THE IMPLEMENTATION OF INQUIRY - BASED LEARNING IN TEACHING ENGLISH TO THE 8TH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI IN 2015/2016
ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
KHUSNATUL KHOTIMAH A320120025
DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER TRAINING AND EDUCATION
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APPROVALTHE IMPLEMENTATION OF INQUIRY - BASED LEARNING IN TEACHING ENGLISH TO THE 8TH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI IN
2015/2016 ACADEMIC YEAR
Publication Article
by
KHUSNATUL KHOTIMAH A320120025
ii
Consultant IProf. Dr. Endang Fauziati, M. Hum. NIK. 274
Consultant II
Aryati Prasetyarini, S.Pd, M.Pd. NIK. 725
ACCEPTANCE
THE IMPLEMENTATION OF INQUIRY - BASED LEARNING IN TEACHING ENGLISH TO THE 8TH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI IN
2015/2016 ACADEMIC YEAR
by
KHUSNATUL KHOTIMAH A320120025
Accepted and Approved by the Board of Examiners
School of Teacher Training and Education
Muhammadiyah University of Surakarta
On May , 2016
Team of Examiners:
1. Prof. Dr Endang Fauziati, M. Hum. ( ) (First Examiner)
2. Aryati Prasetyarini, S.Pd, M.Pd. ( ) (Second Examiner)
3. Drs. Djoko Srijono M. Hum. ( )
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Dean,Prof. Dr. Harun Joko Prayitno, M.Hum. NIP. 196504281993031001
PRONOUNCEMENT
Herewith, I testify that in this research paper, there is no plagiarism of the previous literary work
which has been raised to obtain bachelor degree in the university, there are not opinions or masterpieces
which have been written or published by others, except those which the writings are referred in the
manuscript and mentioned in literary review and bibliography. If it is proven that there are some untrue
statements in this testimony, hence, I will be fully responsible.
Surakarta, 30 May 2016
The Researcher
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THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN TEACHING ENGLISH TO THE 8TH GRADE SRUDENTS OF SMP N 2 SAWIT BOYOLALI IN 2015/2016
ACADEMIC YEAR
Abstract
This study aims at describing the implementation of Inquiry-based Learning in teaching English to the 8th
grade students of SMP Negeri 2 Sawit in 2015-2016 academic year consisting of learning objectives, classroom procedures, classroom techniques, the roles of instructional material, teacher roles, student roles, media, and types of assessment. The researcher gets the data of this research from event, informant, and document analysis. This research applies descriptive qualitative research. The subjects of this study are English teacher and the students of the eighth grade at SMP Negeri 2 Sawit Boyolali. The methods of collecting data are observation, interview, and document. The technique of analyzing data is descriptive interactive covering the steps of reduction the data, data display, and conclusion drawing or verification. The result of this study is divided into eight parts. First, for learning objective, there are two kinds of learning objectives namely general learning objective and specific learning objective. Second, the classroom procedures used are exploration, elaboration, and confirmation. Third, the classroom techniques are oral repetition, reading passage, identifying keyword, answering question, free writing, and summarizing. Fourth, the instructional materials used are printed and non-printed. The roles of instructional material are as a reference source for learners on grammar, vocabulary, pronunciation, as a source of activities for learner practice and communication, as resource of stimulation and ideas for classroom activities. Fifth, the teacher roles are as controller, manager, facilitator, and motivator. Sixth, the student roles are as subject learning, object of learning, performer, learner learns from the teacher, learner learns from other students, learner learns from other teaching sources, monitor and evaluator of his own progress. Seventh, the media used in teaching learning process are picture and board. Eighth, types of assessment used are test and non-test. Test consists of daily test, middle test and final test, while non-test consists of listen and repeat, interactive in the conversation performance, reading outcomes, and constructed response written.
