THE IMPLEMENTATION OF INQUIRY-BASED LEARNING FOR THE

TEACHING OF ENGLISH AT SMA N 2 KLATEN IN 2016/2017

ACADEMIC YEAR

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education

in English Department

by

ERLITA MULIA DEWI

A320130085

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

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THE IMPLEMENTATION OF INQUIRY BASED LEARNING FOR THE

TEACHING OF ENGLISH AT SMA N 2 KLATEN

IN 2016/2017 ACADEMIC YEAR

ABSTRAK

Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan

implementasi Inquiry Based Learning untuk pengajaran bahasa Inggris di SMA N 2

Klaten pada tahun 2016/2017 tahun akademik. Tujuannya adalah untuk

mengembangkan kreativitas, keingintahuan, dan kemampuan siswa untuk

merumuskan pertanyaan untuk mengembangkan pemikiran kritis yang diperlukan

untuk kehidupan cerdas dan pembelajaran seumur hidup. Jenis penelitian ini adalah

penelitian kualitatif deskriptif, terutama studi naturonik. Metodologi pengumpulan

data dalam penelitian ini adalah wawancara, observasi, dan dokumen. Penelitian ini

terdiri dari komponen pembelajaran yaitu; Peran guru, peran siswa, prosedur kelas,

dan teknik kelas. Sang reseracher menemukan hasilnya sebagai berikut; 1) Guru

bahasa Inggris memiliki peran sebagai perencana, fasilitator, manajer, explainer,

motivator, dan pengendali. 2) Peran siswa adalah siswa sebagai pembelajaran mata

pelajaran, siswa sebagai objek belajar, pelajar adalah pemantau dan evaluator atas

kemajuannya sendiri, pelajar belajar dari guru, dari siswa lain dan sumber pengajaran

lainnya, pelajar adalah tutor dari Pelajar lain, dan pelajar adalah anggota kelompok

dan belajar dengan berinteraksi dengan orang lain. 3) prosedur kelas yang digunakan

untuk mengamati, mempertanyakan, mengumpulkan informasi, bergaul, dan

berkomunikasi. 4) Teknik kelas yang digunakan dalam pengajaran bahasa Inggris

adalah mengidentifikasi kata-kata kunci, pengulangan lisan, membaca dengan suara

keras, pemahaman bacaan, diskusi, tanya jawab, kelompok diskusi, dan permainan

peran. Peneliti menyimpulkan bahwa guru bahasa Inggris di SMA N 2 Klaten

diimplementasikan Inquiry Based Learning.

Kata kunci :Inquiry based learning, pengajaran bahasa Inggris, peran guru, peran

siswa, prosedur kelas, teknik kelas.

ABSTRACT

This research aims at describing and explaining the implementation of Inquiry

Based Learning for the teaching of English at SMA N 2 Klaten in 2016/2017

academic year. The type of this research is descriptive qualitative research, especially

naturalistic study. The method of collecting data in this research is interview,

observation, and document. This study consist of component of teaching learning

namely; teacher’s roles, student’s roles, classroom procedure, and classroom

techniques. The reseracher found the results as follows; 1) English teacher had roles

as planner, facilitator, manager, explainer, motivator, and controller. 2) student’s

roles were student as subject learning, student as object learning, the learner is

monitor and evaluator of his or her own progress, the learner learn from the teacher,

from the other student and other teaching sources, the learner is a tutor of other

learner, and the learner is a member of a group and learns by interacting with other.

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3) classroom procedure used observing, questioning, gathering information,

associating, and communicating. 4) classroom techniques used in teaching English

was identifying key words, oral repetition, reading aloud, reading comprehension,

discussion, question-answer, discussion group, and role playing. The researcher

concludes that English teacher at SMA N 2 Klaten were implemented Inquiry Based

Learning.

Key words: Inquiry based learning, teaching English, teacher’s roles, student’s roles,

classroom procedure, classroom technique.

1. INTRODUCTION

Education is the most important things in this globalization era. It is

important to learning English to communicate with other people in other country

because English as an international language. English as an international language

is important to be taught as a foreign language in Indonesia. However, some

students in Indonesia find some difficulties when studying and applying English

as a foreign language.

