THE IMPLEMENTATION OF INQUIRY BASED LEARNING IN TEACHING ENGLISH AT SMA N 1 BOYOLALI
IN 2013/1024 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department
by
PUTRI ANIF SANGADAH A320100069
ENGLISH DEPARTMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
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THE IMPLEMENTATION OF INQUIRY BASED LEARNING IN TEACHING ENGLISH AT SMA N 1 BOYOLALI
IN 2013/2014 ACADEMIC YEAR
by
Putri Anif Sangadah. A 320100069
Departement of English Education. Muhammadiyah University of Surakarta.
putri.anif92@gmail.com
ABSTRACT
This research aims to describe the implementation of inquiry-based learning in teaching English at SMA N 1 Boyolali in 2013/2014 academic year. It was done 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 type of this research is descriptive qualitative research. The writer gets the data from event, informant, and document. The techniques of collecting data are observation, interview, and documentation. The technique of data analysis is descriptive interactive which comprises three procedures, namely: data reduction, data display, and conclusion. The results of this research show that: 1) the implementation of inquiry-based learning in teaching English was not fully complete at XI Science3 of SMA N 1 Boyolali. 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 based on the standard process of Education Ministry. 2) The implementation of inquiry-based learning at XI Science3 of SMA N 1 Boyolali was in-line with the principle of inquiry-based learning. There are four principles of implementation 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 facilitator of the learning process, and assessment is ongoing.
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A. Introduction
Learner has a particular style or strategy to study. Each student has
different way to get experience of study in the class. As English teacher in
teaching learning process, must cover all students’ learning style. Although
they have different style and strategy, teacher must use appropriate teaching
method. Meanwhile English has more than one skill, such as listening,
speaking, reading and writing. As English teacher cover students’ skills in
English language during the process. There are many methods in teaching
learning process. Such as: Direct Method (DM), Total Physical Respond
(TPR), Communicative Language Teaching (CLT), Discussion, etc.
Teaching process uses scientific approach is “a body of techniques for
investigating phenomena, acquiring new knowledge, or correcting and
integrating previous knowledge”. To support learning process teacher has a
role as facilitator. It means that move on to student-centered. Inquiry-based
Learning provides for students to emphasis skills they will need in their life.
According to Kuhne in Branch (2004: 1) “using inquiry based learning with
students can help them become more creative, more positive and more
independent”. Teaching learning process is the way for students understand
what they learn. Inquiry-based Learning is one of approaches that can help
student more active. “Inquiry is the dynamic process of being open to wonder
and puzzlements and coming to know and understand the world.” (Galileo
Educational Network, 2004).
Inquiry is the satisfying approach in learning for student. If teacher can
apply maximize, the goal can be reach fully for students. the government in
Indonesia has role to implement how the Inquiry Based Learning in the
classroom procedure. That was published under Ministry of Education in
Permendiknas No 41 tahun 2007. It divides in three stages namely:
exploration, elaboration and confirmation. Exploration is steps for students
try to find the understanding of material from their knowledge. Elaboration is
activity for students to get understand more about materials. Confirmation is
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The key principles of inquiry are student-centered which role of teacher
as facilitator, self-directed learning and active students. Joe Exline (2005: 4)
explains that inquiry implied “a need or want to know” premise. Students
find the solution of problem not find the right answer of questions. There are
four principles in above to guideline for classroom practice, such as: 1)
Learning activities should focus on using informant processing skills. 2)
Putting the learners at the center of an active learning process. 3) Positioning
teacher is a facilitator of the learning process. 4) Assessment is ongoing.
Inquiry-based learning is applied at SMA N 1 Boyolali to help students
easily understand the material and make them have more encouraged
exploring their knowledge. Inquiry-based Learning in SMA N 1 Boyolali also
makes students’ critical thinking always grow up, because it encourage each
student deliver their argument with their friends. The writer analyzes the
implementation of inquiry-based learning at second grade students of SMA N
1 Boyolali to describe the teaching technique are used and the procedure in
teaching English. The writer also describes the principle of inquiry-based
learning that implements in SMA N 1 Boyolali.
B. Research Method
The writer uses descriptive qualitative research in this study. The writer
uses qualitative method to get in-depth of the process of implementation
Inquiry-based Learning. Dawson in Putra (2012: 126) “Qualitative research
explores attitudes, behavior and experiences trough such methods as
interviews or focus groups. It attempts to get an in-depth opinion from
participant”. The writer uses descriptive qualitative, wants to describe the
finding of this research. It will show the implementation of Inquiry-based
learning in teaching English.
The subjects of this study are teacher and students second grade of SMA N
1 Boyolali. Then the object is the implementing Inquiry Based Learning in
English teaching of SMA N 1 Boyolali. The data of the research is the
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conduct the observation. The writer takes data source from event, informant
and document. The writer uses methods of collecting data are observation,
interview and documentation.