Keywords: implementation, Inquiry-based Learning, teaching of English. Abstrak
Studi ini bertujuan untuk mendiskripsikan implementasi Inquiry-based Learning untuk pengajaran bahasa Inggris murid kelas delapan di SMP Negeri 2 Sawit Boyolali tahun ajaran 2015/2016 yang terdiri dari tujuan pembelajaran, procedur pembelajaran, teknik pembelajaran, peran materi pembelajaran, peran guru, peran siswa, media, jenis penilaian. Data diperoleh dari peristiwa, informan, dan dokumen. Tipe penelitian ini memakai diskriptif qualitatif. Subjek penelitian adalah guru bahasa Inggris kelas delapan dan siswa kelas delapan di SMP Negeri 2 Sawit Boyolali. Metode pengumpulan data yaitu dengan observasi, wawancara, dan dokumen. Teknik analisis data yaitu pengurangan data, menampilkan data, dan kesimpulan atau verifikasi. Hasil dari penelitian ini dibagi menjadi delapan. Satu, untuk tujuan pembelajaran, ada dua macam yaitu tujuan pembelajaran umum dan tujuan pembelajaran khusus. Kedua, prosedur pembelajaran yang digunakan yaitu Ekplorasi, Elaborasi, Konfirmasi. Tiga, teknik pembelajaran yang digunakan yaitu menirukan, membaca bagian, mengenal kunci kata, menjawab pertanyaan, menulis bebas, dan meringkas. Empat, materi yang digunakan adalah printed dan non-printed materi. Peran materi pembelajarn yaitu sumber grammar, kosa kata, pronunciation untuk siswa, sebagai sumber kegiatan siswa untuk praktik dan interaksi komunikasi dan sebagai sumber stimulasi dan ide dalam kegiatan pembelajaran bahasa di kelas. Lima, peran guru adalah pengontrol, manajer, fasilitator, dan motivator. Enam, peran siswa yaitu sebagai subjek pembelajaran, sebagai objek pembelajaran, pelaku, belajar dari guru, murid belajar dari murid lain, murid belajar dari sumber guru, monitor dan penilai perkembangan dirinya. Tujuh, media yang digunakan dalam proses belajar mengajar yaitu gambar dan papan tulis. Delapan, alat penilaian yang digunakan adalah test dan non-test. Test terdiri dari ulangan harian, ujian tengah semester, ujian akhir semester yang mana non-test terdiri dari mendengarkan dan menirukan, interaktip mempraktikan percakapan, mengerjakan soal reading, menulis dan merespon gagasan.
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1. INTRODUCTIONIn Indonesia, English is categorized as a foreign language. It is not our language and it has different word
and structure with our language. English becomes an important language in Indonesia. In Indonesia,
English as a world language and education reform undergoes several changes. English is the first language
obliged to be taught at junior and senior high school determined by central government policy. English is
an International language which is used for International communication. So, in order to know
information from the world we are demanded to master English language.
In junior high school, teaching English consists of four language skills, namely listening,
reading, speaking, and writing. English is not the most widely spoken language in the world in terms of
the number of native of speakers. English is important as a world language, because people in the world
use English language for doing business.
Language teaching is described as creating situation that promotes second or foreign language use.
It is also interactive process between teacher and students or group of students in getting knowledge, skill
or attitude of learner. The objective of language teaching, especially a foreign language teaching is for
communication. Here the students learn English in order to be able to communicate in English. Language
is implicated in some ways or others in all educational activity. To improve student ability in English, the
teacher uses many methods in the learning process. The school uses Inquiry-based Learning method. In
Inquiry-based Learning, there are three aspects namely exploration, elaboration, and confirmation.
However, the implementation of exploration, elaboration, and confirmation for teaching English has
different way to deliver the materials which are taught at every school. SMP Negeri 2 Sawit Boyolali also
has the different way to implement exploration, elaboration, and confirmation (EEK) in teaching English.
The researcher needs to conduct such research to know deeper the implementation Inquiry-Based
Learning at SMP Negeri 2 Sawit Boyolali, especially in eighth grade students.