In Indonesia, English is the first language which taught as a compulsory

subject in the junior and senior high school, including the vocational school, even

in some university level. In the early stage, English is also taught in many

elementary schools as local contents. The classroom is the main place where the

learner can practice and mastery their English or target language. During in the

teaching-learning process, the teacher plays an important role in the classroom.

Senior high school is the primary school. All of students Indonesia required

to learn for about nine years, so the students should get the education for maximal

in senior high school. Senior high to to prepare the students to the next level to

university. The teaching language is senior high school is general. The student are

given material about subject generally and be adapted in their dily activities.

English is given compulsory subject, even including the exam in National Exam.

However, some students found some problems during English study, for example

about the grammar, prononciation and some students become passive laerners in

teachinng learning process. Then, the interview in one of senior high school, that

is SMA N 2 Klaten.

SMA 2 Klaten used K-13 during the English teaching-learning at SMA N 2

Klaten, the teacher modifier the method in order to make more comprehensible to

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the students. Some students are become passive laerner during the classroom and

have some troubles in used English.

To solve that problem, teacher used one of the method for teaching of English

that matches the situation of students in appropriate with 2013 curriculum. 2013

curriculum is one of curriculum in Indonesia Education System. This curriculum

is a fixed curriculum implemented by the government to replace the 2006

curriculum (KTSP) which has been in effect for more than six years. Curriculum

2013 has four aspects of assessment, namely the aspect of knowledge, skill aspect,

the aspect of attitudes and behavior. In the curriculum in 2013, especially in the

learning materials are materials that downsized and materials are added. There are

several English teaching method that can be used based on K-13, one of them

Inquiry-based Learning.

Fauziati (2014:158) states that “Inquiry is not merely searching for the right

answer, but finding appropriate resolution for question and issues.” Harlen

(2013:11) declares that “Inquiry is education refers to seeking explanation or

information by asking questions.” Inquiry-based Learning is teaching learning

activity by involving students in teaching learning process. The goverment in

Indonesia has role to implement how the Inquiry-based Learning in the classroom

procedure. That was published under the rule of Education Ministry Regulation

number 65, the year of 2013 about the Process Standard in education. It states that

education process should be based on scientific priciples and one of the methods

is Inquiry-based Learning. This become the main characteristic of the 2013

curriculum. The learning activities that are appropriate with the student’s

characteristic consist of observing, asking, gathering infromation, assosiating, and

communication.

In observing activity teacher should prepare the observation escort through

explanations. Observation phase aimed, to introduce text that will be learnt.

Fauziati (2014:156) declares that questioning this covers raising questios about

the information the students do not understand from what is observed or request

for additional information about what is observed. In gathering information the

students try to reveal new idea that they have received and use in real life.

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Students have a chance to explore and do experiment. In association phase,

teacher guide the students to comparing text based on social function, text

structure, and language function. Students have an opportunity to connect the text

which is learned with other similar text from additional sources. The last is

communicating. The purpose of communicating activity is to improve student’s

ability in presentation all of their knowlegde and skills.

There are some previous researcher of the implementation of inquiry-based

learning for the teaching of English. There are Abdi (2004) conducted the

research of this study was to investigate the effects of student’s academic

achievement insciences lesson in inquiry-based learning. Rufh (2006) conducted

the research this study tested about pre-service teacher education students using

inquiry-based earth science courses gained more thorough comprehension,

knowledge and realated science concepts to apply proficiencies with regard to

atmospheric. Well (2010) conducted the research of this study was to investigate

how classroom settings in elementary schools in urban Winnipeg to educate

define and practice inquiry-based learning. Anif (2013) conducted the research to

find out implementation of inquiry-based learning in teaching English was not

fully complete at XI Science3 of SMA N 1 Boyolali. Kong (2014) conducted the

research to address these questions, our pedagogical design involved the adoption

of the 5E inquiry-based learning model to guide the students’ science inquiry, and

five instructional principles for pedagogical practice in a seamless learning

environment supported by a social network. Lestari (2015) conducted the research

to describe and explain the implementation of Inquiry-based Learning in teaching

English at SMP negeri 1 Gemolong consisting the component of teaching

learning. The last, Dudu (2015) conducted the research for the practicing teachers’

professional development and the problems of linking theory with practice in such

development.

