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ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

57 
 

ENGLISH TEACHING METHOD APPLIED BY TEACHERS IN MTs 

NEGERI MODEL LIMBOTO 
 

Nur Wahidah Pido
(1)

, Erliana dewi
(2)

 

faddenawimar@gmail.com
(1)

, erlianadewi@gmail.com
(2)

 

English Education Department, IAIN Sultan Amai Gorontalo 

 

Abstract 
 
The objectives of this research are: (1) to identify the methods that implemented in teaching 

English process at 7
th 

grade of MTs Negeri Model Kabupaten Gorontalo,   (2)   to   know   the   
procedures   of   English   teaching   method   that implemented in English teaching process of 

7
th 

grade of MTs Negeri 1 Kabupaten Gorontalo. The research used qualitative descriptive 
method, to describe the method that implemented by the teacher in English teaching 

process.The subjects of this research were English teacher and the students of 7
th  

grade. 
Instrument used in this research were observation,  interview, and documentation.  The 
technique of analyzing data was identifying by reducing, displaying, and drawing conclusion 
of the data.The results of this research shown that there are four types of language teaching 
method that used by the English teacher. Those are Discovery Learning, Total Physical  
Response,  Communicative  Language  Teaching  (Role Play),  and Direct Method. The 
teacher implemented the language teaching methods by modifying the procedures of language 
teaching method. 

 
Key Words: English Language Teaching,  Language Teaching  Methods 
 

 
 
 

Abstrak 

Tujuan dari penelitian ini adalah: (1) untuk mengidentifikasi metode yang diterapkan dalam 

proses pengajaran bahasa Inggris di kelas 7 MTs Negeri Model Kabupaten Gorontalo, (2) untuk 

mengetahui prosedur metode pengajaran bahasa Inggris yang diterapkan dalam proses 

pengajaran bahasa Inggris kelas 7 MTs Negeri Model Kabupaten Gorontalo. Penelitian ini 

menggunakan metode deskriptif kualitatif, untuk menggambarkan metode yang diterapkan oleh 

guru dalam proses pengajaran bahasa Inggris. Subjek penelitian ini adalah guru bahasa Inggris 

dan siswa kelas 7. Instrumen yang digunakan dalam penelitian ini adalah observasi, wawancara, 

dan dokumentasi. Teknik menganalisis data adalah mengidentifikasi dengan mengurangi, 

menampilkan, dan menggambar kesimpulan data. Hasil penelitian ini menunjukkan bahwa ada 

empat jenis metode pengajaran bahasa yang digunakan oleh guru bahasa Inggris yakni, 

Discovery Learning, Total Physical Response, Role Play, dan Direct Method. Guru menerapkan 

metode pengajaran bahasa dengan memodifikasi prosedur metode pengajaran bahasa. 

Kata Kunci: Pembelajaran Bahasa Inggris, Metode Pembalajaran Bahasa Inggris 

 

 

 

 

mailto:faddenawimar@gmail.com
mailto:erlianadewi@gmail.com


Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

58 
 

A. INTRODUCTION  

English teaching-learning in junior or senior high schools in Indonesia has 

been  done when  Indonesia still  in  Dutch occupation.  After  Indonesia  getting its 

freedom, the policy continued by Indonesia’ Government, that policy showed that the 

Government realize the important of English language and assume it needs to teach 

for children in high schools. This is reflected among others from decision of Minister 

of Education and Culture No. 096/1967 on December 12
th  

1967 about the function 

and purpose of teaching English in high schools. The main content of the decision of 

the Minister above among others is that: 

1. English language is first foreign language that teaching in high school. 

2. The purpose of English language pursuit is communicative ability of students.  

3. English language skill that developed includes four skills: reading, listening, 

writing and speaking. 

