CHAPTER II

LITERATURE REVIEW

2.1 Theoritical Framework

This study is based on the theory of interactive learning, which suggests
that the use of technology media can enhance students' motivation and interest
in learning. Word Wall, as one of the technology-based learning tools, offers
interactive features that allow students to actively participate in the learning
process. Previous studies have shown that Word Wall can increase students'
interest in learning through educational games and interactive visualizations.
In the context of teaching the Simple Past Tense, this media provides
opportunities to strengthen students' understanding of the material in a more
enjoyable way. Therefore, this study aims to further explore the impact of
using Wordwall on students' learning interest, particularly in the area of
Simple Past Tense grammar, with the hope of making a significant
contribution to creating innovative and effective learning.
In this chapter discusses about Learning Media, Definition of Word Wall,
Characteristic of Word Wall, Advanteges and Disadvanteges of Word Wall,
Goals of Word Wall, Implementation of Word Wall, Teaching of Word Wall
Media In Learning Simple Past Tense, Definition of Grammar, Importance of
Grammar, Purposes of Grammar, Tenses, Definition of Simple Past Tense,
Form of Simple Past Tense, Pattern of Simple Past Tense, Time of Simple
Past Tense, Function of Simple Past Tense, Definition of Discovery Learning
Model, Purpose of Discovery Learning Model, Advantages and Disadvantages
of Discovery Learning Model, Syntax of Discovery Learning Model,
Conceptual Framework and Hypothesis.
There are three relevant studies with there researcher takes about this
research. They are “The Effectiveness Of Word Wall Game-Based Learning
Media On Student Learning Outcomes Of Simple Past Tenses”, “The
Effectiveness Of Using Word Wall In Teaching Simple Present Tense At The
 7

First Year Students Of Junior High School 1 Parigi”, “Using Word Wall For
Developing English Learning Media”.
The first relevant study taken from a journal research which is conducted
by Maslahat " The Effectiveness Of Word Wall Game-Based Learning Media
On Student Learning Outcomes Of Simple Past Tenses (2024)". They used
tests; pretest, posttest, and questionnaire. The researcher can conclude that
using Word Wall games as a learning media has a beneficial effect on student
learning outcomes of the simple past tense in MTs Al-Hibsiyah Lengkong’s
ninth grade. It can be seen the average results of the students’ pretest and
posttest how this, 54.75 was the average score for students on the pretest, and
80.75 was the average score for students on the posttest. Based on the
hypothesis test results “Paired-sample t-test” show that the significance value
is 0.000 <0.05, which means Ha is accepted and Ho is rejected. From the
results of the calculation of the questionnaire that the author gave to students,
that the average value of the questionnaire is 88.60% which is a “strongly
agree” category. Therefore, there is a positive effect of using learning media
based on Word Wall Games on student learning outcomes of simple past
tense. Therefore, Word Wall game-based learning media can help students
achieve better learning outcomes in simple past tense (Maslahat et al. 2024).
The second relevant study was done by Swari (2023) “Word Wall As A
Learning Media To Increase Students' Reading Interest”. Students can
improve their reading skills with the help of ICT tools like Word Wall. Word
Wall platform can be used to increase students reading interest by choosing
the appropriate learning activities for the students. This media or games can
track the progress and proficiency of students. As a result, students benefit
from the application. Students will have more fun learning online if they use
this app. The teacher also easier to check students' work, and they do not need
to check it individually. This platform can be one teaching innovation that can
assist teachers in creating joyful learning for the students (Swari 2023).
 8

The third relevant study was done by Yulia Aini “Using Word Wall For
Developing English Learning Media (2022)”. She found that Word Wall
contributed much to the media of English learning, we can use for learning a
language from the language element to improve our English language skills.
The media are interesting to use in effective and efficient to support English
learning. It was summarized that developing English learning media by using
Word Wall can be one alternative to vary English Learning Media (Aini
2022).