The researcher applies several theory related to the previous study in order to

support the data of the research. There are several theories to support the research

namely Notion of Inquiry-based Learning, Learning Objectives, Classroom

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Technique, Instructional Material, Teacher’s Roles, Student’s Roles, Classroom

Procedure, Media, and Type of Assesment.

This reserach focuses on the implementation of Inquiry Based Learning at

SMA N 2 Klaten in 2016/2017 academic year. The theory related to this research

includes teacher’s roles, student’s roles, classroom procedure, and classroom

technique. Thus, this study can expand the previous study and in other research

fields. The purpose is to develop the student’s creativity, curiosity, and the ability

to formulate questions to develop critical thought necessary for intelligent living

and life long learning.

2. RESEARCH METHOD

The type of this research is qualitative reserach, especially naturalistic study.

Lincoln and Guba as cited in Meleong (2004:6) started that one of the

characteristics of qualitative study is descriptive. Therefore, a qualitative method

in the form of descriptive design was employed in this study which aims to

describe the implementation o Inquiry-based Learning phenomena in the

classroom during English teaching learning process. Nunan (1992:4) suggests that

qualitative methods, concern with the understanding of human behaviour from the

actor’s own frame of reference, exploratory, descriptive and process oriented.

Since the current study was investigated a process which involved human

behaviour in the natural setting, this study used descriptive qualitative.

Naturalistic inquiry was adopted to investigate the implementation Inquiry-

based Learning in the classroom without manipulation or treatment. Naturalistic

study is concerned as a ethnographic study through observation. According to

Schatzman and Strauss (as cited in Fauziati (2009,p.253) ethnographic research is

detectable as naturalistic research in the sense that this study is conducted through

observation. Ethnographic study is proves a description about human behaviour

and cultural description. As naturalistic study, this study was not used experiment

to get the finding. This study also investigate about the implementation Inquiry-

based Learning in teaching learning process was used by teacher at SMA N 2

Klaten.

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The researcher got the data from three sources, such as event, informant, and

document. Techniques of collecting data in this research are observation,

interview, and document. The subject of this study is the English teachers and

students of SMA N 2 Klaten. The object of this research is the implentation of

Inquiry Based Learning at SMA N 2 Klaten in 2016/2017 academic year.

3. FINDING AND DISCUSSION

The findings were taken from observation, interview, and document related to

the topic start from February 15th

, 2017 until April 3rd

, 2017. The researcher

presents the research findings, as follows: 1) Teacher’s roles, 2) Student’s roles,

3) Classroom procedure, and 4) Classroom technique.

3.1 Teacher’s Roles

Teacher have roles in teaching learning process in the classroom. The

teacher help the students to understand the material that will be delivered.

The researcher found some roles of English teacher used in observing,

questioning, gathering information, associating, and communicating in

teaching learning process at SMA N 2 Klaten.

Based on class observation, teacher was a facilitator in teaching

learning process which means that the teacher facilitated the students in

teaching learning process in order to get the meaningful knowledge.

Hopefully, the students could be interested in learning and mastered the

teaching material easily.

The researcher found that in gathering information stage, the teacher

gave some facilities during teaching learning process. For example in class

X MIPA 3, the teacher played the sitcom video on LCD. The sitcom video

showed about the different politeness between American and Indonesian

culture. From the example above, teacher as facilitator gave the material and

made the student understand about the material by the teacher’s own ways.

The teacher could increase the students’ ability in mastering the teaching

material by using media.

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However, the researcher also found that in communicating stage, the

teacher had the question-answer section during teaching learning process.

For example in class X MIPA 2, after the students perform drama entitled

‘nightingale and red rose’, the teacher gave the question-answer section as

described as follows:

T : “the perform of first group, any question?”

S : [student raised his hand]

T : “Ya, kamu mas!”

