IMPROVING RECOUNT WRITING SKILLS THROUGH DISCOVERY LEARNING METHOD FOR GRADE IX STUDENTS AT SMPK ST. JOSEPH NAIKOTEN

Abstrak

This study aims to improve students’ recount text writing skills through the application of the Discovery Learning method in Grade IX of SMPK St. Joseph Naikoten, Kupang. The research employed a Classroom Action Research (CAR) design, consisting of two cycles with four stages: planning, implementation, observation, and reflection. The participants were 30 ninth-grade students. Data were collected through pre-tests, post-tests, observations, interviews, and documentation, and analyzed both qualitatively and quantitatively. The pre-test results showed that students’ average writing score was 67,9, below the school’s minimum mastery criterion (KKM) of 77. After the implementation of Discovery Learning, the average post-test score increased to 80, with 80% of students achieving mastery, indicating a significant improvement. Qualitative findings revealed that students became more active, motivated, and confident in writing recount texts. They also demonstrated better understanding of the use of the simple past tense (verb 2) and the structure of recount texts. The study concludes that the Discovery Learning method effectively enhances students’ recount writing skills, promotes critical thinking, and increases classroom engagement. This model shifts the learning process from teacher-centered to student-centered, allowing learners to discover knowledge independently through exploration and collaboration. It is therefore recommended as an effective pedagogical approach for improving writing proficiency and overall English learning outcomes.