2.1.1 Word Wall Interactive Media

Word Wall is a free online tool for creating learning activities. it is a web
application that contains interesting educational and interactive quiz-based
games. This application can be an exciting learning resource, media and
assessment tool for students. Word Wall also provides examples of the
creativity of teachers to make it easier for new users to use and create the
materials provided on the media. With this tool, teachers can enter the topic
that they would like to cover in class into the Word Wall and receive a variety
of ready-made, fully customizable activities such as Quiz, Match Up, Open
the Box, Find the Match, Group Sort, Missing Word, Gameshow Quiz,
Wordsearch, and many others. Therefore, the variety of games that can be
made can be more diverse so that students will not quickly feel bored in
playing the game (Rosydiyah, Asari, and Maruf 2022).
The use of technology in education is becoming increasingly prominent,
with a variety of platforms and applications designed to enhance the
educational process. The Word Wall application, characterized by dynamic
features and an interactive interface, presents exciting opportunities for
developing language proficiency, collaborative learning and student
engagement. As educators increasingly embrace technology as an integral
component of their teaching strategies, it is important to examine the efficacy
of specific tools, such as Word Wall, in facilitating language acquisition in
education (Inovasi, Pendidikan, and Vol 2024).
 9

Word Wall is a systematically organized collection of words displayed in

large letters on a wall or other large display in the classroom. Word wall has
become a popular tool to teach literacy strategies in today's classrooms.
Therefore, Word Wall support student's ongoing study of how words work
and should be interactive, not simply a display of words. Word Wall
encourage students to actively learn about words and therefore should be
referenced and used often mastering simple past. Word Wall is a collection of
high-frequency sight words that are age appropriate, classified into groups or
categories, and is located on the wall of a classroom for students to easily see
and learn.

[Link] The Characteristic of Word Wall Interactive Media

According to Brabham & Villaume (2001), every teacher is different
when deciding on how to display, arrange, and use Word Wall in the
classroom, but there are some common characteristics:
1. All are collections of words that are deve bblopmentally appropriate for
study by students in the classroom.
2. Words are selected for specific instructional purposes.
3. Collections are cumulative, as new words are introduced, familiar words
remain for further study.
4. Activities and talk about Word Wall provide conversational scaffolds that
structure the ways that students study, think about, and use words.
Words on wall serve as visual scaffolds that temporarily assist students in
independent reading. (Purwitasari 2022).

[Link] Advantages and Disadvantages Using of Word Wall Interactive

Media
Advantages using Word Wall Interactive Media
1. To support the teaching of important general principals about words and
how.
 10

2. To develop a growing core of words that become part of reading and

writing.
3. To make students practice English for communication and to create using
language.
4. To create a variety of Word Wall game using teachers own word.
The teachers can choose the vocabulary topic or grammar item form a
large database of exercise. All exercise in interactive and simple in learning
English, such as: matching word, word association and missing letter (Kariyati
2024).

Disadvantages using Word Wall Interactive Media

1. Taking a long time to create the learning materials.
2. It has to complete the equipment are color, imagination, and the ability to
provide smart words in the Word Wall (Putra et al. 2024).

[Link] The Goals of Word Wall Interactive Media

According to Patricia Antonacci (Azzahra, Rahmadita, and Hazmi 2024),
Word Wall has many goals, they are as follow:
1. Support the teaching of important general principles about words and how
they work.
2. Foster reading and writing.
3. Provide reference support for children during their reading and writing.
4. Promote independence on the part of young students as they work with
words in writing and reading.
5. Provide a visual map to help children remember connections between
words and the characteristics that will help them form categories.
6. Develop a growing core of words that become part of a reading and writing
vocabulary.
 11

[Link] The Implementation of Word Wall Interactive Media

The activity of this research needs three weeks, four times meeting and
stages such as:
1. Planning
a. Understand the curriculum of the school that used for the school.
b. Make lesson planning based on the curriculum, and arrange material of
lesson planning and it should be based on the teaching of vocabulary.
c. Make pre test
d. Make the observation paper to observe the condition of learning process.
e. Arrange the post test to know the increased of the result study after they
studied through material.

