The Effectiveness Of Using Discovery Learning Method In Teaching Writing Skill Viewed From The Students’ Creativity JOURNAL THESIS

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THE EFFECTIVENESS OF USING DISCOVERY LEARNING
METHOD (COMPARED WITH DIRECT METHOD)
IN TEACHING WRITING SKILL VIEWED FROM
THE STUDENTS’ CREATIVITY
Ringgi Candraning Prawerti¹, Ngadiso², Diah Kristina²
English Department Graduate School FKIP Sebelas Maret University

rhyenjie@rocketmail.com
Abstract
The aims of the research are to find out whether: (1) Discovery Learning Method is more
effective than Direct Method to teach writing to the tenth grade one of school in
Trenggalek in the Academic Year of 2014/2015; (2) the students who have high
creativity have better writing skill than those who have low creativity of the tenth grade
of that school; and (3) there is an interaction between teaching method and creativity to
teach writing to the tenth grade that school. The researcher conducted an experimental
study at one of school in Trenggalek in the Academic Year of 2014/2015. The
population in this research is the tenth grade students of that school. The total number

„of population was 305 students coming from eight classes. The samples are X MIA 3 as
the experimental class taught by using Discovery Learning Method and X MIA 5 as the
control class taught by using Direct Method where each class consists of 38 students.
Each class was divided into two groups (the students who have high creativity and the
students who have low creativity). The data was collected by using test. The analyzing
the data, the researcher used Multifactor analysis of variance ANOVA 2x2 and Tukey
test. The result of analysis shows that: (1) Discovery Learning Method is more effective
than Direct Method to teach writing; (2) the students who have high creativity have
better writing skill than those who have low creativity; and (3) there is an interaction
between teaching method and creativity in teaching writing. Based on the result of the
research, it can be concluded that Discovery Learning Method is an effective method to
teach writing for the tenth grade students of that school in the Academic Year of
2014/2015. Finally, it can be recommended that: (1) it will be better for the teachers to
apply Discovery Learning Method in teaching and learning process since it is suitable
with 2013 curriculum; (2) Discovery Learning Method can be used as an alternative
method to measure the students‟ creativity; (3) this research can be used as an
additional reference for a similar research with different variables to conduct further
study.

Keywords: Discovery Learning Method, writing, creativity, experimental study

INTRODUCTION
Writing becomes an important skill to be

and written. The importance of writing is

mastered because our life can‟t be separated

also supported by Harmer (1998: 79) who

from communication. As we know that

states that there are four reasons for
commit
to user

communication can be in the form of oral

teaching

1

writing.

First,

some

students,

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instead of acquiring a language in oral way,

the teacher to examine the students‟ needs

benefit greatly from seeing the language

and

that is written down. Writing reinforces the

individual differences that must exist in

grammatical structures and vocabulary that

every class. It will help the teacher fit the

students

teaching objectives and the learning aids for

have

learned.

Second,

writing

process helps students to think and select

written

Of all factors above, there are two factors

students‟ learning styles is the third reason

teaching method used in the class and

to teach writing. Not all people can deliver

students‟ creativity. Teaching method is the

what they think orally and quickly. By

way a teacher makes his or her students

writing, the students may have more time to

learn. Every teacher should have determined

think and produce a language in a slower

the teaching method to be used before

way to reflect what they have learned.

coming

Finally, it is essential for students to know

appropriate teaching method is one of the

how to write letter, how to make report,

fundamental keys to the success of the

how to write an essay, etc. To face the

teaching.

modern era, the students should be able to

The

English,

difference

the

that should be taken into account, namely

using

The

with

on

write

text.

dealing

the students.

words as well as sentences to construct
good

characteristics

because

after

to

the

current

characterized

class.

Choosing

teaching

by

the

an

writing

is

still

adoption

of

the

graduating from Senior High School or

traditional teaching method, which is known

University they can use the writing skill to

as the Direct Method. Direct Method is a

applying for a job. Nowadays, there are so

method

many

inductively. By giving the oral example

companies

application

letter

which
as

an

use

English

instrument

to

in

including:

requirement becomes the employee.

which

the

grammar

demonstration,

taught

objects,

and

picture, the students are asked to find the

To gain a successful teaching and

material directly and orally. In the classroom,

learning of writing, a teacher should be

the instruction is conducted exclusively in

aware of many factors that can influence

the target language. As stated in his book,

the process and the product of students‟

Brown (1994, 56) explains that the direct

language learning. The factors may come

method wasn‟t successful in public schools

from outside or inside of the students. The

because budget, classroom size, time and

external factors can be in the form of

teacher

teaching methods used by the teacher, the

native like fluency) made such a method

learning

classroom

difficult to use. The other disadvantage is

atmosphere. The internal factor deals much

teaching and learning process will be even

with

passive if the teacher can‟t motivate the

materials,

psychological

students,

such

as

and

condition
creativity,

of

the

background

(native

speakers

or

creativity,

students to participate the class discussion.
commit
to user

interest, self-confidence, self-concept, self-

One new method which is suitable for

esteem, and self-efficacy. It is important for

teaching writing skill especially to the 2013
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curriculum

is

called

digilib.uns.ac.id
Learning

and feelings. In fact, students having low

Method. According to Joolingen (1999: 385),

creativity tend to have less effort in learning

discovery learning method is type of method

and accomplishing such kind of task. In

where the learners construct their own

other word, they prefer being passive in the

knowledge by experimenting with a domain,

teaching-learning

and inferring rules from the result of these

students tend to be passive in the class, the

experiments.

teacher‟s role becomes more complete. He or

The

Discovery

role

of

teacher

is

a

facilitator and informant.
Besides

the

method,

process.