According to Fauziati (2014:158)” inquiry is a seeking for truth, information, or knowledge by
questioning”. The process of inquiry begins with gathering information thorough applying the human
sense is seeing, hearing, tasting, and smelling. In the process of inquiry, students construct much of their
knowledge and inquiry-based learning for educators, give emphasis on the development of inquiry skills
and nature inquiring attitudes or habits that enable individuals to continue the quest for knowledge
throughout life. It is stated in the process standard of inquiry-based learning under Education Ministry
Regulation 41, the year of 2007 that every teacher should make lesson plans to foster the teaching and
learning process to be interactive, inspiring, joyful, challenging, and motivating. The process activity of
inquiry-based learning is conducted systematically through exploration, elaboration, and confirmation.
The first is exploration. It is an an initial effort to build knowledge to understand a
phenomenon. It is employed to expand and deepen student’s knowledge by implementing active learning
strategies. This exploration is used as a preparation activity. The students are given time to learn
vocabulary will, expression and grammar. The teacher facilitates the gathering of knowledge and
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The second is elaboration. The teacher guides using clear explanation. The teacher elaborates
strategy in order to make students get the skill. Students need to see and practice clearly and students
must have the new ideas or skill represent. So, they may easily compare this new idea with their
knowledge. It also could involve taking the students through a step-by-step process.
The last is confirmation. The phase is intended to help students finish restructuring old
knowledge structures, applying and transferring the new idea to new situations. The teacher gives student
feedback about some errors and give enforcement about the language used. The teacher should act as the
mediator between the student’s prior knowledge and the scientific view of the new idea.
In English teaching learning process, the teacher gained knowledge and lesson of
implementing inquiry-based learning from the government. It is also already implemented in this school
based on the government propose in education. The schools try to implement inquiry-based learning
because the teacher in teaching learning process. The researcher thinks that the reasons of using
inquiry-based learning are providing a means to actively involve students in the learning process. The teacher
gives students more opportunity in learning process, gains a deeper understanding of the concept, and
becomes better critical thinkers. The teacher also improves student’s ability in English language, increases
vocabulary, and makes the students enjoy studying English in class. The researcher needs to conduct such
a research in order to know deeper about the implementation of Inquiry-based Learning in teaching of
English at eighth grade students of SMP Negeri 2 Sawit Boyolali.
The problem raised by the writer is focuses on the implementation of Inquiry-based Learning in
teaching of English at SMP Negeri 2 Sawit Boyolali which includes some components of learning
objectives, classroom procedures, classroom techniques, the roles of instructional material, teacher roles,
student roles, media, and types of assessment. The objective of the study is to know the implementation
of Inquiry-based Learning in teaching of English at SMP Negeri 2 Sawit Boyolali, especially at eighth
grade that included the components of teaching-learning process above.
Based on the phenomena above, the writer is interested investigating it Implementation of
Inquiry-Based Learning in Teaching of English the 8th Grade Students of SMP Negeri 2 Sawit Boyolali in
2015/2016 Academic Year.
Sangadah (2014), focuses the study on the implementation of Inquiry-based Learning in
teaching English at SMA N 1 Boyolali in 2013/2014 Academic Year. Her research aims to know the
implementation of inquiry-based learning and the principles of implementation of inquiry in teaching
English at second grade students of SMA N 1 Boyolali. The researcher uses descriptive qualitative
research. Her researcher gets the data from event, informant, and document. The techniques of collecting
data are observation, interview, and documentation.The results of her research show that teaching
techniques used in teaching English are discussion and problem-solving. There are three activities in
teaching learning process, such as exploration, elaboration, and confirmation. There are four principles of
implantation inquiry-based learning based on Joe Exline, such as: learning activities are focus on using
information skill, the students put at the center of an active learning process, the teacher becomes a
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Hantoro (2015) studied implementation of inquiry-based learning for teaching English and
there are eight components of teaching and learning. They are learning objective, classroom procedure,
classroom technique, instructional material, teacher role, learner role, media, and assessment. This is
descriptive qualitative research and it is belongs to naturalistic. In collecting data, the researcher watches,
observes the writes the scripts of interview and observation of the teacher and students. The result her
research there are two kinds of learning objectives of teaching English, namely general objective and
specific objective. General objective based on the syllabus which consists of the all materials which
expected to be mastered by all students. In specific learning objective of teaching English is written on
lesson plan which consists of the material in every meeting based on the grade of students. The classroom
procedure is explanation, elaboration, confirmation and engagement, exploration, explanation,
elaboration, and evaluation. Classroom technique is brainstorming, free writing, reading passage,
skimming, scanning, comprehension, summarizing, questioning, identifying key words, recognizing
sentence structure. The instructional material is a reference source for learners on grammar, vocabulary,
pronunciation, etc, a source of stimulation and ideas for classroom language activities. The teachers roles
as explainer, manager, inquiry controller, and motivator. Learner role is learning from English teacher,
from other teaching sources, from other students, the learner is monitor, and evaluator of his/her own
progress. Media is board and picture. Assessments are daily test, midterm, and final test.