2. Action
In this activity it has scenario learning process it should be based on the
teaching vocabulary by using Word Wall media as like that:
a. The first meeting, the teacher gives pre test to students and asks them to do
the test.
b. The teacher explains a purpose of using the Word Wall. Word Wall may
be used to help students learn high frequency words, or they may be used
to develop vocabulary around a theme.
c. Select the words that are targeted for instruction. Select a few words for
teaching and post them on the wall. Teachers choose words that
correspond to students' ability who are able to students remember and
learn. Words on the wall need to be spelled correctly and written legibly.
d. Before teaching wordwall, the students should practice vocabulary in the
other words to make students more creative in teaching vocabulary using
Word Wall.
e. The teaching of the word, the students begin to understand the meaning of
a word, so that students are able to learn vocabulary by using the Word
Wall well. Because Word Wall are effective when they are interactive,
teachers guide discussion of the readings to include new and interesting
 12

words that student discovered in their readings.

f. The activities conducted by placing the words on the wall or on the
blackboard and students are required to mention such words or preferably
by using pictures and then look it was written on the board. For the Word
Wall to be effective, members of the learning community must use them.
g. In the end the teacher gives evaluation.

[Link] Teaching Of Word Wall Interactive Media in Learning Simple

Past Tense
The followings are some steps in teaching of Word Wall in simple past tense:
1. Step 1: The teacher explains the simple past tense material, the meaning,
the pattern of the simple past tense, the example.
2. Step 2: The teacher gives several examples of simple past tense sentences.
3. Step 3: The teacher shows several examples of simple past tense sentences
through the image.
4. Step 4: After that the teacher explains the purpose shown in the picture, the
teacher explains the Word Wall media to students.
5. Step 5: After it is clear, the teacher attaches the image on the wall, behind
the picture is written a simple past tense sentence according to the picture.
students will be able to guess and immediately make a simple past tense
sentence by looking at the picture on the wall after that the image will be
released according to the guess of the student.

2.1.2 Grammar
According to Gerot and Wignel (1994), grammar is a theory of language,
of how languages is put together and how it works. Scott Thornbury
(1999), grammar is defined as a descript ion of the rules for for ming
sentences, including an account of the the meanings that these forms convey
(Schurz and Coumel 2023). Based on the explanation above the meaning of
message conveyed by language has to be converted into words put together
according to grammatical rules, and these words are conveyed by sound.
 13

It is hoped that the rule of this grammar helps the readers, listeners, and the
viewers to catch the main means of sentences or utt erances that the writer
or speaker produces. In short, grammar means the basic signals by which a
language transmits its meanings. Hence, learning grammar is a must when
students are expected to acquire a language (Quan 2024).
Language is acquired through practice; it is merely perfected through
grammar. It is also supported by Douglas Brown who states grammar is a
system of rules governing the conventional arrangement and relationship of
words ia a sentence (Kahraman and Şentürk 2020). According H. Douglas
Brown (1994), In other word, grammar tells us to construct a sentence (wird
order, verb and noun system, modifiers, phrase, clauses, etcetra.). It means
that grammar is an important rule in language; therefore every language has
its own grammar. The user of language cannot express their opinion or idea
correctly if the sentences are not only one of the goals of the teaching;
anotherimportant thing is that students should be able to use the words and
phrase to express meaning (Djurayeva and Shegay 2020).
Harmer (2001) states grammar of language is the description of the ways
in which words can change their forms and can be combined into sentences
in that language. It means that, if the students cannot master grammar well,
they cannot produce a good sentence. As we know that language function is a
first one tool communication which can communicate with written and oral, it
needs knowledge of grammar in order to know the meaning of sentence or
text.
According to the explanation above, the researcher concludes that
grammar is not only the rule system of the communicative to produce a good
sentence, but also the most important rule that will influence in language
skills, such as speaking, writing, etc. As an important element of language,
grammar must be mastered by learners if they want to be successful in
learning English. Because it can help the students to construct the correct
sentences meaningfully and grammatically, so that they are able to use
English well.
 14