The main purpose or general purpose of English learning that stated by 

government is in order to students able to communicate in English language well, 

both  orally  and  in  writing.  But  between  four  skills  of  English  languages  itself, 

speaking skill as a main skill that have to mastered by student. In the local contents 

curriculum in 2006, stated that the aim of English language learning in order that 

students have skills as follows:  Akhmad Sutiyono (2014: 3) 

a. Develop communicate competence in limited oral to accompany the action 

(language accompanying action) in the school context. 

b. Has awareness about the important of English language to increase the 

competitiveness of the nation in global society. Its means that the graduation 

of elementary school have learning English language as local contents subject 

is expected has basic skill in English language orally that expected able to 

well developed when they enter the higher education levels. 

Besides that students are expected have high awareness about the important of 

English  language mastery in  mastering knowledge  and technology.  The drive to 

master English language has to show with continues efforts to learn English language 

and practice it in daily life. 

Similarly, the purpose of learning English in the secondary school is in order to 

students has ability to develop competence both orally and writing. As stated in 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

59 
 

National Education Act No. 2 in 1989 that the high school graduations have to high 

English competence. English language skills in the junior high school as first foreign 

language that have to master by students in high school, and also English is one of 

subject is included in National Examination. 

It is said to be also more detailed that, the purpose of learning English in high 

school is to develop students’ potency in order to have communicative competence in 

interpersonal, transactional, and functional discourse by using variety of English texts 

either orally or writing, coherently by using linguistic elements that are accurate and 

acceptable about variety of factual and procedural knowledge, and instill the noble 

values of the nation’s character, in the context of life in the home, school and 

community. 

Government  effort to  measure the English  learning  achievement  result  in 

school by set the Competency Standards of Graduates (CSG), CSG is a qualification 

of graduate competencies covering cognitive, affective and psychomotor. CSG in 

primary education level aims to lay the foundation of intelligence, knowledge, 

personality,  noble  character  and  skills  to  live  independently  and  follow  further 

education.  CSG for secondary school used as assessment guidelines in determining 

students’ graduation. 

The competency standard of English subject graduates (CSG) Permendiknas  No.  

23  ( 2006) as follows: 

1. Listening: understanding meanings of simple interpersonal and transactional 

discourse, formally and informally, in form of recount, narrative, procedure, 

descriptive, and report in everyday life. 

2. Speaking: expressing verbal meaning in simple interpersonal and transactional 

discourse, formally and informally, in form of recount, narrative, procedure, 

descriptive, and report in everyday life. 

3. Reading: Understanding the meaning of written interpersonal and transactional 

discourse, formally and informally, in form of recount, narrative, procedure, 

descriptive, and report in the context of everyday life. 

4. Writing: expressing the meaning in writing in the simple interpersonal and 

transactional discourse, formally and informally, in form of recount, narrative, 

procedure, descriptive, and report in the context of everyday life. 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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60 
 

Itje  Chodidjah  a  Councilman  of  British  Council  says  that  until  now  the 

English teachers are not success yet being a good example of English employer. That 

ensue to achievement of students in learning English, so that why teaching method 

have to be developed and modified as best and as attractive as possible in their 

application by teacher, because by good and appropriate method will make students 

interest  and  make  them  understand  well  about  English  lesson  that  delivered  by 

teacher. By good teaching method, good response from students will be gotten. 

 

B. RESEARCH METHOD 

This research used qualitative descriptive method, to describe the method that 

implemented by the teacher in English teaching process.The subjects of this research 

were English teacher and the students of 7th  grade. Instrument used in this 

research were observation,  interview, and documentation.  The technique of 

analyzing data was identifying by reducing, displaying, and drawing conclusion of the 

data. 

C. FINDINGS AND DISCUSSIONS 

Finding 

When researcher conducted the field observations, the researcher noted that 

the English teaching method which applied by the teacher found as follows: 

1. Finding Method in First and Second Observation 

In first and second observation, the researcher found that the English teacher 

applied Discovery Learning, Total Physical Response (TPR) and Direct Method as 

her English teaching method. The verification of Discovery Learning method found 

in teacher’ lesson plan and she said that was consistent with the method has been 

determined in lesson plan as  a Teacher of 7th grade Yunita Fransiska Anis, M.Pd 

said that  Even tough, she sometimes modified the method. It is also strengthened by 

verification to students, they said that the teacher always asked them to work task in 

pair or group and they presented it to classmates  This show that the Discovery 

Learning as her main method in teaching. 

