Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic

Authors

  • Andi Masani English Teacher, SMP Negeri 4 Mataram, Indonesia

DOI:

https://doi.org/10.33394/jollt.v10i3.5442

Keywords:

Motivation, English achievement, Scientific approach, Discovery Learning,

Abstract

The discovery learning model has several advantages when compared to other learning models such as that learners are involved in collaboration with peer classmates and with teachers. The activities can bring students to create a sense of pleasure and enthusiasm because they can directly investigate and find out the results. This study was aiming at improving learners’ motivation and ELT achievement of the seventh-grade learners after Covid-19 Pandemic through the application of a scientific approach using Discovery Learning model. This study is a Classroom Action Research (CAR). The study was conducted at SMP 4 Mataram involving 16 learners. This research was carried out in two cycles. The research procedure consisted of planning, implementation, observation and reflection. The observation sheets, student observation sheets, motivation questionnaires and ELT tests were employed to gain the research data. The data were analyzed in descriptive ways. The results of the study in the first cycle showed that the average score for teacher activities was 3.18, learner activities were 3.38, individual assignments were 68.25, and written tests were 67.69. Those were incomplete category. Furthermore, in the second cycle, the average score for teacher activities was 4.43, learner activities were 4.21, individual assignments were 80.88, and written tests were 84.31. These were included in the complete category. These results indicate that the indicators of success (> 4.0) and ELT achievement (> 75.00) have been exceeded. Because the indicators of success have been achieved, the study is declared successful. It means that the use of discovery learning is able to improve learners’ motivation and ELT achievement after Covid-19 pandemic.

Author Biography

Andi Masani, English Teacher, SMP Negeri 4 Mataram

English Teacher Association

References

Adara, R. A. (2020). Meningkatkan Motivasi Belajar Bahasa Inggris Melalui Digital Story Telling. Interpretasi, 1(1), 29–39.

Andari, T., & Lusiana, R. (2015). Profil Kreativitas Mahasiswa Dalam Memecahkan Masalah Geometri Pada Materi Sistem Koordinat Ruang. JIPM (Jurnal Ilmiah Pendidikan Matematika), 3(2), 439–451. https://doi.org/10.25273/jipm.v3i2.513

Anderson, L. W., Krathwohl Peter W Airasian, D. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). Taxonomy for_ Assessing a Revision 0F Bloom’s Taxonomy Of Educational Objectives. https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl - A taxonomy for learning teaching and assessing.pdf

Arikunto, S. (2013). Prosedur Penelitian suatu Pendekatan Praktik. Bumi Aksara.

Asril, C. M., Suburan, M. H., Renaldy, R., Teknik, F., Makassar, U. N., Makassar, U. N., Jasmani, P., Keolahragaan, F. I., Negeri, U., Kewarganegaraan, P., Sosial, F. I., & Makassar, U. N. (2021). Dampak Covid-19 Pada Pembelajaran Daring Terhadap Motivasi Belajar Siswa SMPN 1 Anggeraja ABSTRAK Sistem pendidikan di Indonesia dialihkan ke metode pembelajaran online atau daring disebabkan karena adanya penyebaran wabah virus Covid-19 . Pengalihan meto. X, 312–319.

Cahyani, A., Listiana, I. D., Puteri, S., Larasati, D., Islam, U., Sunan, N., Yogyakarta, K., Islam, U., Sunan, N., Yogyakarta, K., Islam, U., Sunan, N., Yogyakarta, K., & Belajar, M. (2020). Motivasi Belajar Siswa SMA pada Pembelajaran Daring di Masa Pandemi Covid-19. 3(01), 123–140.

Dharma, I. A., & Sudewiputri, P. (2021). Motivasi Belajar Mahasiswa pada Pembelajaran Daring Selama Pandemik Covid-19. 4(2), 295–301.

Gula, L. P. (2022). Challenges Encountered By the Teachers Handling Oral Speech Communication Courses in the Era of Covid-19 Pandemic. Journal of Languages and Language Teaching, 10(2), 234. https://doi.org/10.33394/jollt.v10i2.4963

Handoko, H. (2017). Pembentukan Keterampilan Berpikir Kreatif Pada Pembelajaran Matematika Model Savi Berbasis Discovery Strategy Materi Dimensi Tiga Kelas X. Eduma : Mathematics Education Learning and Teaching, 6(1), 85. https://doi.org/10.24235/eduma.v6i1.1711

Irawan, D., & Indramayu, U. W. (2016). Pengaruh Kebiasaan Berbicara Bahasa Inggris Dan Bahasa Inggris Siswa. Faktor Jurnal Ilmiah Kependidikan, 3(3), 185–196.

