPLANATION
Purpose:
To explain the processes involved in the formation or working of natural or socio-cultural phenomena.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect

Text Types 6: ANALYTICAL EXPOSITION
Purpose:
To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition

Text Types 7: HORTATORY EXPOSITION
Purpose:
To persuade the readers that something should or should not be the case or be done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language Features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition

Then what is the basic difference between analytical and hortatory exposition. In simple word. Analytical is the answer of “How is/will” while hortatory is the answer of “How should”. Analytical exposition will be best to describe “How will student do for his examination? The point is the important thing to do. But for the question” How should student do for his exam?” will be good to be answered with hortatory. It is to convince that the thing should be done

Text Types 8: PROCEDURE
Purpose:
To help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms

Text tyeps 9: DISCUSSION
Purpose:
To present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner

Text Types 10: REVIEW
Purpose:
To critique or evaluate an art work or event for a public audience
Dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language Features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor

Text Types 11: ANECDOTE
Purpose:
To share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions

Text Types 12: SPOOF
Purpose:
To tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged

Text Tyeps 13: NEWS ITEM
Purpose:
To inform readers about events of the day which are considered newsworthy or important
Dominant Generic Structure:
1. Newsworthy event
2. Background events
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner
If need more explanation on news item text, you can read:

This is the summary of all English text types learned in high schools. Remember that it is impossible to build a long text in English only through one single types. In functional writing, a text will be structured with a combination of two or more genres to achieve the writer’s goal.