The Implementation of Discovery Learning in EFL Classroom

The objectives of this research were to describe the ways the lesson plans using discovery learning designed by the English teachers, to describe the ways the discovery learning implemented in teaching and learning process and to elaborate the problems faced by the English teachers in teaching by using discovery learning. This research followed the theory proposed by Kemendikbud (2013) about the syntax of discovery learning which consists of (1) stimulation; (2) problem statement; (3) data collection; (4) data processing; (5) verification; and (6) generalization; and the problems faced by the English teachers in teaching by using discovery learning by Rovikasari et.al (2020) that included: (a) requiring much time; (b) students’ passiveness. The data of this research were gathered from the English teachers’ document of lesson plans using discovery learning, the teachers’ implementation of discovery learning and their utterances during interview. This research revealed that some of the teachers had mistakenly-placed the activities and designing the lesson plans by using discovery learning in a less proper way with lack of details of the activities. In addition, it was found that the teachers implemented the syntax of discovery learning not systematically with one or two steps repeated or skipped and not suitable comparing to the designs. Furthermore, the problems of requiring much time and students’ passiveness was the most dominant problems with 67% for each while teaching facilities and teacher’s capabilities as the new findings of this research got 25% for each.