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.