Mudrikah (2012), focuses on the implementation of Inquiry-based Learning in teaching
writing at The first Year of Sma N 1 Gemolong, Sragen. Her research describes that 1) the
implementation of inquiry-based learning consisting the objective teaching writing, material of teaching
and classroom activity; 2) problem faced by the teacher in teaching writing using inquiry-based learning at
the first year of SMA N 1 Gemolong Sragen. The study gets the data from event, informant, and
document. The techniques collecting data are observation and interview about teaching writing using
inquiry-based learning. Her research findings is the best and appropriate learning that can be used to
develop students’ motivation in writing and objective of teaching writing is to enable students to express
their ideas in the form of written language. The teaching materials can be many sources, the teacher not
only takes the material from English textbooks but he also uses teacher-made materials. The classroom
activities are appropriate with the procedure of Inquiry-based Learning consisting three stages
exploration, elaboration, and confirmation. The teacher has several problems in teaching writing namely
difficulty in improving student’s vocabulary, limitation of time and lacking of teaching media.
The study aims at finding out the Implementation of Inquiry-based learning in teaching English
to the 8th grade students of SMP N 2 Sawit Boyolali in 2015-2016 Academic Year, especially it is to
describe learning objectives, classroom procedures, classroom techniques, the roles of instructional
material, teacher roles, student roles, media and types of assessment.
2. RESEARCH METHOD
The reasons conducted descriptive qualitative research concerning with the the implementation of
Inquiry-based Learning in teaching English to the 8th grade students of SMP Negeri 2 Sawit in 2015-2016
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naturalistic because the research doing on natural setting, named as qualitative method because collecting
data and analyzing data have qualitative characteristic”. The subject of this research is English teacher and the students of the eight at SMP Negeri 2 Sawit. The subject of the study is English teacher in eight grade
student at SMP Negeri 2 Sawit Boyolali named Mrs. Siti Asiyah, S.Pd. The eight grade students at SMP
Negeri 2 Sawit are taken from class E, F, and G, which consist of 24 students of class E consisting of 16
male and 8 female students, 24 students of class F consisting of 16 male and 8 female students, and 23
students of class G consisting of 16 male and 7 female students. The writer collects the data using
observation, interview, and document. The analyzing data uses three stages, namely; data reduction,
display data, and conclusion drawing or verification. In the first stage, the data from field note and
interviews scripts are reduced and selected. The second stage, the findings are displayed in this order; (1)
learning objectives, (2) classroom procedures, (3) classroom techniques, (4) the roles of instructional
material, (5) teacher roles, (6) student roles, (7) media, and (8) types of assessment. In the last stage, the
researcher gives meaning and interpretation to the data. In this context, the researcher gives meaning
based on review related to the theory.
3. FINDING AND DISCUSSION
The writer presents research finding and discussion of the implementation of Inquiry-based Learning in
teaching English to the 8th grade students of SMP Negeri 2 Sawit in 2015-2016 academic year. The
research finding shows learning objectives, classroom procedures, classroom techniques, the roles of
instructional material, teacher roles, students roles, media, and types of assessment for teaching English
done by Mrs. Siti Asiyah as English teacher at SMP Negeri 2 Sawit Boyolali. Moreover, discussion
presents the discussion of relevant theories and previous studies. It is presented based on the research
problem.