The other method was TPR which verified from her interview. She said that 

she used TPR because the material in odd semester focuses to on how to enable 

students to master some vocabulary related with things, animals or building around 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

61 
 

the students.  The teacher applied TPR to make students faster in understanding and 

remembering the vocabularies well. The researcher also did verification to students 

and they said that in teaching the teacher never look so angry, she is usually very 

humorous in explaining or giving command. That made students like and enjoy to 

learning English, even not all of them love that lesson. 

Latest method is Direct Method, the researcher found this method by virtue on 

its own characteristic in observation sheets (theory). At the heart of the matter, this 

method that found had suitable characteristics on observation sheet. This also 

strengthened by the teacher’ clarification, she said that in Teacher’s guideline book 

the English teacher demanded to build up communication skill carefully even just 

through question-answer session. 

When the researcher saw in her teaching process (in first and second field 

observation), the teacher applied her teaching method as follows: 

The teacher began the lesson with stimulation. In first observation, she 

stimulated her students by asked them to pay attention and opened their textbook to ask 

them some director questions related with the lesson to make them think actively. 

Then, the teacher asked the topic of lesson to a few students and re-named it together to 

make them remember and understand the topic well. While in second observation, the 

teacher stimulated students by sang some songs and asked them to guess what kind 

of song, the singer and the topic. In giving command or asking questions, the 

teacher always tried to use English language carefully, and asked students to answer 

it in English too as able as they could. 

Furthermore, the teacher read the names of thing/animal or lyric (on textbook) 

with simple funny gesture (perform the actions) of them and asked a few students to 

repeat them after her. After that few students did it correctly, the teacher gave other 

students to have an opportunity to demonstrate their understanding together with re- 

mention the vocabulary or lyric with perform the action. Besides that, she also 

corrected students’ pronunciation. For things and animals topic, the teacher asked 

them one by one to mention some animals based on their surroundings to make 

students more understood, 

Next step was the teacher gave students tasks and grouped them into some 

groups. They asked to collecting data from textbook; processed the task based on the 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

62 
 

command (on textbook); discussed their results or answers to other groups to get new 

answers or data as their new knowledge; and they asked to present their results or 

answers from their seat or in front of the class. The teacher never forgot to give 

reinforcement when students participated actively in learning process by gave praise 

words (good, excellent or right) or applause. Last, teacher scored students’ results. 

Afterwards, the teacher gave simple explanation or correction to students’ 

error in arranging simple sentences by explained and wrote it on whiteboard. The 

teacher also gave students chance to pose questions if they didn’t understand yet. 

Before closing the class, she concluded the lesson and did reflection in order to know 

the students’ understanding or to know her teaching method progress. 

2. Finding Method in Third,  Fourth, and Fifth Observation 

In these field observations, the researcher still found that the Discovery 

Learning method as teacher’ main method (method attached on lesson plan), little 

used of TPR and also Direct Method as one of her teaching method. While new method 

that found was Communicative Language Teaching (Role Play), this method 

recognized by the English teacher in her interview. 

She applied CLT, because in even semester, students demanded can play a 

role related with the lesson in order to make them faster in remembering and 

understanding it. Because, especially in even semester students hoped can indentify, 

praise or criticize in communicating each other. 

Following is the procedure of the teacher in applying her teaching method that 

saw by the researcher directly (the teacher teaching process): 

In the beginning of class, the teacher started by commanded students to open 

their textbook and started stimulating them by asked some director questions related 

with the topic of lesson. Next, the teacher asked the topic of lesson to a few students 

and re-named it together to make students remember and understand the topic well. 

