<![CDATA[Writing a report text is one of the more demanding tasks facing junior secondary EFL learners. Beyond vocabulary and grammar, students must grasp a fixed structural convention — introduction, methodology, findings, conclusion — and many struggle to organize information cohesively within it, a difficulty that often traces back to how writing is taught rather than to ability alone. This study responds to that gap by designing an instructional model that adapts discovery learning’s exploratory sequence specifically for report-text pedagogy. Following a research and development approach built on the ADDIE framework, the study centers on its Analysis and Design phases. Needs-analysis data were gathered from 61 Grade IX students and their English teachers at SMP Negeri 21 Makassar between August 2024 and January 2025, using purposive sampling; classroom observation, questionnaires, and document review supplied the data, analyzed descriptively to inform the model’s construction. The resulting design departs from discovery learning’s conventional six-stage syntax by inserting an explicit writing-process stage between data processing and verification, supported by a teacher’s guide and assessment rubric built alongside it. For English teachers, the model offers a structured, replicable route into report-text instruction through guided discovery rather than direct explanation, with validity, practicality, and effectiveness testing positioned as the study’s next phase.]]>