3.1 Learning Objectives
There are two kinds of learning objectives, namely general learning objectives and specific learning
objectives.
3.1.1 General Learning Objectives
The general learning objectives are a. develop the communication competence in spoken or written for
achieve functional literacy grade; b. have an awareness of the nature and the importance of English for
improving nation’s competitiveness in a global society; c. develop the learners understanding of relationships between language and cultures. The general objectives also divided based on the language
skill that are listening, speaking, reading, and writing based on the Graduate Competence Standard (SKL)
for English lesson for secondary education that focused on recount, procedure, descriptive, and report
texts.
3.1.2 Specific Learning Objectives
The specific learning objectives in English teaching-learning at eighth grade students in SMP Negeri 2
Sawit, Boyolali are divided into two the objectives; the first semester and the second semester. The
specific learning objectives are found in syllabus and lesson plan in each material. Basic Competence (KD)
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of English skills. Syllabus and lesson plan became the guideline for the teachers to determine the learning
objectives
The previous finding in Mudrikah work (2012) shows that the learning objectives are divided into
teaching writing, the materials, and the procedure. Then the objective of teaching writing, the students
become more creative, active in writing skill and students can master in writing aspect structure, spelling,
punctuation, and vocabulary. The learning objectives are different with the previous study which focused
on teaching writing. The researcher found that the learning objectives were divided into two, general
learning objectives and specific learning objectives.The specific learning objectives written in syllabus and
lesson plan in the each lesson plan in each the material.
3.2 Classroom Procedures
Based on the researcher observation in the class on January-March 2016 and interview with Mrs. Siti
Asiyah, the researcher finds that the English teacher at SMP Negeri 2 Sawit have implemented
Inquiry-based Learning in the classroom. In the English teaching learning processes in the class the teacher used
Exploration, Elaboration, and Confirmation. The English teacher always made the classroom procedures
on the lesson plan, so it can make reserving delivering the material when they were teaching in the class.
Based on the observation the researcher found two patterns usede by English teacher in teaching learning
for eight grade in Smp Negeri 2 Sawit. The patters is Elaboration, Exploration, and Confirmation. Based
on the observation, the English teachers of SMP Negeri 2 Sawit used EEK. Its completely based on
Fauziati’s theory about exploration, elaboration and confirmation.
The researcher found the similarity of the classroom procedure with the previous finding in Putri
Anif Sangadah( 2014). She found that teaching techniques used in teaching English are discussion and
problem – solving. The activities in teaching learning process are exploration, elaboration and
confirmation. The researcher found that there are three steps of teaching-learning process, consisted of
exploration, elaboration, and confirmation.
3. Classroom Techniques
There are some techniques that the teacher used in each skill when taught the students. The techniques
that researcher found during observation such as, oral repetition, answering-question, identifying key
word, reading passage, free writing, and summarizing. For example in the listening skill, the students
presented their work in group and the other students listen them when they practiced the dialog. After
that, the teacher gave question for the students who listened the dialog. The teacher gave question that
related with the dialog by choosing one student to answer the teacher question.
Edward Anthony (1963: 94) identifies three levels of conceptualization and organization, there
are as approach, method, and technique. According to Anthony in Fauziati (2014: 13) “technique is
implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance
used to accomplish an immediate objective”. There are four skills which must be mastered by students namely listening, speaking, reading, and writing. Classroom techniques in listening are oral repetition,
identifying key words, paraphrasing, summarizing, answering question, simultaneous listening, and reading
aloud. Classroom techniques in Speaking are role playing, games, problem-solving, songs, and discussion.
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sentence structure, comprehension, advance organizers, previewing, skimming and scanning, and
prediction. Classroom techniques in writing are product approach, process approach, and Genre-Based
Approach.
To compare with other research, it can be obtained the differences finding of Trianasari
(2012) the classroom technique used by the teacher were game, group discussion, experiment in the field,
giving exercises and others. The researcher finds some differences in classroom techniques such as oral
repetition, reading passage, identifying key words, answering questions, free writing and summarizing.
