The Implementation of the Discovery Learning Model to Improve Descriptive Text Writing Skills among Grade VII Students at SMP Negeri 1 Pekanbaru
DOI:
https://doi.org/10.55909/jpbs.v5i5.1842Keywords:
discovery learning, writing skills, descriptive textAbstract
This study aimed to describe the descriptive text writing skills of seventh-grade students at SMP Negeri 1 Pekanbaru before and after the implementation of the Discovery Learning model. This study employed a quantitative approach with a pre-experimental research design using a One-Group Pretest–Posttest design. The research sample consisted of 35 students from class VII.1 who were selected using purposive sampling. Data were collected through a performance test of descriptive text writing and observations of teacher and student activities. The data were analysed using descriptive statistics, the Shapiro-Wilk normality test, and the Paired Sample t-Test with the assistance of IBM SPSS Statistics 26. The results showed that the mean score of descriptive text writing skills increased from 78.71 in the pretest to 78.86 in the posttest, representing an increase of 0.15 points. Teacher activity increased from 87.5% in the first meeting to 97.5% in the third meeting, while student activity increased from 82.5% to 95.0%. The normality test results indicated that the data were normally distributed. However, the Paired Sample t-Test resulted in a significance value of 0.922 > 0.05, indicating that there was no statistically significant difference between the pretest and posttest results. Thus, the implementation of Discovery Learning showed a descriptive change in students’ descriptive text writing skills, but the change did not indicate a statistically significant difference. These findings suggest that Discovery Learning can be used as an alternative approach to teaching writing, although further research involving a control group and a longer treatment period is needed to obtain stronger evidence.
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