S : “Menurut kelompok kalian, apa amanat yang ada didalam

drama itu?”

S : [student answer the question]

(Observation on February 15th

, 2017)

Based on the example above, teacher as facilitator gave the material in

order to get the students on getting more information from the material.

Hopefully, the teaching materials could increase the student’s knowledge.

The researcher compares her research findings with other previous

findings. Based on the finding of the previous research by Lestari (2015)

there are some similarities and differences of teacher’s roles. She found that

English teacher had roles as facilitator, manager, explainer, and motivator.

Both findings explained about teacher’s roles, the researcher found that the

teacher’s roles as teacher as planner, teacher as controller, teacher as

manager, teacher as motivator, teacher as explainer, and teacher as

facilitator.

Richard and Lockhart (1994: 105) stated that teacher may select such

roles from themselves as: Planner, Manager, Inquiry Controller, Group

Organizer, Facilitator, Motivator, and Empowered. From the statement

above, the teacher has many roles during teaching learning process. Based on

observation class, the researcher found that the teacher has many roles in

each teaching learning process. There are some teacher’s roles that the

researcher found in classroom observation. (1) Teacher as Planner, (2)

Teacher as Controller, (3) Teacher as Manager, (4) Teacher as Motivator,

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(5) Teacher as Explainer, and Teacher as Facilitator. The researcher

concludes that the teacher’s roles in teaching learning process at SMA N 2

Klaten are corresponding with Richard’s and Lockhart’s theory.

3.2 Student’s Roles

Students have roles in the classroom. Student’s roles are important in

supporting the teaching learning process in the classroom. The student have

their responsibility in the classroom. Based on the class observation, the

researcher found student’s roles when teaching learning process at SMA N 2

Klaten.

Students as object learning, it means that students must pay attention

during the teacher gives explanation, direction, and instruction in order to

comprehend the material. Usually, students just sit down and listen the

teacher during teaching learning activities. It occurs when the teacher

explains about the material or when the teacher asks something about the

material during teaching learning process. It makes the good condition

become conductive, so the students feel comfortable and enthusiast during

teaching earning activities. If the class conducive and students are

comfortable, the teacher can explain the material clearly. It made the student

easy to comprehend the material.

The researcher found that in observing stage, teacher guide student to

comprehend the material. For example in the class XII MIPA 3, the teacher

explains the example of procedure text on the slide of power point. Then,

the teacher asks to pay attention about the procedure text. The main point of

the example is the student as the object of learning must pay attention and

listen carefully what the teacher said.

T : “Look at the power point slide and pay attention of

procedure text. I will explain about it! Ready?”

Ss : “Ready, sir!”

(Observation on March 28th

, 2017)

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From the example above, the students as object learning must pay

attention what teacher said. Students sit down and listen carefully during

teaching learning activities.

The researcher compares her research findings with other previous

findings. Based on the finding of the previous research by Afani (2016)

there are some similarities and differences of student’s roles. She found that

English teacher had roles as planner, member, performer, and monitor. Both

findings explained about student’s roles, the researcher found that the

student’s roles as: (1) Student as subject learning, (2) Student as object

learning, (3) the learner as monitor and evaluator of his or her own progress,

the learner learn from the teacher, from the other student and other teaching

sources, (4) The learner is tutor of the other learners, (5) The learner is a

member of a group and learn by interacting with others.

According to Richard and Rogers (1985: 22) there are five aspect,

there are: (1) The learner is the planner of his or her own learning program

and thus ultimately assumes responsibility of what he or she does in the

classroom, (2) The learner as monitor and evaluator of his or her own

progress, (3) The learner is a member of a group and learn by interacting

with others, (4) The learner is tutor of the other learners, (5) The learner

learn from the teacher, from the other student and other teaching sources.

Based on the observation, the researcher found that some student’s roles in

teaching learning process such as (1) Student as subject learning, (2) Student

as object learning, (3) the learner as monitor and evaluator of his or her own

progress, the learner learn from the teacher, from the other student and other

teaching sources, (4) The learner is tutor of the other learners, (5) The learner

is a member of a group and learn by interacting with others. The researcher

concludes that the student’s roles at SMA N 2 Klaten are relevant with

Richard and Roger’s theory.

