The students’ motivation in learning English is very important, due to English language mastery. Besides, the teacher needs an effective learning method, to encourage the students’ motivation in the learning process. This research aims to analyze the use of Discovery-based Learning to encourage students’ activeness in the classroom. This research was an experiment. The instrument used in this study were observation sheet and motivation questionnaire. The results of this research showed that the use of discovery-based learning in the classroom is very effective to engage the learners’ motivation to participate actively in the classroom. The mean score of motivation is achieved in posttest (4.17) compared to pretest (3.81).  From the result of t test, the value of Sig. (2-tailed) is .041 which is lower than .05. The application of discovery-based learning is focused on student-centered activity, so that the learners can be more active in the learning process. In other words, the application of discovery-based learning is very appropriate to encourage the students’ motivation to participate actively in the classroom.

The current study investigated the effect of jigsaw on students’ reading comprehension. In doing the study, the pretest and posttest design was used. The participants of the study were 6th grade students in one public school in Singaraja, Bali. Through descriptive analysis, it was found that the mean score of pre-tests was 66.25, and the posttest was 75.42. The mean difference between pretest and posttest was 9.17. The result of paired sample t test showed a significant value (Sig. 2-tailed=.000). Thus, it can be concluded that jigsaw technique significantly affected students’ reading comprehension. English teachers are encouraged to implement jigsaw technique in classroom.