Because

the

she is not only as a controller but also as a
one

of

the

source of knowledge and motivator. The

psychological aspects that really influence

method which is suitable with this condition

the students to improve the writing skill is

to improve the writing skill of the students is

creativity. In writing, creativity is also

Direct Method.

important to produce a good, an acceptable,

Based on the background of the study, the

and an understandable writings. Creativity

problems are formulated as follows: (1) Is

itself is the ability of someone in creating

Discovery Learning Method more effective

new idea which can be seen from fluency,

than Direct Method to teach writing skill?; (2)

flexibility, and originality of thinking by

Do students having high creativity have

applying previous knowledge or skills to a

better writing skill than those having low

new situation. Creativity plays an important

creativity?;

role in providing the passion, spirit, and

between teaching methods and creativity to

sense of fun in learning. In writing, the

teach writing?

creative students are able to create a text

Based

with their new idea and apply it better, and

2013

any

interaction

curriculum,

the

“Metode Discovery Learning adalah teori

learning process and eager to find other

belajar yang didefinisikan sebagai proses

sources which are relevant to their lesson.

pembelajaran yang terjadi bila pelajar tidak

They also have bravery to express their new

disajikan dengan pelajaran dalam bentuk

idea in their writing. By using the Discovery

finalnya,

Learning Method which is applied in this

tetapi

diharapkan

siswa

mengorganisasi sendiri” (Mendikbud, 2013)

kind of class, the students‟ writing skill will

Bruner using the method called Discovery

improve. In other word, the students who

Learning,

have high creativity appropriate to use the
in

the

there

Learning is:

solution. They will be active in teaching and

Learning Method

on

Is

definition of Discovery

solve their problem in learning with proper

Discovery

(3)

where

students

organize

the

material learned with a final form (Dalyono,

teaching

1996: 41 in Mendikbud, 2013). Discovery

learning process.

Learning is a method to understand the

On the other hand, the students who have

concepts,

low creativity do not have any innovation in

meanings,

and

relationships,

commit
to user intuitive process to finally come to a
through

creating the writing material. They are not
demanded to elaborate their ideas, thoughts,

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conclusion

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(Budiningsih,

2005:

43

in

difficulty in thinking or expressing the

Mendikbud, 2013 ) .

relationships

According to Murphy, Malloy, and O‟Brien
(2010),

Discovery

the

written text will be frustrated; (2) discovery

centered mode of teaching most widely

understanding, while developing aspects of

discussed by John Dewey and Jerome Bruner.

concepts,

In discovery learning students become active

received less attention. Therefore, in teaching

participants

exploring

writing, it really needs method which can

concepts and answering their own questions

develop the concepts and skill; (3) it doesn‟t

through testing and experience.

provide

Related
Discovery

to

the

Learning

a

and

Learning is more suitable for developing

learning

is

concepts

learner

in

learning

between

by

teaching

method

Assisting

learners

students

to

on the teacher guidance; (4) teachers and
students are already very familiar with the

Student learn how to write through a process
(2)

for

emotions

teacher. Overall process of discovery is based

Suhana (2009, 79). They are as follows: (1)

discovery;

opportunities

overall

material has already been chosen by the

some

advantages as proposed by Hanafi and

of

and

discover what they want, since the text or the

writing,

has

skills

old style of teaching writing; therefore it will

to

be disappointing method.

elaborate readiness, as well as mastery of
writing skills in the cognitive process; (3)

According to Shah (2004: 244) in applying

Learners acquire knowledge related to write a

the

text so that it can be understood individually

classroom,

and settles in his mind; (4) Method of

should be implemented in the teaching and

discovery excites students in learning the

learning activities in general as follows : (1)

concepts of writing; (5) Discovery learning

The first step is stimulation. Stimulation at

method allows learners to move forward

this stage serves to provide the conditions of

according to its own abilities; (6) Strengthen

learning interactions that can develop and

and increasing the self confidence since the

assist students in exploring materials. In this

learning

students

case Bruner in Mendikbud (2013) provides

centered with a very limited role of the

stimulation by using questioning technique.

teacher. The teacher is a facilitator of

Related

learning or friend.

