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THE IMPLEMENTATION OF INQUIRY BASED LEARNING APPROACH USED BY ENGLISH TEACHER IN TEACHING LEARNING PROCESS
AT SMAN 1 SOLOK SELATAN
Yeli Gusnita *)
English Department, STKIP PGRI West Sumatera, [email protected]
Suharni **) Rini Dwitya Sani **)
ABSTRAK
Penelitian ini bertujuan untuk mengetahui bagaimana guru menerapkan Inquiry Based Learning Approach atau pembelajaran berbasis inkuiri dalam pengajaran Bahasa Inggris di SMAN I Solok Selatan. Penelitian ini menggunakan metode kualitatif yang bertujuan untuk menganalisa dan menggambarkan penomena yang terjadi di lapangan. Peneliti menggunakan total sampling dalam pemilihan partisipan. Partisipan dalam penelitian ini adalah satu orang guru Bahasa inggris yang mengajar di kelas XI yang telah menerapkan pembelajaran berbasis inkuiri ini.
Dalam penelitian, peneliti melakukan pengamatan terhadap guru sewaktu guru mengajar dalam kelas dengan menggunakan metode inkuiri. Peneliti melakukan observasi ceklis pada setiap indikator yang dilakukan oleh guru dan mencatat setiap kegiatan yang ada dalam proses pembelajaran tersebut. Setelah itu dilakukan pengolahan data dengan menggunakan metode dari Rushton (2008). Peneliti mendapatkan hasil bahwa guru tersebut menerapkan aktifitas dari metode inkuiri yang telah disesuaikan dengan indikator dari Rushton (2008). Oleh karena itu dapat dikatakan bahwa metode pembelajaran berbasis inkuiri yang diterapkan oleh guru Bahasa Inggris di SMAN 1 Solok Selatan berjalan dengan baik dan pengajarannya berdampak baik bagi siswa.
Key Words: Inquiry Based Learning Approach, Teaching Learning Process
*) Peneliti
**) Pembimbing
INTRODUCTION
Teaching and learning is a process that contains a series of action of teachers and students in the classroom to achieve the certain goals. The teacher teaches the students with interesting material and the students pay attention to the teacher taught.
The teacher also invites students to involve in the teaching learning process by asking them some questions and they answer it. So, between the teacher and the students have feedback to create good situation. Hopefully, the material that taught by the teacher can be understood by the students.
Nowadays, in curriculum 2013, the process of teaching and learning English focuses on students centered learning by offering an approach namely scientific approach. This approach places students in the center of learning process. In which the students have to be active in learning, independently, and cooperative in group discussion. And the teacher as facilitator helps students to improve their knowledge.
To achieve students centered learning, Inquiry Based Learning is one of the approaches that can be applied by the teachers. Inquiry Based Learning is a student-centered and student-lead process. The purpose is to engage the student in active learning, ideally based on their own questions.
Learning activities are organized in a cyclic way, independently of the subject. Each question leads to the creation of new ideas and other questions. Savery (2006:235) supports that, Inquiry-Based Learning as students-centered, active learning approach focused on questioning, critical thinking, and problem solving. Inquiry-Based Learning activities begin with a question followed by investigating solution, creating new knowledge information is gathered and understood, discussing discoveries and experiences and reflecting on new found knowledge.
Based on the writer’s observation at SMAN 1 Solok Selatan, the teacher has implemented Inquiry Based Leaning Approach. The researcher found that teachers stimulated students to start the lesson and
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guide them to ask questions. The teacher said” after you see this video, do you get the point on it? Do you have question so far? Then the students answered”
yes miss and then they asked question related with the video”. After that the teacher asks to the students about their experience based on the video was shown.
Then the teacher divided students into small group and asks them to investigate the problem in group. It described that the English teacher at SMAN 1 Solok Selatan had implemented Inquiry Based Learning approach based on the characteristic of this approach.
INQUIRY BASED LEARNING
Inquiry Based Learning is one of the approaches in teaching English that can be used in students centered learning. In Inquiry Based Learning begins with a question “students ask question based on their own question”, formulate question, investigate the problem, and solve the problem. In this approach the students can share their idea, improve their knowledge and develop their critical thinking. It supported by Rushton (2008: 5), Inquiry Based Learning is a practical approach to learning that involves students forming their own questions about a topic and then exploring their answer.
Question forming is a part of the plan; problem- solving is part of the outcome.
Next, Wilson and Lesley (2009: 4) define Inquiry Based Learning as essentially a student- centered learning approach in which the learner is actively involved in the learning process. Students identify information needs, form generative questions, plan worthwhile investigation, select appropriate information sources from which to gather relevant information, evaluate and sort the information to build rich answer to their question.
Finally, they present and act on the information in an appropriate format.
In addition, Capraro et al. (2013: 63) argue that Inquiry Based Learning is a learning and teaching approach that engages students to explore their own question and interest by asking meaningful questions, planning and executing investigative strategy, gathering information from a variety of sources, discussing information in a productive presentation, and reflecting on their own learning.