[Link] The Importance of Grammar

According to Zuhriyah (2017) the significance of grammar mastery and
highlight key points that underscore its importance in the learning process
(curtin 2021) :
1. Grammar mastery ensures clarity and accuracy in communication By
understanding the rules of grammar, learners can construct sentences that
are grammatically correct, minimizing confusion and misunderstandings.
This proficiency allows individuals to express their ideas precisely,
enhancing the overall effectiveness of their communication.
2. Proficient grammar skills are essential for effective writing Grammar
provides a framework for organizing ideas, structuring paragraphs, and
conveying meaning in written form. It enables leamers to construct
coherent and cohesive texts, enabling them to communicate their thoughts
in a concise and engaging manner.
3. Learning grammar promotes overall language development. It enhances
learners' understanding of the underlying structures and patterns of a
language, enabling them to make connections, expand their vocabulary, and
comprehend more complex language forms. Grammar serves as a scaffold
for acquiring new language skills and advancing linguistic competence.

In conclusion, mastering grammar is of utmost importance for language

learners as it ensures clarity, accuracy, and proficiency in communication. It
enhances writing skills, fosters language credibility, and promotes effective
communication. Grammar proficiency serves as a foundation for language
development and empowers learners to express themselves fluently and
confidently. Recognizing the significance of grammar mastery in language
learning can greatly benefit learners in their journey towards becoming
proficient communicators.
 15

[Link] The Purpose Of Learning Grammar

Gaining a thorough understanding of grammar is crucial when acquiring
a language as it equips learners with the necessary tools to effectively
comprehend and utilize the language Grammar serves several purposes in
language acquisition, enabling individuals to communicate accurately,
comprehend written and spoken texts, and express themselves with clarity. In
this introduction, we will delve into the significance of learning grammar and
emphasize key points that underscore its importance in language development
(Yurko and Vorobel 2022). According to Marković (2019) the purposes of
leaming grammar encompass various aspects.
Firstly, learning grammar facilitates effective communication, which is
one of its primary objectives. By providing rules and structures, grammar
enables individuals to construct meaningful sentences, express their thoughts,
and engage in conversations Understanding grammar empowers learners to
convey their ideas accurately and ensures successful communication
interactions.
Secondly, grammar plays a pivotal role in enhancing reading and
listening comprehension skills. When individuals possess a solid grasp of
grammatical structures, they can decipher the intended meaning of written or
spoken texts more effectively. Grammar knowledge enables learners to
identify sentence structures, comprehend word relationships, and interpret the
message conveyed by the text.
Moreover, grammar is essential in developing strong writing skills. By
comprehending grammatical rules, learners can organize their ideas, structure
paragraphs, and create coherent written pieces. Proficient grammar usage
ensures clarity, coherence, and cohesion in writing, enabling individuals to
effectively express their thoughts.
 16

[Link] Tenses
The word tense derived ultimately from the Latin word tempus meaning
time. Tense commonly refers to to the time of the situation which relates to
the situation of utterance or at the moment of speaking. According to Frank,
tense is special verb ending or accompanying auxiliary verb signal the time an
event takes place. Almost all verbs can show the differences between the
present, past, and future changing in the verb form (Djurayeva and Shegay
2020).
In learning English as a foreign language, there is component called
grammar. When we learn grammar, the tenses will be automatically
correlated. Tense is a change in the verb that influenced by the time and nature
of the event, all sentences in english could not be separated from tenses
because all sentences must have something to do with the time and nature of
the event (Elisa et al. 2022). Tense is one of the important parts of structure in
English. In teaching learning English the teacher should make the students
understand about tenses which are used to make them able to make sentence
because tenses are a verb form that are used in certain time. So it must be
mastered by the students.

Table2.1.2.3 The Simple Tense

Tense Examples Meaning

Simple present tense (a) It snows in Alaska The simple present tense
(b) I watch express events or situation
television every day that exist always, usually,
habitually, they exist now,
have existed in the past,
and probably will exist in
the future.
Simple past tense (a) It snowed yesterday At one particular time in
the past, this happened. It
 17

(b) I watched began and ended in the

television last night past.
Simple future tense (a) It will snow At one particular time in
tomorrow the future, this will happen.
(b) I will watch
television tonight
[Link]

Based on explanation above, the researcher can concluded that tense is a

verb form or series of verbs forms used to express a time relation. Tense may
also indicate whether an action, action, activity or state is past, present or
future form. In the teaching and learning process, a teacher should be able to
make students understand about tenses, especially in a sentence, given that
tenses were important in English. form. In the teaching and learning process, a
teacher should be able to make students understand about tenses, especially in
a sentence, given that tenses were important in English.