especially in Descriptive text, the teacher

process

tends

to the

some

disadvantages

of

to

Learning

there

the

some

method

in

procedures

teaching

writing

the
that

skill

asks the students a question for example

However, Hanafi and Suhana (2009, 79)
proposed

Discovery

“Have you ever gone to some tourism

using

objects?“ or “How does this tourism object

Discovery Learning method. They are as

look like?”. Besides, the teacher can show the

follows: (1) this method is based on the

pictures of some tourism objects and public

assumption that there is a readiness of mind

places to the students and ask them to
commit to user
to learn. It means the students should have
imagine those places. By giving such kind of
the prior knowledge of genre text. The
questions and pictures, it will stimulate the
students who are less intelligent and have
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students mind to remember their experience;

processing is the activity of processing the

(2) the second step is problem statement. It is

data and information that has been obtained

giving an opportunity to the student to

by the students either through interviews,

identify as many agenda as possible which

observation, or others.

are relevant to lesson material, then one of

writing, in this step the teacher asks the

them is selected and formulated in the form

students to process their free writing to

of hypotheses (answers while the question of

become

the problem) (Shah 2004: 244). In teaching

classifying which sentence is able to be

writing for this stage, the teacher gives the

developed and which one is unable; (5) the

opportunity to the students select one the

fifth step is verification. At this stage the

picture of tourism objects and public places

students perform a careful examination to

that they may ever visited. Each student

prove whether true or not the hypothesis

should have one place to be selected.

determined by finding the alternatives and

Selecting the picture of tourism objects or

associated

public

real

processing (Shah, 2004: 244). In this phase,

experience with them. Then, the teacher asks

the role of the teacher is giving the materials

the students to remember and imagine their

and example about recounts text to each of

experience in that place. The teacher also

the student. Then, the teacher asks students

asks the students to make reason why they

to observe and study by themselves. By this

choose that picture. Finally the students

step,

write the problem statement, means their

discovering the concept, theory and rule by

problem or experience with those places; (3)

themselves.

the third step is data collection. When the

students to find out other information and

exploration is ongoing, the teachers also give

other example about recount text from other

the opportunity to the students to gather as

sources. It can be from book or internet. By

much information as possible that is relevant

finding other information, it will help the

to prove the hypothesis whether it is true or

students

not (Shah, 2004: 244). At this stage, the

developing their draft; (6) The last step is

answer of hypothesis questions will be

generalization. The generalization / draw the

looked

the

conclusion stage is that the process of

hypothesis itself. In this stage, the teacher

drawing a conclusion which can be used as a

asks students to write a list what are their

general principle and applies to all events or

experiences, what are their activities in that

the same problem, with regard to the result

place, or when it happened. By finding in

of verification (Shah, 2004: 244). In this

internet, going to the library, observing

stage, the students draw the conclusion

surrounding, or looking up to the picture, it

about recount text and ready used their own

places

for

to

is

based

prove

the

on

their

truth

of

a

draft.

with

the

Process

the

students

to

The

Related to teaching

here

outcome

have

teacher

strengthen

means

of

data

experience

also

their

lets

idea

in

the

in

will help the students to easily find the

finding to develop their draft into a text. The
commit
to user

material; (4) the forth step is data processing.

role of the teacher is by giving instruction to

According

the students to write 2 paragraphs about

to

Shah

(2004:

244)

data
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description of a place that they already

is

chosen. They should pay attention for the

questions

grammatical,

vocabulary,

corrects their mistakes immediately; (4) the

organization, and mechanic of the writing a

students are very actives. Their oral and

descriptive text.

written

content,

of

great
to

importance.
students

He/she

asks

constantly,

communication

skills

and

are

emphasized.
Moreover, Killen (1998: 2) in Setiawan, et
al.

(2010:

–

9

12)

Instruction

refers

teaching

techniques

states

to

that

several

On the other hand, Hasan & Akhand

Direct

(2010: 83) found the disadvantages of the

expository

(knowledge

product approach in their research that the

is

maximum number of students tried to recall

transferred by the teacher to the students

their previous knowledge and some of them

directly, such as: lecturing, demonstration,

imitated model writing and some reproduce

and questioning) which involve the whole of

the original. The students failed to show

class. It is a teacher-centered model where
the

teacher

structured
activities,

presents

form,
and

the

directs

the

There

students‟

Instruction

are

several

models

steps

of

Direct

proposed

by

several

experts (Arends, 1997; Slavin, 2003; Bruce

achievement. Direct Instruction Method is

and Weil, 1996; etc). They are: (1) Orientation;

method

teacher

(a) The teacher provides an anticipatory set

monologues, direct repetition, and formal

by assessing the students‟ prior knowledge

questions and answer (Richard and Rodgers,

and providing an advance organizer to

2001: 179). Setiawan, et al. (2010: 22) state

cognitively prepare the learners for the new

that Direct Instruction is a method which

lesson; (b) The teacher informs the learning

maximizes students‟ time on task and the

objectives for the lesson, gives orientation

student‟s rate of success which in turn are

lessons to the students, explains why the

associated with student achievement. Thus

lesson is important and stresses the expected

the

students‟

behaviors

the

their ability to write effectively.

in

academicals

which

focuses

material

emphasizes

on

incorporated

into

Direct

performance;

