Writing is the one of crucial skill in learning English. the longer writing takes to learn a skill additionally, students can communicate their emotions, ideas and opinions through writing. Teaching Writing is significantly different from the language used for speaking and word choice in writing must be precise in order for the writer’s thought to make sense. Discovery Learning is a teaching learning activity in which students construct their knowledge by identifying the information to help them to be critical thinking. However, the teacher applied the strategy to teaching writing and help the students enjoy to learn writing. this research investigated English teacher strategy in teaching writing using discovery learning. The design applied in this research is qualitative research and the technique of this research is case study. The subject of this research is English teacher of MTsN 1 kota kediri. To get the data, the research used three instruments. They are observation, interview and documentation. The result of this research, there are five roles of discovery learning that the teacher used, that are: (a) Stimulation, (b)Problem Statement, (c)Data Collection, (d) verification and, (e)generalization). Discovery learning has several advantages namely; (1) supporting learner’s active participation in the learning process; (2) give the personal in learning experience by themselves to think creativiity; (3) and highly students motivate and give them to opportunity to find something for themselves. Teaching learning process discovery learning can improve students’ ability to think freely. Specifically, discovery learning trains students’ cognitive skills to find and solve problems. Discovery learning strategy is very suitable to use to improve students’ writing skill independently.

Rohmi , Faoziatur .   (2022). English Teachers Staregy In Teaching Writing Using Discovery Learning. IAIN Kediri