3.4. Roles of Instructional Material
The roles of instructional materials of teaching English in SMP Negeri 2 Sawit are a reference source for
learners on grammar, vocabulary, pronunciation, etc, a source of stimulation and ideas for classroom
language activities. The materials used by the English teachers of the eighth grade when we’re teaching
English in the class are taken from some sources based on syllabus. The teachers took printed materials
from English teacher worksheet and workbook.
According Cunningworth in Richard (2001: 208) summarizes the role of materials in language
teaching as: 1) a resources for presentation materials; 2) a source of activities for learner practice and
communicative interaction; 3) a reference source for learners on grammar; 4) a source of stimulation and
ideas for classroom activities; 5) a syllabus; 6) a support for less experienced teachers who have yet to gain
in confidence.
The teacher used the material of English teaching based on the syllabus, they used printed
material which taken from some book such as worksheet. Based on the observation, the researcher found
one kind of instructional material used in teaching-learning process. Here in the role of instructional
material and the kind of instructional material. These may take from instructional materials form such as
(a) printed material such as book, worksheet, (b) unprinted material such as cassette or audio material,
learners on grammar, vocabulary, and pronunciation and etc, as a source of activities for learner practice
and communicative interaction and as a resource of stimulation and ideas for classroom activities. The
kind of instructional material is printed material such as worksheet and workbook. 3.5 Teacher Roles
Based on the research finding, there are four teacher’s roles that researcher found in teaching-learning
process at eighth grade in SMP Negeri 2 Sawit Boyolali as follows; a Teacher as controller. The teacher
should manage class condition and situation in learning process, so that the students could accept the
material which was explained by the teacher. b. Teacher as manager. The teacher in learning process used
lesson plan and the material or media in teaching learning process of English subject. c. Teacher as
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explains it clearly until they understand the material. e. Teacher as motivator. The teacher tries to encourage
student’s spirit for studying.
According to Richards and Lockhart (2007: 105-106), teachers see their roles in different ways.
Teachers may select such roles for themselves as: 1) Planner, the teacher sees planning and structuring of
learning activities as fundamental to success in teaching and learning; 2) Manager, the teacher’s role is to
organize and manage the classroom environment and student behavior in a way that will maximize
learning; 3) Quality controller, a central task for the teacher is to maintain the quality of language use in the
classroom; 4) Group organizer, the teacher’s role is to develop an environment in which students work
cooperatively on group tasks; 5) Facilitator, the teacher’s role is to help students discover their own ways of
learning and to work independently; 6) Motivator, the teacher seeks to improve students’ confidence and
interest in learning and to build a classroom climate that will motivate students; 7) Empowerer, the teacher
tries to take as little control or direction over the lesson as possible and lets the students make decisions
about what they want to learn and how they want to learn it; 8) Team member, the teacher and all the
students in the class constitute a team and should interact like members of a team.
Based on this finding there is similarity with the previous finding in Hantoro (2015). His
research found that the English teacher roles were as explainer, manager, inquiry controller, and
motivator. While the researcher found the teacher roles are controller, manager, facilitator, and motivator
in the learning process. 3.6 Students Roles
The researcher found seven roles of the students at eighth grade students in SMP Negeri 2 Sawit Boyolali
as follows; a. Students as subject learning. The students not only sit and hear what the teacher said, but the
students are active and participated in teaching learning process. The students can express their ideas in
teaching learning process. b. Students as object of learning. The students must notice instruction from the
teacher and the students listen and hear what the teacher says about the material.c. The students as performer.
The students try to practice in front of the class, and the students hear instruction from the teacher. d. The
learner learns from the teacher. The student asked the teacher to explain material about verb and to be using a
text.. e. the learner learns from other students, the students can give information, ideas, opinion and they can
express about material what they learn f. The learner learns from the other teaching source. The students also can
learn from other teaching sources and the students can also learn from school environment, textbook, or
all media used in learning. g. Students as monitor and evaluator of his or her own progress. They could monitor the
teacher performance in the classroom to deliver the material and hey also can evaluate the other students
when they the finish some assessment to give correction.