(c)

The

teacher

a

explains the framework of the lesson to be

structural, academically oriented learning

used, the orientation of the materials to be

environment in which students are actively

mastered and the stages of activities to bee

engaged during the instruction.

conducted

Instruction

are

designed

to

create

during

the

learning;

(2)

According to Kalan, et al. (2012) some

Presentation; (a) The teacher reminds the

advantages of Direct Instruction are as

students‟ prior knowledge and skills; (b) The

follows: (1) in the Direct Instruction, the

teacher explains the subject matter clearly or

teacher provides the knowledge in grammar

demonstrates the new skill correctly. In
teaching writing, the teacher explains the

inductively; (2) the students will learn the

genre of text, its social purposes, its generic

vocabulary through practice every day; (3)
the

students

will

be

encouraged

commit
to user and its language features; (c) The
structure,
to

teacher

participate in class because the teacher‟s role

checks

for

the

students‟

understanding and correct misconceptions;
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writing skill than those with low creativity of

(3) Structure Practice. The teacher provides
opportunities for students to practice by

the tenth grade students of that school; (3)

themselves. They are asked to make a writing

There is an interaction between teaching

text. The instructions of a task are already

methods and creativity for teaching writing

structured and written in the textbook; (4)

to the tenth grade of that school.

Guided Practice. After the teacher gives
RESEARCH METHODOLOGY

opportunity to the students to practice by
themselves, during this phase the teacher‟s

Research method that is used by the

primary task is guide the students. The

researcher in this study is experimental

teacher guides the students in writing a text.

research method. An experimental involves

The teacher also let the students to ask some

making a change in the value of one variable-

question

called

to

see

whether

the

students

the

independent

variable-and

understand the work and gives corrective

observing the effect of the change on another

feedback or provides guidance if there are

variable-called

difficulties in making the writing text. The

(Cohen, Manion, and Morrison, 2007: 272). In

teacher

this experimental study, researcher looks at

also gives

correction,

feedback

variable

the effect of at least one independent

students‟ responses and provides additional

variable on one or more dependent variables.

teaching as needed; (5) Independent Practice.

Therefore,

In

Learning Method is Independent variable and

stage,

the

reinforcement)

dependent

to

this

and/or

(suggestion,

the

teacher

can

provide

independent practice to write a text or set
conditions
attention

extended
by

complex in

giving

assignments

with

assignments

more

Direct

in

this

Instruction

research

Method

is

Discovery

Dependent

variable.
This research was conducted in the tenth

the real life situations for

grade of one school in Trenggalek, East Java.

students practice on their own without

It was conducted for seven months from

assistance and with delayed feedback. For

June to December 2014. The population of

example if in the previous task, the students

this study is the students of the tenth grade

are asked to write 3 paragraphs of writing

at that school in the academic year of

text, while in this phase the teacher asks

2013/3014.

them to make more than 3 paragraphs of

The

total

numbers

of

the

population are 255 students divided into 8

writing text. The teacher‟s role is to make

classes. Cluster random sampling was used

sure that independent practice work is

to get the sample. The samples were X MIA 3

reviewed soon after completion. (Setiawan, et
al., 2010: 9 – 11)
The hypotheses of the research are: (1)

as the experimental group and X MIA 5 as the

Discovery Learning Method is more effective

students.

than Direct Instruction to teach writing to the

Test is used to collect data of students‟

tenth grade of one of school in

control group in which each consists of 36

Trenggalek

writing skill
commit
to user

and

students‟

creativity.

in the academic year of 2013/2014; (2)

Arikunto (2006: 150) states a test is a set of

Students with high creativity have better

questions, exercises, or other instruments
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which are used to measure skill, knowledge,

RESULT AND DISCUSSION

intelligence, and aptitude of an individual of

Before analyzing the data using the two-

an individual or groups. In order to know the

way variance (ANOVA) to test hypothesis, the

students‟ writing skill, the students will be

distribution of the sample must be normal

given writing skill test. Furthermore, to know

and homogeneous. The hypothesis testing is

the level of students‟ creativity, the students

to know whether the null hypotheses (HЅ) is

will be given creativity test. The creativity

rejected or accepted. Statistically, the HЅ (null

test was conducted to know the level of

hypothesis) is accepted if FЅ is lower than or

students‟ creativity: high creativity students

the same as

and low creativity students.

there

Technique of analyzing data used for the
research

is

descriptive

analysis

of

the

writing

sample

Variance
Source
of

distributes

Between

aimed

are

Columns

homogeneous or not. Liliefors test is used to

Between

examine

Rows

Barlet

know

the
test

whether

normality
is

used

the

test.
to

data

Meanwhile,

examine

F

SS

df

MS

Ft(0,05)

115.0138889

1

115.014 4.38872089

1891.125

1

1891.13 72.1618917

496.125

1

496.125 18.93122798

2502.263889

3

834.088

1782.055556

68

26.2067

4284.319444

72

Variance

normally or not, while homogeneity test is
to

which means that

Table 1. Summary of a 2x2 Multifactor Analysis of

test. Normality test is conducted in order to
the

On

x 2 and Tukey test are described as follows:

test.

conducted previously before the ANOVA

whether

difference.

there is significance difference. The ANOVA 2

Normality and homogeneity tests must be

know

significance

is higher that

used to know mean, median, mode, and
deviation

no

contrary, HЅ (null hypothesis) is rejected if FЅ

and

interferential analysis. Descriptive analysis is

standard

is

which means that

4

Column

the

by Row

homogeneity test.

