THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN TEACHING WRITING TO THE SEVENTH GRADE STUDENT OF
SMP NEGERI 5 BOYOLALI IN 2013/2014 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department
by
ARIYANI WAHYU UTARI A 320100202
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN TEACHING WRITING TO THE SEVENTH GRADE STUDENT OF
SMP NEGERI 5 BOYOLALI IN 2013/2014 ACADEMIC YEAR
by
English Department, A320100202
Email: arianniutary@gmail.com
ABSTRACT
The objectives of this research are: (1) to know the implementation of Inquiry-based Learning consisting the objectives of teaching writing, the materials, and the the procedure of the Inquiry-based Learning (2) to describe the problem faced by the teacher in teaching writing using the Inquiry-based Learning at the seventh grade student of SMP Negeri 5 Boyolali. The writer uses descriptive research. The subject of this descriptive research is the seventh grade student of SMP Negeri 5 Boyolali in 2013/2014 academic year. The writer gets the data of this research from event, informant, and document. The method of collecting data are observation and interview about teaching writing using Inquiry-based Learning. The result of the analysis shows that (1) the implementation of Inquiry-based Learning in teaching writing at the seventh grade of SMPN 5 Boyolali that is conducted into five inquiry cycle process in the 2013 curriculum such as observing, questioning, collecting information or experimenting, associating or information processing, and communicating. The implementation of Inquiry-based Learning in teaching writing was totally full and appropriate with the Inquiry-based Learning. But in the second and fourth meeting it was not totally full all of the inquiry cycle. It didn’t pass the observing, questioning, collecting information or experimenting, associating or information processing stage. The teaching material is taken only from English book that was comprising such as definition, social function, generic structure, and grammar. Then the objective of teaching writing at the seventh grade student is to develop the student become more creative, and active in writing skill. And specifically in order the students can master in writing aspect: structure, spelling, punctuation, and vocabulary. 2) The problem faced by the teacher such as classroom management, limited time,
strong students’ dominance, lack of teaching media, and the appropriate teaching
technique choice.
1 A. Introduction
In Indonesia, English is taught in junior high school, senior high school, and elementery school even in kindergarten. Although English is not the new thing for junior high school students, in fact they still have many difficulties in studying English. As we know that English is not the Indonesian native language. It is difficult for the students to remember all the words in English and to understand when someone is speaking. Because to be good in English the students showed not only master speaking skill but also must master writing, reading and listening skill.
Communication can be done not only in speaking but also in writing. Richard & Renandya (2002) in Fauziati (2010:45) state that
writing is the most difficult skill to master for foreign language learners. This is due not only to the need to generate and organize ideas using an appropriate choice of vocabulary, sentence, and paragraph organization but also to turn such ideas into a readable text.
It is hard to teach students how to write because the main focus of writing activity is “to catch grammar, spelling, and punctuations errors” Leki (1996:173) in Fauziati (2010:46).
In the teaching and learning process of writing, the teachers have an important role. John (1997: 12) states that
teacher’s role is to help students develop viable strategies
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rearranging ideas), and for editing (attending to vocabulary, sentence, structure, grammar, and mechanics).
There are many kinds of long functional text such as narrative, descriptive, explanation, recount, information, report, exposition, and argumentation. And there are also any kind of short functional text such as, memo, anouncement, advertisement (including brochure and poster), memo, invitation, post card, and notice. The teacher must be able to facilitate learners to achieve the instructional goals of teaching-learning process and they can also be interesting.
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extra-class work. Goal is an overall purpose to be accomplished by the end of the class period. Objective is the explicit statement of what the learners can gain from the lesson. It includes the name of the lesson, the date of the lesson, the objective the lesson focuses on, the materials that will be used, and a summary of all the activities that will be used. A well-developed lesson plan reflects the interests and needs of students.
Permendiknas No.41 Tahun 2007, about the Process Standard states that every teacher should design Lesson Plans to foster the teaching and learning process to be interactive, inspiring, joyful, challenging, and motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative, and self-reliant according to their talents, motivations, and physical as well as psychological development. This activity is conducted systematically through observing, questioning, collecting information or experimenting, associating or information processing, and communicating. By considering the nature of this teaching-learning process, that is called Inquiry-based Learning teaching method. It is expected that the student can increase creativity, independence, and problem solving skills, and improve the student achievement through this learning.
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spelling. Actualy, Inquiry-based Learning is a complex learning process that have to be attracted the students attention in learning process especialy in writing skill.
Inquiry-based Learning has been implemented by SMP Negeri 5 Boyolali for many years ago. With this teaching-learning process, the English teacher implemented the process standard of teaching-learning such as, observing, questioning, collecting information or experimenting, associating or information processing, and communicating. But the English teacher is not so suitable with that process standard especially teach in writing skill. And in this junior high school, the writer found many students who are still less interested in, creative, and active for writing especially at the seventh grade students.
The writer analyzes how the implementation of Inquiry-based Learning to the seventh grade student of SMP Negeri 5 Boyolali and the problems faced by the teacher of SMP Negeri 5 Boyolali.