The teacher never forgot to correct the students’ pronunciation and punctuation because 

in even semester the lesson more content of conversations. 

Afterwards, the teacher asked students to pay attention and listen carefully 

when she read the conversation on textbook and also they asked to repeat the 

conversations after the teacher per-sentence loudly, correctly and clearly for three 

times. 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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63 
 

Furthermore, the teacher grouped students into some groups and every group 

asked to play role (simple role play) in front of the class based on the conversations 

(on textbook). When whole group finished it, she commanded them to work in group 

and studied carefully the task (on textbook) by followed the example. After students 

completed their task, the teacher asked each group to read their results loudly on their 

own seat and she collected it to score. Last, the teacher commanded students to sit 

back to their own seat. 

Latest, the teacher re-explained and corrected students’ error in arranging 

simple sentences. Besides that, she also never forgot to give chance to her students in 

addressed questions. Before closing the class, the teacher gave a game called Hang- 

Man to refresh students’ mood. After that, she concluded the lesson as usual and did 

reflection. 

In the third observation, before closing the class, the researcher saw that the 

teacher informed her students that in every meeting of even semester, students would 

be often to play a role of conversation. So, the teacher hoped that all of students could 

practice and express them well.  

 

Discussion 

Based on the explanation of finding above, the researcher found that there are 

four English teaching methods which applied by the teacher in her teaching processes 

as follows: 

1. Discovery Learning 

In applying this method, the teacher did the procedures as follows: 

The teacher stimulated the students in the beginning of the class in order to 

make them to state their idea or solving the answer by asked some questions that 

direct to the lesson. Burner in Syaiful Djamarah and Aswan Zain do the stimulation, 

such as: the teacher has to do stimulation. It is the teacher uses question-answer 

technique to make students do exploration or thought. 

Next, the teacher grouped the students and gave them tasks to work in group. 

She asked her students to explore and collect the datum from textbook, complete 

some incomplete sentences or make new sentences based on the topic, share their 

answers with other group to get and collect new knowledge and present it in front of 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

64 
 

the class. It is based on the theory argued by Hosnan, two of the characteristics of 

Discovery Learning are students exploring and solving problems to create, combine 

and generalize knowledge and also the activities to combine new knowledge and 

existing knowledge. 

Furthermore,  in  applying  her  teaching  method,  teacher  more  focuses  to 

students (learning activity centered to students), it is seen from the teacher always 

made students to more active in the class. It is suitable with second characteristics of 

this method, it is centered on students.  

Based  on  the  teacher’  procedure  in  teaching  and  the  characteristics  from 

theory, we can see that the teacher applied the method based on procedure of theory 

itself. Just in applying it, not maximally yet, because based on the researcher 

verification on textbook there were some topic that need outdoor observation have to 

do by students directly. While in this case, the teacher always conducted teaching- 

learning process indoor and the source just depend on textbook. 

2. Total Physical Response (TPR) 

For TPR method, following is the teacher’ procedure in applying the method 

in her teaching process: 

In the beginning of lesson, teacher gave the students some vocabularies, topic or 

sentences that would learn by modeling by command the students to re-mention and 

re-action after her. It is appropriate with the theory argued by James Asher (developer 

of TPR) in Norland & Pruett-Said that the teacher give commands and the students 

complete the action of those commands Deborah L. Norland Ph.D. et al ( 2014: 28) Brown also 

argued that commands were an easy way to get learners to move about and to loosen 

up. In another words, Richards & Rodgers also state that students in TPR have the 

primary roles of listener and performer. They listen attentively and respond physically 

to commands given by the teacher. 

Again, Freeman & Anderson suggest that in applying TPR the first phase of a 

lesson is one of modeling by issuing commands to a few students, then, performs the 

action with them. These same students demonstrate that they can understand the 

commands  by  performing  them  alone.  Modeling  in  this  case  means  teacher 

commands the students to not speak at first and they will just listen to her and do as 

teacher do. The teacher gives students a command to do something in target language, 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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65 
 

and students will do the actions along with teacher and ask some volunteers to help 

teacher with the lesson. 