C. Research Finding and Discussion
1. The Implementation of Inquiry-based Learning in Teaching English
SMA N 1 Boyolali has two teachers in English subject for Science
students of eleventh graders. SMA N 1 Boyolali is one of the schools that
implemented curriculum 2013, but it is still applied for first grade
students. Preparing to apply curriculum 2013 in all grades, the eleventh
graders apply scientific approach as the bridge for curriculum 2013. Next
academic year, all of level Senior High School will apply curriculum
2013, so the teachers prepare the students to be ready to learn to use this
curriculum starting from now. So, the teacher combines curriculum 2007
with curriculum 2013 for teaching learning process.
The observation was taken at SMA N 1 Boyolali for four weeks. It
was conducted on January, 16th 20th 27th and February 3th 2014.
Researcher took eleventh grade of science 3 for implemented
inquiry-based learning. The material that had been observed was hortatory
exposition. The findings of implementation of inquiry-based learning
consist of:
a. Teaching Technique Used in Classroom
Teaching technique is one of important things in learning process.
To support implementation of inquiry-based learning, the teacher used
some techniques in classroom. Based on the interview with English
teacher, there are two techniques applied in teaching English. It was
also reflected on fourth observation that researcher took on January,
16th 20th 27th 2014 and February 3th 2014.
Discussion was the way for students to share their knowledge each
other. Then they could improve critical thinking in that activity. It was
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to find the information from sources. At January 16th 2014, teacher
was not completely done encouraged students’ discussion, because the
portions of time teacher speak much more than students speak.
Teacher read text herself, and gave more explanation.
In second and third meeting, January 20th 27th 2014, students were
active in discussion. Besides that, students were interested with
materials; they discussed materials reflected in reality. Students
discussed the topic of corruption and the utilization of internet. From
the discussion, students got new experience from friends that could be
applied in their daily activities.
Problem-solving was technique used by teacher to find the solution
that students have. When students discussed in small groups at first
and second meeting on January 16th 20th 2014, they also tried to find
the solution from the case of corruption. Students created solution that
appropriate with real-life. They were active in that activity, because
the materials were interesting. Problem-solving could improve
students’ ability to solve their difficulties in materials. It helped
students’ curiosity and desire to find the result of the case.
b. Procedure in Teaching English
In analyzing the data, researcher presents everything happened
during the observation. The observation took four weeks, (Thursday,
January 16th 2014); (Monday, January 20th 2014); (Monday, January
27th 2014); and (February, 3th 2014). Observation is the way to get
information about implementation of inquiry-based learning in
teaching English. The materials had been observed was Hortatory
Exposition text that focuses on reading skill. Each meeting consists of
pre-teaching, while-teaching and post-teaching. There were three steps
in while teaching; exploration, elaboration and confirmation. The
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1) Discussion Technique
a) Pre-teaching
Generally, from fourth times observations have similar
activity in pre-teaching. The teacher came to the class on time.
When she entered the class by greeting “Assalamualaikum”,
and the students answered “Waalaikumsalam”. Then she asked
the students “How are you?” all students said “I am fine”.
Teacher also wanted to know the condition of the class and
students. She made sure that they were ready to follow the
lesson. At this stage the teacher prepared students to be ready
to learn. Teacher asked the students the material last week, and
then students gave their knowledge what they had
remembered.
b) While-teaching
(1)Exploration
At this stage, there were some differences each
meeting. Teacher had done by discussion activity in
learning process. Exploration was steps for students to find
the understanding of materials from their knowledge.
Observer found that first and second meeting teacher
involved students to explore their knowledge in
understanding the materials. Teacher encouraged students
to explore their memory with analytical exposition then
liked to hortatory. The teacher used some media and
sources. She showed picture and other text not included in
students’ book. And then, the teacher facilitated them to
discuss each other. But in third observation, teacher did not
give chance for students to be active. She used lecturing
during this step.
In exploration step, observer concluded that the
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understanding of the materials. And also, teacher used
some interesting media and sources, but the process was
not completely done with standard process, because at third
meeting teacher did not involve students to find
information themselves. Teacher was dominant in
explanation of material without gave chance for students
explore their knowledge.
(2)Elaboration
Elaboration is the stage that students work
collaborative to get information and find the solving of the
problem. Teacher gave assignment for students, and then,
presented their result of discussion. Based on the
observation, teacher gave interesting assignment for
students. In each meeting, teacher gave assignment for
students to discuss in pairs or groups. At first meeting,
teacher was lacked in her role. She read the text by herself,
did not gave chance to students read the text. At second
and third meeting the activity was similar, but just different
assignment. Teacher engaged students to find information
related with real life. The material in second meeting
discussed about corruption. Students discussed what type
of corruption that they had done in their life. In third
meeting, they discussed about utilization of internet.
Students discussed each paragraph of text in English
Assessment Test Book at page 123.
In the elaboration stage, observer founded that
teacher not encouraged students to read text. She read
herself at first meeting, so it was appropriate with standard
process. But teacher engaged students to find more
information and be active during discussion for getting
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curious with the material. It made their critical thing
develop in discussing.