3.3 Classroom Procedure

Classroom procedure is an important part in teaching learning

process. English teacher at SMA N 2 Klaten used Inquiry-based Learning at

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ten until twelve grade at SMA N 2 Klaten. The aim of this method to make

student are inquiries that learn through work on meaningful problems in real

situation. Based on observation, the researcher found classroom procedure

using by the teacher at SMA N 2 Klaten was implemented Inquiry-based

Learning. Teacher used two model, first 5M(observing, questioning,

gathering information, associating, and communicating) and 3M (observing,

questioning, gathering information).

Based on class observation, before observing stage, the teacher

prepared the students to be ready for learning activity. The researcher found

that in beginning teaching learning process, the teacher greeted the students,

checking the students’ attendance and condition. The teacher also reviewed

materials discussed in the last meeting. The teacher asked the students to

mention what they have learned and problem in the last meeting. The teacher

also told the students about material that will discuss in that day.

For example in class XII IPS 1, the teacher entered into the classroom

and started classroom activity with sing Indonesia Raya song together. Next,

the teacher greets and asks the student condition. Based on observation in the

classroom.

S : [the leader go to the front of the class]

: “Siap grak!”

: [the students standing up together]

Ss : “Hiduplah Indonesia Raya ...tu...dua” [the learder

give command, all of people in the class sing national

anthem Indonesia Raya]

S : “Let’s pray together.”

: [silent]

: “Enough” [ the leader going back to settled down ]

T : “Good morning students.”

Ss : “Good morning sir.”

T : “How are you today?”

Ss : “I’m fine, and you sir?”

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T : “ I’m fine too, thank you.”

: “ OK, who is absent today?”

Ss : “Nihil.”

(Observation on March 6th

, 2017)

The teacher also reviewed material discussed in the last meeting by

asking students to mention what they have learned in the last meeting. Then,

the teacher also told to students about new material that will discuss in that

day.

T : “What is the last material?”

Ss : “Description text, sir.”

T : “Any question so far?”

Ss : “No.”

T : “OK, hari ini kita akan menjawab exercise halaman

134 ya!”

Ss : “OK, pak!”

(Observation on March 6th

, 2017)

In observing, this is stage to explore to think about phenomena around

his. The teacher can provide students between the phenomena and the

material. The researcher found that the teacher confer with students about

observation, question, and ask student’s own ideas.

For example in class XI IPS 2, the teacher asked students about “How do

you know about the president of Indonesia?” Students mention one by one

the president of Indonesia. Based on observation in the classroom.

T : “Listen! How do you know about the precident of

Indonesia?”

Ss : “Yes, sir.”

T : “Mention one by one! Coba kamu mas, siapa

presiden yang kamu ketahui?”

S : “Soekarno.”

T : “How do you think about Soekarno?”

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S : “Because he have many wife”

: [laughter]

(Observation on February 27th

, 2017)

The researcher compares her research findings with other previous

findings. Based on the finding of the previous research by Lestari (2015)

there are some similarities and differences of classroom procedure using by

the teacher in teaching learning process. She found that English teacher

using the activity was conducted systematically through explanation,

elaboration, and communication. Both findings explained about classroom

procedure, the researcher found that the classroom procedure using by the

teacher in teaching learning process are 5M and 3M. 5M is the activity was

conducted systematically through observing, questioning, gathering

information, associating, and communicating. Then, 3M the activity was

conducted systematically through observing, questioning, gathering

information.

Under the rules of Minister of National Education of Republic

Indonesia number 65 the year of 2013 about the process standard in

education. In teaching learning process, learners to be curious about the

world around them, to improve skills and exhibit more positive attitudes

toward science, to improve their oral communication as well as their critical

thinking. Fauziati (2014:163) states that this activity consists of five steps;

observing, questioning, collecting information or experimenting, associating

or information processing, and communicating.