2.1.3 Simple Past Tense

[Link]. The Definition Of Simple Past Tense
The simple past tense holds a crucial position within the framework of
English grammar as it enables individuals to articulate actions, events, or
states that transpired in the past (Westermann 2022). This tense serves as a
means to establish a specific timeframe and assumes a fundamental role in
narrative storytelling, historical accounts, and personal anecdotes. According
to Sugianto et al (2022) proficiency in understanding the simple past tense is
vital for effective communication, as it facilitates the accurate conveyance of
past actions while providing a clear temporal context (Mustafa 2021).
Distinctive verb forms characterize the simple past tense, typically
involving the addition of "-ed" to regular verbs or the usage of irregular verb
forms (Deshors 2020). According to Mahmudah (2018) its primary function
is to indicate actions that have been completed in the past and are no longer
 18

ongoing. By acquiring knowledge of the simple past tense, individuals gain

the ability to vividly describe past events, share personal experiences,
engage in discussions about historical occurrences, and effectively
communicate through various written and spoken mediums (Stephens and
Sanderson 2021).
However, the significance of learning the simple past tense extends
beyond acquiring grammatical proficiency (Fitria 2020). It empowers
individuals to effectively communicate their personal experiences, recount
stories with clarity and coherence, and develop an understanding of the
chronological sequence of events. Mastery of the simple past tense equips
learners with the skills necessary to engage in meaningful conversations,
comprehend written narratives, and express themselves fluently in a diverse
range of contexts. Additionally, according to Mahmudah (2018) a deepened
comprehension of the simple past tense fosters an enhanced appreciation for
literature, history, and the profound impact of past events. By providing the
linguistic tools required to explore and articulate the intricacies of human
experiences, the simple past tense facilitates a more comprehensive
engagement with the world around us.
In the subsequent sections, the researcher will delve into the
construction and usage of the simple past tense, examining its various forms
and providing illustrative examples to enhance understanding.

[Link] Form of Simple Past Tense

Based on Azar (2021) (Fitria 2021) illustrating the verb changes in the
simple past tense:
1. Regular Verbs
A regular verb is any verb whose conjunction follows the typical pattern,
of the language to which it belongs. The second verb is formed from the verb
1 + ed/d.
The base form "walk" becomes "walked" in the simple past tense. An
example sentence would be, "I walked to the park yesterday." (Chamalaun et
 19

al., 2021). Similarly, the verb "play" changes to "played" in the simple past
tense, as seen in the sentence, "They played soccer last weekend."
Additionally, the verb "talk" transforms into "talked" to denote past
actions, such as in the sentence, "She talked to her friend on the phone
yesterday."

2. Irregular Verbs
Irregular verb is a verb conjunction follows a different pattern. The second
irregular verb is a different form of the verb 1. So far that we have to
memorize it. Irregular verbs, on the other hand, exhibit unique forms in the
simple past tense (Chamalaun et al., 2021). Consider the verb "go," which
transforms into "went" in the past tense. An example sentence would be, "He
went to the beach for his vacation." Similarly, the verb "eat" changes to "ate"
in the simple past tense, as demonstrated in the sentence, "We ate dinner at a
fancy restaurant last night." Likewise, the verb "buy" becomes "bought," as
in the sentence, "She bought a new dress for the party." The verb "see"
adopts the form "saw" in the past tense, as seen in the sentence, "They saw a
beautiful sunset at the beach." Lastly, the verb "take" takes on the form
"took" in the simple past tense, exemplified in the sentence, "He took a trip
to Europe last summer."

[Link] The Pattern Of Simple Past Tense

The following forms of simple past tense are:
Past Tense Verbal
a. Positive Sentence

Subject + verb2 + object/adverb

For example :
1) We learnt English in this class
2) He worked here with them
 20

Example
(1) is a positive sentence using simple past tense.
In this sentence (1) We is as a subject, learnt is as a verb 2 or past verb
which is from verb 1 or present verb learn, English is as an object and in
this class is as the adverb of place.