However, those modeling and commands could appropriate with modeling of 

the English teacher of 7
th  

grade of MTs Negeri 1 Kabupaten Gorontalo, just in 

applying it the students were not just following the teacher’s command but they also 

asked to mention it while they acted it. The teacher asked one by one some students 

from their seat to mentioning and acting (the action was fun) the vocabulary or topic 

together after her in order to make the students to remembering and understanding the 

lesson well. 

In giving all students understood, the English teacher (the English teacher of 

7
th 

grade) gave chance to them to mention and performing the action (action of topi 

vocabulary or sentence) together. It is also argued by Freeman & Anderson that the 

observers also have an opportunity to demonstrate their understanding. This 

demonstration means that the teacher approaches the other students who have been 

sitting observing  her  and  the  volunteer  students  to  listen  and  do  as  the  teacher 

commands. This strengthened by Richards & Rodgers, they state that in doing the 

teacher’s   command   students   are   required   to   respond   both   individually   and 

collectively. But, the teacher (English teacher of BP71) never gave students chance to 

become the ones who issue the command. Because the students had been mention at 

all in once with its action when the teacher commanded them. 

Freeman  &  Anderson  continue  their  characteristic  that  after  learning  to 

respond some oral commands, the students learn to read and write them. In the 

middle step of the lesson, this thing also did by the English teacher of BP71, that she 

gave the students task (pair or group) that whole related with the lesson by asking 

them to re-read the example of task and write it down on their task’ book. 

Seen from the teacher’s way in teaching and the characteristics from some 

theory, we can conclude that the teacher applied this method also procedurally even a 

few not maximal yet. It because the teacher said in interview section that she just 

applied it in simple way, because for skits or games, it is unsuitable yet with the 

students’ level. Brown says that this method seemed to be especially effective in the 

beginning levels of language proficiency. 

 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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66 
 

3. Communicative Language  Teaching (role play) 

While, in CLT the teacher applied her teaching method as follows: 

Teacher always tried to use English language in the class maximally even 

sometimes she had to translate it into mother language. This showed that almost 

everything is done is done with communicative intent, this is argued by Freeman & 

Anderson. In another words, Finocchiaro & Brumfit in Richards & Rodgers also 

interpreted  some  major  distinctive  features  of  CLT,  both  of  them  are  language 

learning is learning to communicate and translation may be used where learners need 

or benefit from it. 

In answering teacher’ question and did her command, students demanded to 

try to deliver it in English. The teacher always grouped the students in completed 

their task or practice conversation used English language (in its practice). Those argued 

by Freeman & Anderson that students use the language a great deal through 

communicative activities such as games, role-plays, and problem-solving tasks and 

the activities often carried out by students in small groups. Small numbers of students 

interacting are favored in order to maximize the time allotted to each student for 

communicating. These also strengthened by Finocchiaro & Brumfit that learners are 

expected to interact through pair and group work, or in their writings and also the 

teacher helps learners in any way that motivates them to work with the language. 

Based on the teacher’s procedure in teaching and based on the method 

characteristics that argued by some experts, we can say that teacher applied the 

method appropriated with the characteristics, even the characteristics didn’t applied 

whole, it was because those characteristics were not suitable yet with students’ level. 

4. Direct Method 

In implementing this method in her teaching class, teacher did the steps as 

follows: 

In conveying new topic of lesson to students indirectly, teacher did modeling 

to make them more active in thinking. It is suggested by Richards & Rogers in Brown 

that new teaching points were thought through modeling and practice. 