Johnson and Paulston in Richards and Rodgers (1999: 23) spell out learner roles in an
individualized approach to language learning in the following terms: 1) Planner. Learners plain their own
learning program and thus ultimately assume responsibility for what they do in the classroom; 2) Monitor.
Learners monitor and evaluate their own progress; 3) Members. Learners are member of a group and learn
by interacting with others; 4) Tutor. Learners tutor other learners. 5) Learner. Learners learn from the
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It has different findings from Putri Anif Sangadah (2014). Based on her finding, there are some
similarities and differences. Her research found principle of implementation inquiry – based learning
which consists of learning activities focusing on using information skill, the students put at the center of
an active learning process, the teacher becomes a facilitator of the learning process, and ongoing
assessments. The researcher found the students roles which are as subject learning, object learning,
students performer, learner learns from the teacher, learner learns from other student, learner learns from
other teaching sources, monitor and evaluator of their own progress.
3.7 Media
In teaching and learning process, there are some media which can be used by the teacher. The teacher
used picture and board. Based on the interview and the observation, the writer found that the teacher
used some media in teaching English in the class. Media can be used by the teacher as the tools for
imagining or explaining the material. It aimed to build direct interaction between the student and the
environment and to complete classroom limitation. They were black board and picture.
Harmer (2007:136) mentioned types of instructional materials namely; (a) picture and images,
the pictures is drills, communication or games, understanding, ornamentation, prediction, discussion (b)
the overhead projector is extremely useful pieces of equipment since they allow us to prepare visual or
demonstration material (c) the board, is used for variety of different purposes, including is note pad,
explanation aid, picture frame, public workbook, game board, notice board (d) bits and pieces; three
particular items are worth considering in this category is realia, language cards, Cuisenaire rods (e) in the
language laboratory, there is double track, teacher access, different modes (f) computer, the main use for
computers in language teaching include is reference, web sites, email exchanger, teaching and testing
program, the word processor. This school the teacher used media picture and board.
The other finding was found by Hantoro (2015) that the teacher used some media in teaching
and learning process, they were board and pictures. There is similarity with this research finding. The
researcher found board and picture as the media.
3.8 Types of Assessment
The teacher explained that the teacher in SMP Negeri 2 Sawit Boyolali used test and non-test to assess the
students after following teaching-learning process in two semesters in a year. The test is implemented in
daily test, middle test, and final test, especially in reading and writing skills for English. In the
implementation of non-test, the teacher gave task to perform, making text, answering-question, and so
on. The researcher found that the teacher used listen and repeat, interactive in the conversation
performance, reading outcomes, constructed-response written. The non-test is implemented based on the
language skills to develop listening, speaking, reading, and writing skills of the students.
The previous findings in Hantoro (2015) use daily test, midterm test and final test. The researcher
found types of assessment that are test and non-test. The test consisted of daily test, middle test, and final
test. Whereas, the non-test consisted of listen and repeat, interactive in the conversation performance,
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4. CONCLUSIONThe conclusions are drawn related to the research problem of the study about the implementation of
Inqury-based Learning for the teaching of English at eighth grade students of SMP Negeri 2 Sawit
Boyolali. The researcher can conclude that the teacher was good enough for implementing teaching
method and appropriate with curriculum 2006 (KTSP). The writer got a class where the students are
hyperactive in English learning process, so that not all of the students gave attention in
teaching-learning process. They are hard to be controled and managed by the teacher. The teacher must be
assertive to the students.
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Fauziati, Endang. 2010. Teaching English as a Foreign Langage (TEFL). Surakarta: Era Pustaka Utama.
Fauziati, Endang. 2014. Methods of Teaching English as a Foreign Langage (TEFL): Traditional Methods Designer Method Communicative Approach Scientific Approach. Surakarta: Era Pustaka Utama.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Cambridge: Pearson Education.
Hantoro, Sukma Aji. 2015. “Implementation of Inquiry-Based Learning for Teaching of English at SMP Negeri 2
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