(Interac-

The

result

of

creativity

test

of

tion)

experimental group and control one will be

Between

ranked from the highest to the lowest. Then,

Group

based on the median, a group of students

Within

with high creativity and a group of students

Group

with low creativity are taken. Afterwards,

Total

inferential

analysis

used

is

multifactor

analysis of variance 2x2 to find out whether
Table 2. The Summary of Mean Scores

the difference between them is significant or
not. HЅ is rejected if FЅ is higher than FІ. If HЅ

Data

is rejected, the analysis is continued to know

AІ - AЇ

8

α

Status

2.96

2.89

0.05

Significant

12.01

2.89

0.05

Significant

AІBІ - AЇBІ

9.12

3.00

0.05

Significant

AІBЇ - AЇBЇ

3.19

3.00

0.05

Significant

the level of mean significant difference using
BІ -user
BЇ
commit to
Tukey‟s tests.

q

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The table above shows that: (1) The score of

1.

is 4. It

FЅ is 4.39, while the score of

The score of qЅ between columns is 2.96
and the score of

of Tukey’s table at the

means that HЅ is rejected. Based on the mean

level of significance α = 0.05 is 2.89.

score, it is seen that the mean score of the

Because qЅ (2.96) is higher than

students who are taught by using Discovery

using Discovery Learning Method to the

Learning Method (80.36) is higher than that

tenth

of those taught by using Direct Instruction

grades

students

of

SMAN

1

Durenan in Academic Year 2014/2015 is

Method (77.83). It can be said that Discovery

significantly

Learning Method is more effective that Direct

different

from

Direct

Instruction Method to teach writing. The

Instruction Method to teach writing; (2) The
score of FЅ is 72.16, while the score of

(2.89),

mean score of students taught using

is

Discovery Learning Method (80.36) is

4. It means that HЅ is rejected. Based on the

higher than the mean score of the

mean score, it is seen that the mean score of

students taught using Direct Instruction

the students who have high creativity (88.11)

Method (77.83). Therefore, it can be said

is higher than that of those having low

that Discovery Learning Method is more

creativity (72.61). It can be said that the

effective than Direct Instruction Method

students who have high creativity have better

to teach writing.

writing skill than the students who have low
2.

creativity; (3) The score of FЅ is 26.21, while
the score of

The score of qЅ between rows is 12.01
and the score of

is 4. It means that HЅ is

of Tukey’s table at the

rejected. Thus, it can be said that there is an

level of significance α = 0.05 is 2.89.

interaction effect between teaching methods

Because qЅ (12.01) is higher than

and creativity toward students‟ writing skill.

(2.89), there is significant difference on

As a result, the effect of teaching methods on

the

performance of writing depends on the

those who have high creativity and those

degree of creativity.

who have low creativity. The mean score

students‟

writing

score

between

Then the Tukey test is conducted. It is

of students having high level creativity

conducted in order to find out whether the

(84.22) is higher than the mean score of

mean

the

difference

between

the

cells

is

students

having

low

creativity

significant or not. The following table shows

(73.97). Therefore, it can be said that

the summary of multiple comparative tests

students having high creativity have

using Tukey’s HSD test.

better writing skill than the students

Table 3. The Result of Tukey’s HSD test
Result

DLM (A )

Result

having low creativity.
3.

DIM (A )

HC (BІ)

88.11

>

80.33

84.22

LC (BЇ)

72.61

<

75.33

73.97

Total

80.36

The score of qЅ between cells AІBІ and
AЇBІ is 9.12 and the score of

of Tukey’s

commit to user

table at the level of significance α = 0.05

77.83

is 3.00. Because qЅ (9.12) is higher than
9

perpustakaan.uns.ac.id

digilib.uns.ac.id

(3.00), using Discovery Learning Method

Discovery

Learning

Method

is

more

to the tenth grades students of SMAN 1

effective than Direct Instruction Method

Durenan in Academic Year 2014/2015 is

in teaching writing

significantly

4.