Next, in teaching vocabulary, the teacher used objects or pictures on textbook to 

make students to more remember the vocabulary, while for abstract vocabulary just by 

proposed ideas. This thing also argued by Richards & Rodgers that concrete 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

67 
 

vocabulary was taught through demonstration, objects, and pictures; abstract 

vocabulary was taught by association of ideas.  It is strengthened by Freeman & 

Anderson that when the teacher introduces a new target language word or phrase, he 

demonstrates its meaning through the use of realia, pictures, or pantomime. 

Demonstration here has same meanings that show picture to students and start to ask 

them some questions that related with the lesson. 

The English teacher of BP71 (setting of research) always tried to speak in 

English language during the teaching process, even sometimes she had to translate it 

in Indonesia to make her students more understood. This strengthened by Richards & 

Theodore that classroom instruction was conducted exclusively in target language. 

Just Brown says that this exclusively target language means second language learning 

should be more like first language learning-lots of oral interaction, spontaneous use 

of the language, no translation between first and second languages, and little or no 

analysis of grammatical rules. Freeman & Anderson also say that the teacher never 

translates it into the students’ native language. Until this main characteristic was not 

implemented maximally yet by the English teacher of BP71. 

The teacher of BP71  also  always  asked  the students  to  try to  answer  or 

address  questions  in  target  language  in  large  class.  According  to  Richards  and 

Rodgers, this thing also shows that oral communication skills were built up in a 

carefully traded progression organized around question-answer exchanges between 

teacher and students in small, intensive classes. 

Teacher never forgot to correct student’ pronunciation and punctuation in 

conversation or simple question-answer session also re-explained and corrected error 

simple grammar did by students in the end of class, and its grammar just taught or re- 

explain when students asked, there was new rules in sentences or when students made 

mistake. 

Richards and Rodgers also argued two of Direct Method characteristics are 

correct pronunciation and grammar were emphasized and also its grammar was taught 

inductively. This strengthened by Freeman & Anderson that grammar is taught 

inductively means students are presented with examples and they figure out the rule 

or generalization from the examples. An explicit grammar rule may never be given. 

Just in odd semester the material just not about vocabulary and sentences but also 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

68 
 

conversations. 

So, based on the teacher’ procedure in teaching and also the characteristics of 

Direct  Method  itself  from  some  experts,  we  can  conclude  that  the  teacher 

implemented the method almost maximally. Just in the using of target language fully 

were not maximal yet. 

 

D. CONCLUSION  

In implementing the Discovery Learning method the teacher did the steps as 

follows: stimulate the students; asked students to exploring, collecting data and also 

completing the tasks (on textbook); asked them to discuss the answer/results to other 

group; last teacher asked students to present their data in front of the class. 

Furthermore, in the last-chapter of odd semester, the teacher modified it with 

TPR in some ways, namely; she modified it with TPR in order to easier in 

remembering and understanding new words (in order to easier students to do their tasks 

in collecting data); and gave students task that next method was Discovery Learning, so 

commonly the TPR was using by the teacher in beginning of teaching process. 

While when she modified it with Role-Play (CLT) was when there was 

conversation in the lesson, especially in even semester; after playing a role in group 

the students would continued the teaching process by doing tasks that used Discovery 

learning procedure as researcher stated above about it. 

Whereas  for  Direct  Method  itself  in  implementing  it  the  teacher  did 

modifying with Discovery Learning, one of them was stimulate students by modeling 

or showed the picture related with lesson directly; the teacher always corrected 

students’ error in pronunciation, punctuation or grammar and tried to built up in a 

carefully communication  around  question-answer  exchanges  between  teacher  and 

students. Thus, in implementing those methods’ procedure the teacher modified it with 

her main method (Discovery Learning) on lesson plan in order to make students fun, 

enjoy and faster to understand the lesson during teaching process. 

However because the teacher said that she used Discovery Learning as her 

teaching method consistently, but it was not maximal yet with the theory’s of 

Discovery Learning, that aim is students have to more interact directly with their 

surrounding environment in learning to make them more understand. 



Al-Lisan. Journal Bahasa & Pengajarannya 
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Volume 4 Nomor 1- Februari 2019 
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