THE EFFECTIVENESS BETWEEN DISCOVERY LEARNING AND WORD WALL METHODS IN IMPROVING VOCABULARY AT SEVENTH GRADE STUDENTS

Some of the teacher is having a problem when using discovery learning as a method to improve the vocabulary of a student. Based on the objective of this research, the writer conduct wordwall method on SMP mutiara 1 Bandung that will help on improving student vocabulary, and hopefully it can be applied simultaneously to increase interest in learning especially in English course in SMP Mutiara 1 Bandung. Based on the results of research that has been done by the writer, there are very helpful results in developing the method of Word Wall as a teaching material capable of improving the quality of learning and also can improve students vocabulary. From the test results of normality and homogeneity that the data used is homogeneous and distributed normally, so that the process of the research can be continued as it should be.


INTRODUCTION
In this study writers conducted a study in SMP Mutiara 1 Bandung, this is one of the junior high school lies in Jl. Maleber utaran No 37, Bandung. There are 7 Class at this school, there is 3 Class of class VII, 2 class of class VIII and 2 class of class IX. Writers was given the opportunity to conduct research at the SMP Mutiara 1 Bandung, this relates to the student's lack of interest in foreign language lessons. The use of a good method can usually provide a new atmosphere for students in the learning process, learning will be effective if there is a strong willingness from the students. Therefore, an effective learning is characterized by the occurrence of the processes of learning in students. A person is said to have undergone a learning process when in the inside is changes, from not knowing became know, from don't understand be understood, etc. (Aunurrahman, 2010, p. 34).
According to Apsari, Mulyani & Lisdawati (2019), teaching strategy is a means that teacher chose and used for delivering learning material. Based on the results of observation on SMP Mutiara 1 Bandung, the usual method that was used is discovery learning methods. It turns out that discovery learning methods, there are many students who have difficulty in understanding a vocabulary. The method of discovery learning itself can be defined as the process of learning occurs when students are not presented the information directly, but students are required to organise the understanding of that information independently. To improve the students' learning interest toward reading skill, the lecturer need to know the nature of reading, how to teach reading effectively, and what instructional materials is the most suitable for their students, in addition to pedagogical competencies (Parmawati & Yugafiati, 2018, p. 2). Writer assume that the use of methods of Discovery learning in SMP Mutiara 1 Bandung is less appropriate in the process of learning in the classroom, so that the student needed stimulus variations from the other learning methods, such as the Word Wall method.
From this problem, writer uses word wall method to compare between discovery Learning Aproach that was used in SMP Mutiara 1 Bandung, so the title of these research is : "EFFECTIVITY BETWEEN DISCOVERY LEARNING AND WORD WALL METHODS IN IMPROVING VOCABULARY ON VII Th GRADE".

Discovery Learning Approach
According to Suprihatiningrum (2014, p. 244), there are two ways in Discovery Learning, namely: 1) Free Discovery Learning i.e. discovery learning without any hint or direction. 2) Guided Discovery Learning i.e. learning that takes the role of the teacher as a facilitator in the process of his education.
Discovery Learning methods can be implemented in one communication or two-way communication depending on the magnitude of the classes, which are described in more detail as follows (Hamalik, 2009, p. 187): 1) one-way approach direction System based on the presentation of one way that's done by the teacher. The structure served in the form of stimulating students doing discovery process in front of the class. The teacher submits a problem and then solve those problems through the steps of discovery. 2) a two-way system, a two-way system involve a students in answering the questions of the teachers. Students doing discovery, while the teachers guide them in the right direction.

Word Wall Method
Word wall is a collection of vocabulary that organized systematically shown with large letters and taped on the wall of a classroom. (Cleaver, 2018) a walls is dedicated to displaying high frequency words (these could be sight words or words that are used a lot in your class) that are important for your students to know and use. Word wall is a media content that should be used instead of just displayed or viewed. This media can be designed to enhance learning and group activities and also involve the students in the creation and activity of its use.
By using the word wall it is expected that students will increase their English vocabulary comprehension without having to always depends on the use of a dictionary or meaning of the word given by the teacher. There are two main approaches in popular vocabulary learning, namely: a) word list approach, b) contextual approach. Word list approach for examples that gives a list of words and their meanings directly on the students. A list of these words probably has to do with the topics being studied by students or maybe not. The second approach is a contextual approach to vocabulary learning, resting on a range of activities related to searching for the meaning of a word. (Sulistyani & Susanti, 2017, p. 3) By applying word wall, students can remember the vocabulary without feeling that they are very serious in studying. Through the habit such as looking the word wall, indirectly they remember the vocabulary. Vocabulary At Seventh Grade Students Of the two approaches above according to the writer, the frugal approach is most enjoyable for students is a contextual approach. This is due to that all students can engage directly through a variety of activities to seek and find the meanings of a word with mentored by teachers, although of course not to always use this approach every times writer entering class. Writer uses the word list approach when students ask about the meaning of the vocabulary that has been pronounced by the writer. Writer has put into practice the learning of vocabulary using a contextual approach that is by using Word Walls as a media.

METHOD
The research experiments with this type is quasi-experimental design. Experiments in which research in this study provided a special treatment against a sample of research" (Sugiyono, 2011, p. 172  Based on the output above on the value of significance (sig) to all of the data on either the test of Kolmogorov-Smirnov or the Shapiro-Wilk test is > 0.05 significance level, pretest and posttest class experiments with word wall method is , 603 and 144, greater than 0.05. Pretest and posttest with control class model of discovery Learning is 505 and ,135 is greater than 0.05. So it can be concluded that the data is Distributed NORMALLY.

Results
The research has a goal to answer formulation of the problem, and that is to find out if there is a difference in the results of the Discovery Learning methods and Word Wall methods on the English course in Class VII of SMP Mutiara 1 Bandung. To know the difference, writer will do the hypothesis test.
Before conducting the Independent Sample Test, to find out the difference between Discovery Learning methods and Word Wall methods, writers will do the test of Paired sample T-test to tell the difference results study on post-Test and Pre-Test of experiment class and control class. Below is a table 3. Test of Paired sample T-test. Based on the output of pair 1 retrieved value of sig. 0,000 <0,005, then it can be concluded that there is a difference in the results of learning from the pre-test Experiment class and Post-Test  Based on the results of the above it can be concluded that the data of Sig. (2-tailed), is 155 > 0.05. Based on the results of the hyphothesis, that H0 is accepted and Ha was rejected, it can be concluded that there is no DIFFERENCE in the average student learning outcomes between Discovery Learning methods and Word Wall methods.

Discussion
Based on the results of the analysis of the post-test from t-test then H0 is accepted and Ha was rejected, it is based on the results of significance that is as big as, 155 > 0.05 then it can be concluded there is no difference between Discovery Learning methods and Word Wall methods.
Although there is no difference from the significance of the results we can see that the results of the study of pre-test and Post-test experiment class has increased from 70.59 or 70% to 76.90