The Stages of Concern on Using Discovery Learning in Teaching English at Senior High School

This study aimed to investigate the English teachers' concern about using the discovery learning model in teaching English and how English teachers implemented discovery learning in the classroom. The problems of this research were; the first, English teachers did not apply the discovery learning model was a state in the lesson plan; second, the English teachers were not able to used appropriated and effective learning models in the teaching-learning process; third, the students were not able to solve their problems in learning. The population in this research were English teachers at SMAN 4 Banda Aceh and MAN 1 Banda Aceh. The sampling method used was purposive sampling, in which nine English teachers were chosen. This research used mixed-method approaches; qualitative and quantitative methods and data were collected using two methods included observation and questionnaire. Qualitative data were collected using an observation checklist and quantitative data were collected using stages of concern questionnaire. Miles and Huberman‟s (1994) framework to analyze the qualitative data and SoCQ manual, and the statistical formula to analyze quantitative data. The result of observation showed teachers and students are very enthusiastic and interested in using the discovery learning model. The use of discovery learning models can increase activity, creative thinking skills, and student learning outcomes. The finding of the questionnaire that the highest stage of English teachers’ concern is in stage 1 (Information) 89,44%. There is a positive significant relationship between English teachers' concerns and the implementation of the use of discovery learning models. Most of the English teachers understood and have a high motivation to be involved in the development of discovery learning models, made lesson plans, and used discovery learning models in teaching English. The results showed that English teachers wanted to get a lot of information and interested in learning more about the discovery learning model. Teacher's interactions in planning and implementing discovery learning models need to be improved.