Jaber, L. Z., & BouJaoude, S. (2012). A Macro-Micro-Symbolic Teaching to Promote Relational Understanding of Chemical Reactions. International Journal of Science Education, 34(7), 973–998. https://doi.org/10.1080/09500693.2011.569959

Jediut, M., Sennen, E., Ameli, C. V., Pgsd, P., Santu, U., Ruteng, P., Jend, J., & Yani, A. (2021). Manfaat Media Pembelajaran Digital dalam Meningkatkan Motivasi Belajar Siswa SD Selama Pandemi Covid-19 Motivation of Elementary School Students During The Covid-19 Pandemic) Pendahuluan Kegiatan pembelajaran di kelas melibatkan beberapa pola interaksi ,. 2(2), 1–5.

Kusuma, C. S. D. (2019). Integrasi bahasa Inggris dalam Proses Pembelajaran. Efisiensi - Kajian Ilmu Administrasi, 15(2), 43–50. https://doi.org/10.21831/efisiensi.v15i2.24493

Lin, L.-F. (2015). The impact of problem-based learning on Chinese-speaking elementary school students’ English vocabulary learning and use. System, 55, 30–42. https://doi.org/https://doi.org/10.1016/j.system.2015.08.004

Nurfathurrahmah, N. (2018). Penerapan Model Problem Based Learning (PBL) Berbasis Kontekstual Terhadap Peningkatan Kemampuan Berpikir Kritis Mahasiswa. Oryza ( Jurnal Pendidikan Biologi ), 7(1), 21–28. https://doi.org/10.33627/oz.v7i1.7

Purnama Sari, R., Rahmatan, H., & Mudatsir, M. (2018). Penerapan Model Pembelajaran Learning Cycle 7E Untuk Meningkatkan Motivasi Dan Hasil Belajar Peserta Didik Di Smp. Jurnal Pendidikan Sains Indonesia, 5(2), 68–74. https://doi.org/10.24815/jpsi.v5i2.9819

Ramnarain, U., & Hlatswayo, M. (2018). Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa. South African Journal of Education, 38(1), 1–10. https://doi.org/10.15700/saje.v38n1a1431

Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215–230.

Rezeki, R., Nurhayati, N., & Mulyani, S. (2015). Penerapan Metode Pembelajaran Project Based Learning (Pjbl) Disertai Dengan Peta Konsep Untuk Meningkatkan Prestasi Dan Aktivitas Belajar Siswa Pada Materi Redoks Kelas X-3 Sma Negeri Kebakkramat Tahun Pelajaran 2013 / 2014. Jurnal Pendidikan Kimia Universitas Sebelas Maret, 4(1), 74–81.

Ridlo, S. (2018). Creative Thinking Analysis, Motivation and Concept Mastery on Learning of Cooperative Discovery Model in Elementary School. Journal of Primary Education, 7(1), 48–56. https://doi.org/10.15294/jpe.v7i1.21736

Sunyono, S., & Meristin, A. (2018a). The effect of multiple representation-based learning (MRL) to increase students’ understanding of chemical bonding concepts. Jurnal Pendidikan IPA Indonesia, 7(4), 399–406. https://doi.org/10.15294/jpii.v7i4.16219

Sunyono, S., & Meristin, A. (2018b). The Effect of Multiple Representation-Based Learning (MRL) to Increase Studentsâ€TM Understanding of Chemical Bonding Concepts. Jurnal Pendidikan IPA Indonesia, 7(4), 399–406. https://doi.org/10.15294/JPII.V7I4.16219

Zulaichah, S., & Masykuri, M. (2019). Seminar Nasional Pendidikan Sains. 0298, 91.

Downloads

Published

2022-07-25

How to Cite

Masani, A. (2022). Improving Learners’ Motivation and ELT Achievement through Discovery Learning Model after the Covid-19 Pandemic. Journal of Languages and Language Teaching, 10(3), 434–443. https://doi.org/10.33394/jollt.v10i3.5442

Issue

Vol. 10 No. 3 (2022)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.