Related to several definition of the Inquiry- Based Learning above, it can be concluded that Inquiry Based Learning is an approach in teaching and learning process, in which the process of Inquiry- Based Learning begin with questions, investigating the problem, and reflecting to find the solution on the problem. In Inquiry Based Learning, students get
more involve than teacher in learning process, be active and independent learner. So that it can improve students’ skills and develop their
RESEARCH METHOD
In this research, the researcher used descriptive research as a research design. It described about the phenomena that happened in the field. The researcher chosen this design because the researcher wanted to analyze and described the implementation of Inquiry Based Learning Approach used by English teachers in teaching learning process at SMAN 1 Solok Selatan. It was supported by Gay and Airisian (2000:275), a descriptive research determines and describes the thing are. It was useful for investigated a variety of educational problems and issues.
This research was conducted at SMAN 1 SOLOK SELATAN. The participant of this research was one English teacher who had implemented Inquiry Based Learning Approach. According to Gay and Airisian (2000:281), the selected research participants must be (1) able to provide the desire information sought out and (2) willing to provide it to the researcher. When doing the research the researcher used observation checklist and field note as the instrument. Gay and Airisian (2000:145) explained that instrument is a tool or something that used to collect the data.
FINDING AND DISCUSSION
Based on the data analysis, the writer found some findings. First, in teaching learning process the teacher had implemented inquiry based learning approach for all indicators in each procedures. They are stimulate, active and communicate, plan and predict, investigate, record and report, connect, and evaluate. In implementing all indicators by the teacher would be explained as follow:
Stimulate, in stimulate the teacher used media (video) related with the material that would be discussed to grow students’ stimulation.
Active and communicate, this indicator was question session in which some of students asked question to the teacher about the video that had been showed, then the teacher guided another students to answer it before she answered directly.
Plan and predict, in this indicator the students have some plans about problem that would be investigated after the teacher divided them into
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group. They also predict their problem to make it clear when they doing investigate.
Investigate, in investigate the students work in group, share their information, idea, and cooperative to investigate the problem about the phenomena related with the material.
Record and report, this session the students prepare their result after did investigation before perform in front of the class.
Connect, in this part the students perform in front of the class each group to show their result.
Evaluate, in the last indicator the students and the teacher concluded the material together.
Second, in teaching learning process the English teacher could make students active and independent in learning. Third, in teaching learning process the teacher did her role as a facilitator which help students to improve their knowledge and their skill. From the research finding above, it can be interpreted that the teacher did all procedures in this approach. Because if one of them did not do by the teacher, she/he can not success in implement it. So, it could be concluded that, the implementation of Inquiry Based Learning Approach used by English teacher in teaching learning process at SMAN 1 SOLOK SELATAN is good.
CONCLUSION
Inquiry Based Learning approach is one of the students center learning approach. Inquiry Based Learning approach is curriculum design that identified students have to be active and independent learner in the teaching learning process. Teacher as a facilitator help students to develop their knowledge and their skill not as a resources for the students. In implementing Inquiry Based Learning approach there are seven procedures that have to implement by the teacher. They are stimulate, active and communicate, plan and predict, investigate, record and report, connect, and evaluate. If one of them do not do by the teacher, she or he can not success to implement it.
Based on research finding on data in previous chapter, the researcher found some findings that the teacher implemented and used Inquiry Based Learning approach in the teaching learning process.
Related with the question of this research “how does the English teacher implement Inquiry Based Learning approach in teaching learning process at SMAN 1 Solok Selatan?” Based on the researcher observation did, it could conclude that the
implementation of inquiry based learning approach used by English teacher in teaching learning process at SMAN 1 Solok Selatan is good.
SUGGESTION
After doing the observation phase in the field and analyzing collected the data, the researcher informs insightful suggestion at this point. The first, the English teacher should know all the procedures of Inquiry Based Learning approach, because it can help them to implement it well and help students in the learning process. The second, the teacher should know role of the teacher and the students in this approach. So that in the classroom can create good situation and get feedback between them.
REFERENCES
Capraro, Robert M, Mary Margaret Capraro, and James R. Morgan. 2013. STEM Project Based Learning. The Netherlands: Sense Publisher.
Gay, L.R and Airasian, Peter. 2000. Educational Research: Competencies for Analysis and Application Sixth Edition. New Jersey:
Prebtice-Hall, Inc.
Rushton, Sharon. 2008. Active Your Students an Inquiry Based Learning Approach to sustainability. Carlton South: Curriculum Corporation.Shih, J.-L., Chuang, C.-W., &
Hwang, G.-J. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness.
Educational Technology & Society.
Wilson, Jeni and Lesley Wing Jan. 2009. Focus on Inquiry a Practical Approach to Curriculum Planning. Carlton South: Curriculum Corporation.