In example (2), he is as a subject, worked is as a verb 2 or past verb

which is from verb 1 or present verb work, here with them is as an adverb of
place.

b. Negative Sentence

Subject + did + not+ verb 1 + object/adverb

For example :
1) I did not get a prize
2) He did not sing a song
Example (1) is a negative sentence using simple past tense.
In sentence (1), I is the subject. As it is a negative sentence auxiliary verb
did and negation are added before the verb. Get is the verb 1 or present verb,
and prize is the object.
In example (2), he is the subject. As it is a negative sentence, auxiliary
verb did and negation are added. Sing is the verb 1 or present verb, song is
the object.

c. Interrogative Sentence

did + Subject + verb 1 + object/adverb

For example :
 21

1) Did you write a letter?

2) Did they read an Indonesian magazine?

Example (1) and (2) are interrogative sentences using simple past [Link]
interrogative sentence, an auxiliary did is used in the beginning of the
sentence. Past verb is not used anymore. Instead, present verb is used. In
example (1) and (2), the verb are write and read.

Past Tense Nominal

Past tense nominal was a sentence that used to be (was, were) as a
predicate then followed by noun or adjective. For example of positive
sentence like She was a painter. The formulation as follows:
(+) Subject + Was/were + Complement
(-) Subject + Was/were not + Complement
(?) Was + Subject + Complemen

Examples:
(+) Layla was sad last night
(-) Layla was not sad last night
(?) Was Layla sad last night?

[Link] The Function Of Simple Past Tense

These are some functions of simple past tense, as follows:
1. Simple past tense is used to describe action which happened in the recent or
distant past.
2. Simple past tense is used to express the event which is completely finished.
For example: He did not sing at the concert
3. Simple past tense is used to talk about completed past event. The completed
event might have interrupted the situation.
Example: This car belonged to me
4. Simple past tense is used a permanent or long-term situation.
Examples: I live in Bali for two years
 22

5. Simple past is used to describe past habit

Example: I smoked forty cigarettes a day till I gave up
6. Simple past tense is used to repeated past actions and events"
Example: I always went shopping on Saturdays

Based on the various explanations above, the researcher concludes that

there are several functions of simple past tense, they are, to describe single
completed action, to show repeated events completed in the past and to talk
about action that happened in a sequence in the past.

[Link] The Time Signal Of Simple Past Tense

Simple past tense was a tense that was more often used to talk about the
past. The table bellow is talking about time signal of simple past tense.

Table [Link] Time Signal Of Simple Past Tense

Yesterday A week ago Several days ago

Two years ago A few minutes ago An hour ago

Last year A few day ago A month ago

Last night A week ago A year ago

Last week In 2000 A moment ago

Source: Betty Schrampfer Azar, Fundamental of English Grammar, 1996

The table above was talking about the time signal of simple past tense, by
way of illustation: yesterday, two years ago, last year, last week, in 2000,
several days ago, ect.

2.1.4. Discovery Learning Model

 23

[Link]. Definition of Discovery Learning Model

The psychologist Jerome Bruner, who was born in New York in 1915,
created the discovery learning model. Bruner says students learn best through
discovery, which leads them to look for answers to problems and the
knowledge that goes along with them. This process results in the generation of
meaningful knowledge (Putri, Roza, and Maimunah 2020).

One constructivist-based educational approach is discovery learning,

which is inquiry-based instruction. With this approach, students should take
on a more active role and follow the learner-centered model. This approach
included a learning process that helped students explore and become
knowledgeable. Kaptan and Korkmaz say, "The discovery approach helps
students draw conclusions from their observations and activities. This
approach will let every student explore, then work with a teacher and a peer to
find solutions to issues." (Purwaningsih et al. 2020).
The discovery learning model allows students to play an active role in the
learning process by answering and solving problems to discover concepts that
last a long time and are easy to remember. Therefore, critical thinking skills
can be instilled in students through the use of the discovery learning approach.
Meanwhile, the scientific methodology of the Discovery Learning Method
provides a learning model that can meet the 2013 curriculum standards. "A
more effective learning approach to strengthen student learning results,
students become active learning subjects or students become subjects in the
learning process" is the argument put forward for the scientific method
(Ahmad, Mastuang, and Misbah 2021).
The previous explanation leads to the conclusion that learning
constructivism is seen as an active process in which people become
accustomed to interacting with their surroundings in order to survive and
develop knowledge of these experiences. Therefore, teachers must create as
interesting an atmosphere as possible in order for students should actively
participate in the process of learning through social interaction and material
 24

