Using Discovery Learning Strategy Combined with Picture Series to Teach Writing of Procedure Text for the Seventh Grade Students of SMPN 1 Takeran

Abstract

This study examines the use of a discovery learning strategy combined with a series of images to teach seventh-grade students at SMPN 1 Takeran how to write procedure texts. The study employed a descriptive qualitative design, involving 29 active students, with data collected through observation, interviews, and documentation. The findings indicate that the learning process was carried out systematically through introductory activities, main activities that integrated discovery-based steps, and concluding activities, which successfully created an active and engaging learning environment.This integrated strategy facilitates key aspects of writing, particularly by helping to develop content, strengthen chronological organization, enrich vocabulary, support language use, and guide mechanic. However, students face several learning difficulties, including limited vocabulary, grammatical errors in imperative structures, low confidence in writing, and challenges in translating ideas into English. To address these issues, the teacher provided immediate feedback, used sample texts as guides, activated prior vocabulary knowledge, and applied innovative teaching techniques. In conclusion, combining discovery learning with a sequence of images effectively increased student engagement and simplified the process of writing structured procedure texts.