1.

different

Direct

Discovery Learning Method provides more

Instruction Method to teach writing for

chance for the students to be active learners

the students who have high creativity.

and creative writers. It deals

The mean score of AІBІ (88.11) is higher

instruction activities where the students are

than the mean score of AЇBІ (80.33).

encouraged to discover the new knowledge

Therefore, it can be said that Discovery

that they have never known before through

Learning Method is more effective than

the several steps of learning: observing,

Direct

teach

thinking, asking, and finally discovering the

writing to the students who have high

knowledge. In teaching writing, discovery

creativity.

learning gives the students chance to explore

The score of qЅ between AІBЇ and AЇBЇ is

their own ideas. It starts from observing the

of Tukey’s table

example of text given by the teacher until

Instruction

from

Method

3.19 and the score of

to

with

the

they can make their own text. Therefore, they

at the level of significance α = 0.05 is

will have a good experience in discovering

3.00. Because qЅ (3.19) is higher than

the material by themselves. Since the teacher

(3.00), using Discovery Learning Method

guides them with the clear and written

to the tenth grades students of SMAN 1

instructions, the students will be motivated

Durenan in Academic Year 2014/2015 is

and interested to be active to build their own

significantly

experience.

different

from

Direct

Discovery

is

done

through

Instruction Method to teach writing for

observation,

the students who have low creativity. The

prediction, determination and inferring. The

mean score of students taught using

process

Discovery Learning Method (72.61) is

discovery process itself is the mental process

lower

of assimilating conceps and principles in the

than

the mean

score of the

classification,

is

called

students taught using Direct Instruction

mind

Method (75.33). Therefore, it can be said

Mendikbud, 2013).

(Sund

in

measurement,

cognitive

Malik,

while

2001:

219

the

in

that Direct Instruction Method is more
On the other hand, Direct Instruction

effective than Discovery Learning Method
to teach writing for the students who

Method

is

probably

the

most

common

have low creativity.

method used by most English teachers. The
teaching and learning process focuses on the

Based on the result of analysis number 3
and 4 above, it can be concluded that there is

teacher‟s

an interaction between teaching methods and

Although the instruction among the teacher

students‟ creativity in teaching writing.

and the students actually is not always in the

commit
to userof
form

explanations

one-way

and

guidance.

communication,

the

students are not empowered to be creative
10

perpustakaan.uns.ac.id

digilib.uns.ac.id

and innovative both in developing their own

solve problems differently and create a novel

ideas. Killen (1998: 2) in Setiawan, et al.

idea that a person has not had before. In

(2010: 9 – 12) states that Direct Instruction

addition, March (1999: 287) states that high

refers

teaching

creative students tend to have unique ideas

techniques (knowledge is transferred by the

better than the low creativity students. The

teacher to the students directly, such as:

creative students are able to search, create,

lecturing, demonstration, and questioning)

explore, and discover ideas and innovations.

to

several

expository

which involve the whole of class. It is a
teacher-centered model where the teacher

On the other hand, the students having

presents the material in structured form,

low creativity have the ordinary result. They

directs the students‟ activities, and focuses

have no effort to improve their writing skill.

the academicals achievement. According to

They seem out of date and never try to find

Price & Nelson (2003: 84), Direct Instructional

something

(DI) is an instructional method which is

activity. They lack of ideas and frequently

focused on systematic curriculum design and

give up when they have to do something.

skillful

prescribed

They also tend to expect the worst, have less

behavioral script. Direct Instruction is a

effort on their tasks. According to Lau, et al

general term for the explicit teaching of a

(2004: 185), the students who have low

skill-set using lectures or demonstrations of

creativity are usually conventional, timid,

the material, rather than exploratory models

lack of confidence, and conforming. They

such as inquiry-based learning.

often do not learn seriously. Low level

implementation

of

a

creativity
2.

innovative

students

in

are

any

not

classroom

capable

of

The students who have high creativity

completing hard effort to study more due to

have

the fact that it is not easy for them to come

better

writing

skill

than

the

students who have low creativity.

up with their own fresh and original ideas

Students having high level of creativity

during the learning process in the classroom.

tend to do well in their accomplishments,

3.

enjoy every process of writing task, and try

methods

to be successful in any task given by the

explore their ability in writing skill. It is

they look active and innovative in joining and

because the students are involved to take a

accomplishing all activities or task in the

part in all activities where the students are

classroom. As a result, it will affect the
of

in

It gives opportunity to the students to

fresh. Because of their creativity in writing,

achievement

creativity

methods that can be used in teaching writing.

writing. Their ideas are new, original, and

an

students‟

Discovery learning method is one of the

always have new ideas in improving their

or

and

teaching writing.

teacher. They create the new innovation and

quality

There is an interaction between teaching

encouraged to discover the new knowledge

students‟

commit
to user
about
kinds of genre text and its generic

learning. Boden (1994: 558) states that high

structure and its language features that they

creative students are people who are able to

have never known before. Discovery learning
11

perpustakaan.uns.ac.id

digilib.uns.ac.id

is a learner centered mode of teaching most

activities

widely discussed by John Dewey and Jerome

creatively. They like something simple and

Bruner

high

like being guided. Furthermore, low creativity

creativity tend to be curious with something

seemed to limit the skill or opportunity to

new and fresh in the learning process.

experience certain concept. (Bhagat, 1971:

According to Csikszentmihalyi (1996: 58-73),

645).

students

a

Method is a method which is suitable to

combination of playfulness, sicipline, and

teach writing for the students who have low

also responsibility. Therefore, the Discovery

creativity.

