Guided Discovery Strategy: Providing an Interesting Teaching and Learning Process through Audio-Visual Media
Abstract
Selecting an optimized teaching strategy and instructional medium is crucial to embrace student engagement and ensure cognitive acquisition. Traditional expository methods frequently struggle to maintain high levels of learner autonomy and long-term memory retention. This study aims to investigate the implementation of the Guided Discovery Strategy combined with Audio-Visual Media to deliver an engaging, interactive, and highly effective narrative text writing course for Indonesian EFL university students. Utilizing a descriptive qualitative case study design, this research examined classroom interactions, group outputs, and oral responses of first-year students over a four-week instructional cycle. Data collection was carried out through systematic classroom observation, textual analysis of students' collaboratively written text paragraphs, and structured group interviews. The results revealed that the four-stage framework of Guided Discovery (Introduction and Review, Open Phase, Convergent Phase, and Cover) combined with structured video materials significantly enhanced the students' contextual grasp of generic structures (orientation, complication, resolution) and syntactic properties (simple past tense) of narrative texts. The study concludes that guided discovery effectively reduces didactic lecturing and optimizes the learner's zone of proximal development, creating a memorable, self-directed learning atmosphere. Implications for instructors regarding precise temporal planning and strategic questioning sequence selection are discussed.
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