processing. Students must construct their own conceptual models of the world.
In this sense, students might be motivated to draw inferences from their
experiences and perceptions through the use of discovery learning as a
teaching style.
However, constructivism theory is often applied to discovery learning,
where students are allowed to engage in social interaction and communication
with their surrounding environment to achieve learning goals, generate
autonomous knowledge and exercise critical thinking. The most important
element in achieving successful learning is students' readiness to learn, and
this is where educators play the role of catalyst and facilitator. The purpose of
discovery learning is to persuade and equip children to remember information,
apply logic, and solve problems on their own.

[Link] Purpose of Discovery Learning Model

Discovery learning is a learning model that makes students more active in
class. There are several experts who state the purpose of the discovery
learning model, one of which is Hosnan. Hosnan says there are five goals in
discovery learning. In this section, the students were able to participate in
learning activities. (Mulbar et al. 2021):
1. The students received knowledge about how to find rules in both real and
abstract situations.
2. The students have the ability to create clear response techniques and use
response questions to obtain information.
3. The students imitate how to collaborate well, share knowledge, listen
intently, and apply their own opinions.
4. The knowledge and skills that the students have acquired are more
advanced.
5. It is simpler to apply and transfer the student ability discovery approach to
other activities and learning contexts.

[Link] Advantages and Disadvantages of Discovery Learning Model

 25

There are several opinions about the advantages and disadvantages of

discovery learning, one of which is Westwood. Westwood says there are
advantages and disadvantages to discovery learning when it comes to
learning:

1. Advantages Of Discovery Learning Model

a. The learning process involves active participation from the students, and
the subjects are typically inherently engaging.
b. The activities found in the discovery materials frequently have greater
depth and significance compared to typical homework assignments and
textbook study.
c. Students learn research and introspective abilities that are transferable to
different contexts.

2. Disadvantages Of Discovery Learning Model

a. Compared to direct teaching, discovery can be a very time-consuming
strategy that frequently takes much longer for material to be obtained.
b. Resource-rich learning environments are frequently necessary for the
discovery model.
c. Adequate literacy skills are typically required for effective learning through
exploration.

[Link] Syntax of Discovery Learning Model

Teachers should give students opportunity in Discovery Learning to
develop their problem-solving skills. Students are not provided with the
subject matter at the start of the educational process; instead, they are required
to finish tasks including information gathering, comparison, categorization,
assessment, coordination, reorganizing resources, and conclusion drawing.
Burais states that there are a few steps that need to be taken in order to
implement the Discovery Learning paradigm in the classroom, including the
following:
 26

1. Stimulation
This stimulation stage means the stage of giving stimulation. The teacher
will start learning activities by asking questions, examples or other references,
recommending reading books, and other learning activities to students.

2. Problem Statement
In this next stage, the teacher will give learners a problem statement or
identification. The teacher will provide opportunities for students to identify
various problem agendas that are relevant to the subject matter.
3. Data Collection
The teacher provides opportunities for students to gather as much
pertinent data as they can while they are exploring. Whether the hypothesis is
correct or not, students then need to get better.

4. Data Processing
The data processing stage is a stage where the teacher invites students to
carry out activities to process data and information that has been obtained in
the previous stage. Data and information gathered by means of observations,
interviews, and other methods.

5. Verification
At this stage, the teacher will give learners the opportunity to conduct a
careful examination in proving whether or not the hypothesis they have set
earlier is correct with alternative findings.

