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Findings indicate differing attitudes toward writing skills alongside enjoyment of discovery learning, with practices enabling students’ active participation in producing improved writing. Key obstacles include limited time and high classroom activity demands for teachers.",{"@graph":14,"@context":66},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/resumes/","Resumes",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/teachers-attitudes-toward-discovery-learning-a-case-study-in-writing-class/234468/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Chumphorn","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-09-11",true,{"@type":46,"interactionType":47,"userInteractionCount":4},"InteractionCounter",{"@type":48},"ViewAction",{"@type":50,"mainEntity":51},"FAQPage",[52,58,62],{"name":53,"@type":54,"acceptedAnswer":55},"What research method is used to examine teachers’ attitudes toward discovery learning?","Question",{"text":56,"@type":57},"The study uses a case study approach. Data are collected through observation, interviews, and documentation, with credibility checked through data and methodological triangulation.","Answer",{"name":59,"@type":54,"acceptedAnswer":60},"How do teachers’ attitudes differ regarding writing skills and discovery learning?",{"text":61,"@type":57},"The findings show teacher 1 and teacher 2 have negative attitudes in writing skills, yet they hold positive attitudes toward discovery learning when teaching writing. They also enjoy and like using discovery learning.",{"name":63,"@type":54,"acceptedAnswer":64},"What challenges arise when using discovery learning in writing classes?",{"text":65,"@type":57},"The main challenges are the need for much time and many classroom activities. Teachers also take on many roles throughout the writing process.","https://schema.org",{"og:url":32,"og:type":68,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":70,"canonical":32},"index,follow",{"doc_id":72,"site_id":7},234468,1789087472,{"code":4,"msg":75,"data":76},"success",[77,82,86,91,96,101,106,111,116],{"id":78,"doc_module":22,"doc_module_name":25,"category_name":79,"show_sort_weight":80,"slug":81},11,"Presentations",90,"presentations",{"id":83,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":84,"slug":85},12,80,"resumes",{"id":87,"doc_module":22,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},14,"Invoices",70,"invoices",{"id":92,"doc_module":22,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},15,"Posters",60,"posters",{"id":97,"doc_module":22,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},16,"Social Media",50,"social-media",{"id":102,"doc_module":22,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},17,"Forms",40,"forms",{"id":107,"doc_module":22,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},18,"Letters",30,"letters",{"id":112,"doc_module":22,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},21,"Paper Templates",5,"papers-templates",{"id":117,"doc_module":22,"doc_module_name":25,"category_name":118,"show_sort_weight":4,"slug":119},158,"General","general-158",{"code":4,"msg":75,"data":121},{"doc_id":72,"user_id":122,"nickname":37,"user_avatar":123,"doc_module":22,"category_id":83,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":124,"file_id":125,"file_url":126,"file_type":127,"file_size":128,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":129,"language":130,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":131,"faqs":132,"seo_title":133,"seo_description":12,"update_tm":73,"read_time":26},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","International Journal of Educational Research Review  \nTeachers’ Attitudes Toward Discovery Learning: A Case Study in  \nWriting Class  \nMala Rovikasari1, Suparno2 , Slamet Supriyadi3  \nARTICLE INFO ABSTRACT  \nArticle History:  \nReceived 07.05.2019  \nReceived in revised form 08.02.2020  \nAccepted  \nAvailable online 01.03.2020  \nThis research investigated teachers’ attitudes and practices towards discovery learning, and also teachers’ challenges in teaching writing. The method of this research used a case study. To collect the data, there were three ways, namely observation, interview, and documentation. The credibility data were checked through data triangulation and methodological triangulation. To analyze the collected data, it was used data reduction, data displays, and verification. The findings showed that teacher 1 and teacher 2 had a negative attitude in writing skill, but they had positive attitudes towards discovery learning in teaching writing. It was found that they enjoyed and liked using discovery learning. Additionally, their practices could transfer all activities to encourage students had a good writing. The challenges of using discovery learning in writing class were required much time and many classroom activities. Thus, the teachers played many roles in the process of writing.  \n© IJERE. All rights reserved  \nKeywords:1  \n Teacher’s attitudes, discovery learning, writing   \nINTRODUCTION  \nWriting is one of four skills being the main concern for teachers. This skill has been included in the English subject in the Indonesian curriculum 2013. Nowadays, students are demanded to have good ability in communicating not only in oral but also in written. The activity of writing is related to generate ideas, arguments, opinions, using appropriate grammar, choice of vocabulary, revise and edit until becoming a good final written text. Moreover, writing is defined to express both thoughts of feelings and ideas poured into essays and surely people can understand (Darsono, Winarno, & Slamet, 2018) . Definitely, students need a teacher’s guidance in the process of writing. The implementation of teaching writing using discovery learning become a challenge for teachers, especially for foreign teachers. Since the government suggested discovery learning as one of methods which should be applied in teaching and learning process based on the Indonesian Minister of Education and Culture’s Regulation No. 22, 2016 on Process Standard of Basic and Secondary School. In this case, the researcher found that teachers choose and use discovery learning in teaching writing.  \nThe definition of discovery learning is a teaching method in which a teacher guides students to discuss and ask questions and reach information by themselves, so they can discover and find out solutions through practices (Balim, 2009) . Besides that, discovery learning requires discovery mental processes including observing, measuring, classifying, suspect, explaining, and making decisions (Efrini, 2016) . Discovery learning is a potential method to improve classes’ instruction, strategy and students’ achievement where the memorization of definitions is not enough in reaching a goal of learning (Bicknell-holmes & Hoffman, 2000) .  \nAdditionally, there are six stages in discovery learning, namely stimulation, problem statement, data collection, data processing, verification, and generalization (Rahmi & Ratmanida, 2014) .  \nThe role of the teacher can play important for learning the writing process. Moreover, the role refers to the part that a teacher can play in carrying out learning tasks as well as the relationship with students (Nunan & Carter, 2001) . In teaching writing, a teacher can be a facilitator, demonstrator, responder, evaluator, and motivator. Thus, the attitudes of a teacher about the method can affect the process of  \n[corresponding e-mail:](corresponding e-mail:1 malarovikasari@gmail.com)[1](corresponding e-mail:1 malarovikasari@gmail.com)[ malarovikasa","cbCainNSEajDqLZY","https://ap.wps.com/l/cbCainNSEajDqLZY","pdf",979884,6,"English","# Introduction\n## Writing as a core skill\n## Discovery learning: definition and stages\n## Teacher roles and attitude components\n# Methodology and data collection\n## Observation, interview, and documentation\n## Triangulation and verification\n# Findings and discussion\n## Attitudes toward writing skills and discovery learning\n## Practices that support students' writing\n## Implementation challenges","[{\"question\":\"What research method is used to examine teachers’ attitudes toward discovery learning?\",\"answer\":\"The study uses a case study approach. Data are collected through observation, interviews, and documentation, with credibility checked through data and methodological triangulation.\"},{\"question\":\"How do teachers’ attitudes differ regarding writing skills and discovery learning?\",\"answer\":\"The findings show teacher 1 and teacher 2 have negative attitudes in writing skills, yet they hold positive attitudes toward discovery learning when teaching writing. They also enjoy and like using discovery learning.\"},{\"question\":\"What challenges arise when using discovery learning in writing classes?\",\"answer\":\"The main challenges are the need for much time and many classroom activities. Teachers also take on many roles throughout the writing process.\"}]","Teachers’ Attitudes Toward Discovery Learning - A Case Study in Writing Class | PDF"]