(2010).

with

Students

high

having

creativity

have

Learning is supposed to be more effective to
teach

writing

for

students

having

which

require

Consequently,

them

Direct

to

think

Instruction

Based on the explanation above, it can be

high

concluded that Discovery Learning Method is

creativity.

suitable to be applied for students who have

Another way that is commonly used in

high

creativity

than

Direct

Instruction

school to teach writing is by using Direct

Method. While Direct Instruction Method is

Instruction

suitable to be applied for students who have

Method.

The

teaching

and

learning process focuses on the teacher‟s

low

explanations and guidance. The teacher is

Method.

responsible of transmitting all, whereas the

implementation of two different methods for

students absorb the teacher‟s information

teaching writing gives the different result to

and do exactly based on the instruction given

the students having low and high creativity.

by the teacher. The advantages of using

Therefore, it is concluded that there is an

Direct Instruction Method are: the students

interaction between teaching method and the

learn how to communicate in their target

students‟ creativity for teaching writing.

language, and the students are asked to use

creativity
It

than
can

Discovery
be

said

Learning
that

the

CONCLUSSION AND SUGGESTION

both oral and written skills (Freeman, 1983:

The findings of the data analysis can be

18). Students having low creativity tend to be

stated as follows: (1) Discovery Learning

passive in learning. They prefer accepting the

Method (DLM) is more effective than Direct

information from listening and imitating.

Instruction Method to teach writing to the

They do the task exactly the same as the

tenth grade of one school in Trenggalek in

teacher‟s instruction. They have no idea in

academic

exploring the instruction and in making their

year

of

2014/2015;

(2)

The

students having high level of creativity have

work better. They also lack of finding new

better writing skill than those having low

ideas, and there is no passion. According to

level of creativity to the tenth grade students

Csikszentmihalyi (1996: 58-73), the students

that school; (3) There is an interaction

with low creativity tend to be passive. They

between teaching methods and creativity in

do any kinds of tasks only based on the

teaching writing to the tenth grade students

instruction given and do not really like if

commit
userschool.
oftothat

they are asked to think beyond what is given.
In addition, they will be reluctant to do

12

perpustakaan.uns.ac.id
Based

on

the

digilib.uns.ac.id

research

finding,

the

teaching and learning. Secondly, teacher also

conclusion is that Discovery Learning Method

should analyze the syllabus in order to be

(DLM) in an effective teaching method for

able to design lesson plan and set up the

teaching writing to the tenth grade students

materials and evaluations. By implementing

of one school in Trenggalek. By using

this teaching method, it helps them to select

Discovery Learning Method (DLM), students

appropriate

are getting more active and more encourage

competence, and indicators. Consequently, in

to study and improve their writing skills. As

order to be able to follow all preparations

a result, the student writing achievement

before implementing the teaching method.

improved optimally.

The teacher should find and learn the other

standard

competence,

basic

sources like books, journal, workshop etc; (b)
The result of the research proves that:

For School. Knowing that DLM is proved as
an effective method, the school should give

1. DLM is an effective method to teach

good facilitation by providing what the

writing. Considering the first conclusion of

teacher and student need in order to make

this research, there are some implications
and

suggestions

addressed

to

this method run well for example prepare

English

LCD Projector or internet connection. The

teacher, school, and students. (a) For English

school also should support the English

teacher. The findings of this research imply

teacher

that using DLM can affect the students‟
it

activeness

will
and

improve

the

participation

the

experience

by

discovering

or seminar so that their knowledge about this

new

method will improve. In addition, after the
process of the implementation of teaching

Method (DLM) can be applied effectively to

method, school should give more concern on

improve students writing skill. As DLM is an

the effects

effective teaching method to teach writing.

teaching

method is done properly or not. Later, if the

effectively,

implementation does not run well, the school

teachers should follow some preparations.

should do some evaluation to find the

Firstly, the teacher should understand the
concept,

implementations,

weaknesses

of

the

strength,

teaching

reasons/problems

and

method.

teaching method to the

whether the implementation of this teaching

method in their teaching. In order to be able
this

of

students writing skill in order to know

English teachers can implement this teaching

implement

by

with many opportunities on doing discussion

material. It means that Discovery Learning

to

method

suggested for school to provide the teachers

the

classroom. It gives chance to the students to
get

this

with the procedure of the method. It is also

students‟
in

implement

providing them with many resources deal

writing skill. Since it is a students-centered
method,

on

in

the

process

of

implementing this teaching method; (c) For

It

Students. It is important for the students not

enables them to know the right procedure of

to be dependent on their teachers in reaching
commit
to user
this teaching method and to avoid some
their success. In 2013 curriculum, the
problems which may appear in the process of
activeness and participation of all students in
13

perpustakaan.uns.ac.id

digilib.uns.ac.id

the class are really needed. In Discovery

3. There is an interaction between teaching

Learning Method, the students are included

methods and students level of creativity.