6. Generalization (Drawing Conclusions)

This is the last stage in discovery learning. At this stage the teacher will
ask learners to draw a conclusion that functions as a broad guideline. The
conclusion takes into account the findings of verification and is applicable to
all comparable occurrences or issues.
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Referring to the syntax, the steps of discovery learning that can be

designed by teachers are as follows :

Table [Link] Syntax of Discovery Learning Model

The Implementation Teacher Activity Student Activity

Stimulation The teacher starts the a. Students are faced
learning activity by with something that
asking questions, causes confusion,
recommending reading then proceed by not
books, and other generalizing, so that
learning activities that the desire to
lead to problem-solving investigate for
preparation. themselves arises.

b. Stimulation in this
phase serves to
provide conditions for
learning interactions
to occur that can
develop and assist
learners in exploring
the material.
Problem Statement The teacher gives The selected problem
students the opportunity must then be formulated
to identify as many in the form of a
agendas, problems question, or hypothesis,
relevant to the subject which is a statement as a
matter as possible, then temporary answer to the
one of them is selected question posed.
and formulated in the
form of a hypothesis
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(temporary answer to the

problem question).
Data Collection When exploration takes This stage serves to
place, teachers also answer the - question or
provide opportunities for prove whether the
students to collect as hypothesis is correct or
much relevant not. Thus, students are
information as possible given the opportunity to
to prove whether or not collect various relevant
the hypothesis is correct. literature, information,
read observe objects,
interview sources,
conduct their own trials
and so on.
Data Processing The teacher provides Data processing is the
guidance when students activity of processing
are processing data. data and information
either through
interviews, observations,
and so on, then
interpreted. All
information from
reading, interviews,
observations, and so on,
are randomized, all
processed, classified,
tabulated, even if
necessary calculated in a
certain way and
interpreted at a certain
level of confidence.
 29

Verification Verification aims that Students carry out a

the learning process will careful examination to
run well and creatively if prove whether or not the
the teacher provides hypothesis set earlier is
opportunities for correct with alternative
students to find a findings, linked to the
concept, theory, rule or results of - data
understanding through processing.
examples that they
encounter in their lives.
Generalization The process of drawing a Based on the
conclusion that can be verification results, the
used as a general principles underlying
principle and applies to the generalization are
all similar events or formulated.
problems, taking into
account the results.

2.2 Conceptual Framework

Grammar is a description of the way language works. The knowledge of
grammatical rules is essential for the mastery of a language, we cannot use
words unless we know how they should be put together. It is study of the way
words are put together to make correct sentences. Grammar does not only
affect how units of language are combined in order to "look right"; it is also
affects their meaning.
As one of the various grammatical structures, simple past tense should be
taught and practiced as a means of communication. To realize the goal,
learning process of past tense should he appeared in a context of students' real
life. Along with the discussion, Word Wall media emphasis on the attachment
of context in teaching learning activity. It is intended to help the students
relate the content they are learning to the life context in which the content
 30

could be used.
Accordingly, the writer regards the Word Wall as an approach of teaching
and learning process in teaching past tense because it may help students to
understand the concept of past tense meaningfully.

Tabel 2.2 Frame of Thought

Low Interest in Learning

Simple Past Tense

INITIAL Monotonous Method

CONDITION

Learning Simple Past

Tense is Less Interesting

The Use of Word Wall

INTERVENTION in Learning Simple Past
Tense

Students are More

Actively Involved,
PROCESS Learning Becomes More
Interesting and Fun

Students Interest in
EXPECTED Learning Simple Past
RESULTS Tense is Increasing

2.3 Hypothesis
Based on the theory and the objective of the study, it can be formulated
 31

hypothesis, that there is significant effect of Using Word Wall Interactive

Media On Student’s Ability In Simple Past Tense Mastery.

1. (Ha) : There is a Significant effect of Using Word Wall Interactive Media

On Student’s Ability In Simple Past Tense Mastery at Grade X Of SMA
Negeri 2 Kisaran In 2024/2025 Academic Year.

2. (Ho) There is no significant effect of Using Word Wall Interactive Media

On Student’s Ability In Simple Past Tense Mastery at Grade X Of SMA
Negeri 2 Kisaran In 2024/2025 Academic Year.