(3)Confirmation
In this activity, teacher gave confirmation and
positive feedback for students’ activities. Teacher asked
question and answer to check students’ understanding. The
students who did not understand could ask the teacher to
find solution. Then teacher motivated students, and made
sure that all students understood with material of that
lesson.From that activity, students could know their
mistake and found solution to make better in learning
process. Students could improve their knowledge and
critical thinking.
c) Post-teaching
In this stage, teacher made conclusion of the lesson. She
made sure students by asking question, “Have you understood,
any question everybody?”. Because the time was up, teacher
finished the meeting. Students prayed before leaving the class.
Teacher closed by saying “Wassalamu’alaikum, see you next
week.”
2) Problem-solving Technique
a) Exploration
In the first and second observation, students found the
solution of case given by the teacher. Teacher facilitated them
to explore their information for getting solution. Students
involved actively in their discussion to find the best solution of
the case. Exploration stage generally was done to develop of
understanding the materials. From the observation, this activity
had been done in first and second meeting. Teacher engaged
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shared with their friends to improve their critical thinking.
Most of students were enthusiastically active in each activity.
b) Elaboration
Elaboration is the stage that students understand more about
materials. Teacher gave assignment for students in
collaborative work, and then, presented their result of
discussion. In the first and second meeting, students were
given assignment by teacher to solve the solution of the case.
Teacher facilitated them to discuss and analyze the assignment.
In the first meeting, students find the solution case of
school role. They had been given a text and they discussed
with group what the text is about. Teacher facilitated students
when they tried to find the topic of text or meaning or some
new words. Then they discussed in the class. A student
delivered her arguments, and then other students added their
arguments too. So, there was a transfer for new concept or
knowledge in this activity. In the second meeting, January 20th
2014 teacher gave case from Look A Head Book at page 185.
At fourth meeting, February 3th 2014 teacher held daily exam.
From that activity, students could improve their critical
thinking and made them to be active during the process.
Students also get confident to solve their problem. Then
observer concluded that in exploration stage, teacher had done
completely with standard process.
c) Confirmation
Teacher gave feedback for students’ process and result.
That hortatory was a text consisted of argument from case or
thesis. Teacher made sure that all students understood to find
information of text and how to show their argument. Teacher
motivated students to explore their knowledge. It could be from
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2. Suitability of Principle in Implementation of Inquiry-based Learning
The implementation of inquiry-based learning at SMA N 1
Boyolali especially XI-Science3 class had been applied. The process was
in line with the principle of inquiry-based learning. According to Joe
Exline there are fourth principles of the implementation of inquiry-based
learning at class.
First principle: Learning activities should focus on using
information skills. Students learned naturally and actively in each activity.
Teacher guided them to observe firstly before they discussed in groups. In
that implementation, students and teacher applied the rule completely.
They started with observation and had done by communication to get
result. Students found more information to get broad knowledge and
teacher gave material related to real life. So, the activities gave useful
knowledge for students.
Second principle: Putting the students at the center of an active
learning process.It was implemented on processing inquiry-based learning
at SMA N 1 Boyolali. At fourth observation, (January, 16th 20th 27th and
February 3th) all of students were active in the process of learning. They
always discuss with friends and curious with material given by teacher.
Third principle: Positioning teacher is a facilitator of the learning
process. That principle also implemented on process inquiry-based
learning at SMA N 1 Boyolali. At fourth observation (January, 16th 20th
27th and February 3th), teacher is facilitator when students learn in the
class. Students asked her when they get problem, then teacher help them
to find solve. Teacher also monitors the process of students learning.
Fourth principle: Assessment is ongoing. Teacher evaluated
students by monitoring development the ability for getting information of
knowledge, and also how students improve their critical mind to solve the
problem. In the observation, researcher saw teacher monitor students one
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daily exam on February 3th 2014, teacher focus on process of students
learning to give assessment.
According to implementing inquiry-based learning at SMA N 1
Boyolali, it was in line with the fourth principles from Joe Exline. The
observation showed that the fourth principle was done completely. But
there are some principle was less.
D. Conclusion
The writer draws conclusion based on the implementation of inquiry-based
learning in teaching English at second grade students of SMA N 1 Boyolali.
The writer concludes this research as follows:
1. The procedure of teaching English used inquiry-based learning was not
fully complete at SMA N 1 Boyolali. Based on standard process
Permendiknas no 40 tahun 2007, there are three stages, namely:
exploration, elaboration and confirmation. Inquiry-based learning had
been applied at second grade student at science program with material
of hortatory exposition focus on reading skill. It was implemented by
discussion and problem-solving techniques.
2. The implementation of inquiry-based learning in science program of
second grade student at SMA N 1 Boyolali was in line with the
principle of inquiry. There are four principles inquiry-based learning
based on Joe Exline. Student also interested in learning process using
inquiry-based learning at class. It makes them develop their critical
thinking and get more knowledge.
E. Bibliography
Branch, Jennifer, et all. 2004. Focus on Inquiry. Canada: Alberta Learning.
Brown, Douglas. 2005. Principles of Language Learning and Teaching. New Jersey: Prentice Hall.
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Khan, P., O’Rourke, K. 2005. Understanding enquiry-based learning. In Barret, T., MacLabharain, I., Fallo, H. (eds), Handbook of enquiry
and problem based learning. Galway: CELT.