in the whole process of teaching learning. It

Considering

starts from observing the example text given

researcher describes the implication and

by the teacher until they can make their own

suggestions constructed for English teacher,

text. The students need to be actively

school, and other researcher. (a) For English

involved in the learning activities in the

teacher.

classroom for: observing, thinking, asking,

curriculum which is based on scientific view,

and

knowledge.

forces the teachers to change their method

Besides, the students also need to actively

from the older one. In 2013 curriculum, the

read books, or other sources to explore their

teaching-learning process tends to be a

writing. In 2013 Curriculum, the use of so

students-centered. Realizing the fact that the

many sources like books and internet are

students are the center of teaching and

really needed, since, they will help the

learning, the teachers have to select the most

students to find the material.

suitable method based on the students‟

finally

discovering

the

the

The

last

conclusion,

implementation

of

the

2013

condition to support their teaching-learning
2. Students having high creativity have better

process in the classroom. Creativity becomes

writing skill than those having low creativity.

one of the important considerations in

There are some implications and suggestions

teaching writing because students are able to

addressed to English teacher and students

write if they have ideas to be delivered.

related to the second conclusion of this

Hence, teacher should aware in selecting

research. (a) For English teacher. The result

teaching method, whether or not the selected

of the method applied is also affected by the

teaching method can facilitate the students

students‟

researcher

having high and low creativity to practice

proved that using DLM is more suitable for

their writing skill. (b) For School. As creativity

the

of

is supposed to be the one of psychological

creativity. Meanwhile, DIM is more suitable

aspect to have a good writing skill and any

for

other

characteristics.

students

the

who

students

have

having

The

high

low

level

level

of

subjects,

school

as

the

official

creativity. Hence, it must be important for

institution for education should pay more

the

students‟

attention for the students‟ creativity level.

level

of

One of the good ways in order to know the

creativity that it will be easier for the teacher

students level of creativity is by conducting a

to select the appropriate teaching method. (b)

test instrument. In this case, the school can

For Students. Knowing the level of creativity

ask some capable teachers or psychologists

is very important for the students. By

to conduct a test instrument. It can be

knowing their level of creativity, they should

conducted before the teaching and learning

teacher

characteristic

to

examine

especially

the
their

adjust themselves with the teaching method

writing done in the classroom. By this way,
commit
to user

used by teacher in order to obtain the higher

the school is actively taking a part to decide

achievement of writing

what kind of teaching method which is
14

perpustakaan.uns.ac.id

digilib.uns.ac.id

appropriate to teach writing in a certain

http://www.fedu.uaeu.ac.ae/journal/d
ocs/pdf/pdf29/2_E.pdf

classroom.(c) For Other researchers. In this
research, the result shows that there is an

Arends, Richard. 1997. Classroom Instruction
and Management. New York:
McGrow, Hill Companies

interaction between teaching method and
creativity to teach writing skill. Hopefully, by

Arikunto,
Suharsimi.
2006.
Prosedur
Penelitian Suatu Pendekatan Praktik.
Jakarta : PT Rineka Cipta

those results, it can be used as an additional
reference for a similar research with different
variables

to

conduct

further

study
Ary, D., Jacobs, L. C., & Sorensen, C. 2010.
Introduction to Research in Education
(8th Edition). California: Wadsworth,
Cangage Learning

concerning with the teaching methods used
and

the

students‟

role

of

writing

creativity
skill.

to

improve

Moreover,

this

Barkley, F. E., et al. 2005. Collaborative
Learning Technique. San Fransisco:
John Willey & Sons, Inc.

research can be useful to describe the
process and the procedure of conducting the
same kinds of research start from beginning
until the end. It also beneficial for other

Brown,

H. Douglas. 2001. Teaching by
principles, Longman; San Francisco
State
University

Brown,

H.
Douglas.
2004.
Language
Assessment: Principles and Classroom
Practice. London: Pearson Longman

Butler,

Christopher. 1985. Statistic
Linguistic. New York : Oxford

researchers who may plan to conduct the
similar

research

viewed

from

any

psychological point of view besides creativity
which may have correlation wit students‟
writing skill like motivation, intelligence, selfesteem etc. Finally, this study is not the end
for the improvement of the teaching method

in

Byrne, Donn. (1997). Teaching Writing Skills.
New York: Longman, Inc

used. Even though the result of the data
analysis of this study shows that Discovery

Cohen, N., & Reil, K. 1989. Research Method
in
Education.
London:
Route
Iedgefalmer.

Learning Method is better to teach writing to
senior high school students, it does not mean
that Direct Instruction Method is a bad

Cole, et. Al. 1995. Supportive Classroom
Environment for Creativity. Journal of
Creative Behavior

teaching method. It can‟t close the possibility
that there is another method which is better

Donald, Ary. 1989. Introduction to Research
in Education. New York: CBS College
Publishing

in the near future

Dubay, William H. 2007. Smart Language:
Readers, Readability, and the Grading
of
Text.
California:
Impact
Information.
Retrieved
from:
http://www.impact.information.com/i
mpactinfo/newletter/smartlanguage.p
df, accessed on March 2nd 2014.

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