B. Research Method
In this research, the writer uses descriptive method to describe the implementation of Inquiry-based Learning. Kutha Ratna (2009:53) states
that descriptive method is “metode yang dilakukan dengan
mendiskripsikan fakta-fakta yang kemudian disusun, dan tidak
semata-mata menguraikan melainkan juga memberi penjelasan secukupnya” The
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the present phenomena in terms of conditions, processes, reports detailed views of informants, and reports the study in a natural setting.
Clearly the research conducts with describing the subject and object of the research at the time based on the facts that be seen or how it be there.
Doing descriptive research method is unlimited until on collecting and arranging data, but such as analyzing and interpreting about the data, besides that all that was collected may be the key toward what subjects are researched.
The subject of the research is limited to teacher and te seventh grade students of SMP Negeri 5 Boyolali , in D class.
The object of the research is the teaching learning process using Inquiry-based Learning.
Data of this research paper are the implementation of Inquiry-based Learning in teaching writing in SMP Negeri 5 Boyolali in 2013/2014 academic year. There are three resources of data such as the first is from teaching learning process, the second one is information from students and English teachers trough the interview in SMP Negeri 5 Boyolali and the last one is from English material used.
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Then after collecting the data, the writer is doing analyze data collected with using descriptive technique such as data reduction, data display and the last one make conclusion and verification.
C. Result and Discussion
Based on the result of the observation, the writer knows the implementation the implementation of teaching writing using the Inquiry-based Learning at the seventh grade of SMP N 5 Boyolali, the objectives of teaching writing, the materials, procedure, and the problem faced by the teacher.
Besides that the writer do observation she also do interview. Then based on the interview with English teacher the objectives of teaching writing using the Inquiry-based Learning is purposed in order the students become more creative, and be active in writing skill. And specifically in order the students can master in writing aspect: structure, spelling, punctuation, and vocabulary.
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The teacher goes through the process that consist of five steps:
observing, questioning, collecting information or experimenting,
associating or information processing, and communicating with process standard. The teacher didn’t always implement Inquiry-based Learning. In the second and fourth meeting the teacher did not implement Inquiry-based Learning totally appropriate with the process. The lesson didn’t pass the observing, questioning, collecting information, and associating stage because of limited time. The lesson directly passed the communicating stage where the students presented their final works in front of the class. But in the first and third meeting the lesson totally full implement the inquiry cycle from observation stage where the students made in some group discussion until communicating stage where the students presented their work in front of the other friends with guess what game.
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be active to asking question or answered like others. Lack of teaching media, the teacher needs to go laboratorium if she wants to use the LCD proyektor. Unless the LCD doesn’t use. Choosing the appropriate teachnique, the teacher must be able to choose the right technique for teaching that was appropriate with the skill concerned in teaching learning process.
D. Conclussion
Based on analyzing data of the implementation of Inquiry-based Learning in teaching writing at the seventh grade student of SMP Negeri 5 Boyolali, the writer concludes this study as follows:
1. The teacher implemented Inquiry-based Learning through the stage : The teacher goes through the process that consist of five steps:
observing, questioning, collecting information or experimenting,
associating or information processing, and communicating with process standard . The teacher didn’t always implement Inquiry-based Learning. In the second and fourth meeting the teacher did not implement Inquiry-based Learning totally appropriate with the process.
The lesson didn’t pass the observing, questioning, collecting
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the lesson totally full implement the inquiry cycle from observation stage where the students made in some group discussion until communicating stage where the students presented their work in front of the other friends with guess what game. Then the teaching materials only taken from the books English Focus 1 in every meeting. The materials comprise such as definition, social function, generic structure, and grammar. Then the objective of the teaching writing in SMPN 5 Boyolali overall has reach, that is to develop the student become more creative, and be active in writing skill. And specifically in order the students can master in writing aspect: structure, spelling, punctuation, and vocabulary.
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BIBLIOGRAPHY
Al Hikami, Muhammad Waston . 2012 . Inquiry Based Learning Management .
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John, Ann. M. 1997. Text, Role and Context. Australia: Cambridge University Press.
Kumalasari, Fajriyah . 2012 . The Inquiry-Based Teaching to Improve the
Students’ Reading Comprehension. Surakarta : Muhammadiyah of
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Meyers, Allan. 2005. Gateways to Academic Writing: Effective Sentences
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Ratna, Nyoman Kutha. 2008. Teori, Metode, dan Teknik Penelitian Sastra. Yoggyakarta: Pustaka Pelajar.
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VIRTUAL REFERENCES
Colburn, Alan (2000, March). An inquiry primer. Science Scope (special issue).pp.42-44, http://chipbruce.wordpress.com/resources/inquiry-based-learning/definition-of-inquiry-based-learning/. Accessed on February 9th, 2014.
Khan and O’Rourke. 2004. Characteristics of Inquiry-based Learning.
http://www.ebl.bbam.ac.uk/info/EBL_characteristics_fundamentals approaches.pdf. Accessed on February 10th, 2014.
Moore, David Ricard (2006, December 22). The technology/ inquiry typology, Defining instructional technology. Journal of Interactive Learning Research. Accessed on February 10th, 2014.