Based on the research findings above, the teacher were implemented

the Inquiry-based Learning of teaching of English at SMA N 2 Klaten in

2016/207 academic year. Classroom procedure used by the teacher in

teaching learning process is observing, questioning, collecting information

or experimenting, associating or information processing, and

communicating.

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3.4 Classroom Technique

The classroom technique wa to develop student’s English skill.

The teacher used several classroom techniques in the teaching learning

process to increase student’s ability and made the students understand the

material easily. By using the appropriate techniques, students could

understand the material delivered by the English teacher. The researcher

found the classroom technique using by the teacher in teaching learning

process at SMA N 2 Klaten.

The researcher compares her research findings with other previous

findings. Based on the finding of the previous research by Lestari (2015)

there are some similarities and differences of the classroom techniques. She

found that classroom techniques used by the teacher in teaching of English

are identifying key words, reading text, discussion, role playing,

comprehension, crazy story games. Both findings explained about classroom

technique, the researcher found that the English teacher of ten until twelve

grade at SMA N 2 Klaten used some classroom techniques in teaching

learning process, such as identifying keywords, oral repetition, reading

aloud, reading comprehension, discussion, question-answer, discussion

group, and role playing.

There are four important skills of learning English, namely listening,

speaking, reading, and writing . Fauziati (2010:8-9) explains that the

classroom activities of listening can be done by the students do the following

actions: (1) Oral repetition, students repeat what they hear sentence by

sentence or phrase by phrase. These tend to sharpen the listening skill,

because it is hard to repeat sentence without understanding the message. (2)

Identify keyword, students learn to avoid unesssential information and to

identify and repeat the keyword only initially subject-verb-object, and later

other element. (3) Answering question, students answering question based on

passage that the students listen and. New Mark ( in Fauziati 2010:19 )

explains that (4) role playing is creating a dramatic situation in classroom, or

in apart, simply acting out dialogues but also in part re-labeing objects and

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people in the room to prepare for imaginative role-playing. Teacher can

make the class enjoyable for both teacher and students. (5) disscussion

consist by two or more students in a group. The goal of group disscussion is

to improve fluency, and grammar is probably best allowed to function as a

naturally communicative context. (6) reading comprehension, to enable

students to get and to interpretet meanings or ideas carried by the reading

text.

Based on class observation in identifying keywors, in this activity, the

teacher asked to students to found some meaning of keywords during

teaching learning process. So, students can be easy into translate in

Indonesia. The researcher found that in class XI MIPA 3 the teacher played a

sitcom video to the students. They talk about the politeness between

Indonesian and American. The teacher asked to students to identifying

keywords of the story by the most important information that they got while

watching the sitcom. The students might take identifying keywords of video.

The teacher asked to the student the meaning of word, if the students do not

understand he can uses dictionary.

T : [ the teacher played a video ]

: “Ayo ucapan apa yang tidak disukai Victor?”

Ss : “Silly”

T : “Silly? Tolong dibuka kamusnya!”

Ss : “Tolol”

(Observation on April 3rd

, 2017)

Based on explanation above, the researcher compares this research

finding with theory. As Fauziati (2014) argues that “technique as the

implementation actually take place in a classroom. It is a particular trick,

strategy, or contrivance used to acommplish an immidiate objective.” The

researcher conclude that the research finding is corresponding with Fauziati

(2014) theory.

4. CONCLUSION

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The implementation of Inquiry-based Learning in English teaching learning

at SMA N 2 Klaten were divided into four components, consist of teacher’s roles,

student’s roles, classroom procedure, and classroom tecnique. In teacher’ roles,

there are teacher as as planner, controller, manager, motivator, explainer, and

facilitator. In student’s roles, there are student as student as subject learning,

student as object learning, the learner as monitor and evaluator of his or her own

progress, the learner learn from the teacher, from the other student and other

teaching sources, the learner is tutor of the other learners, the learner is a member

of a group and learn by interacting with others. In classroom procedure, teacher

used 5M and 3M, the activity was conducted systematically through observing,

questioning, gathering information, associating, and communicating. Last, in

classroom technique, such as identifying keywords, oral repetition, reading aloud,

reading comprehension, discussion, question-answer, discussion group, and role

playing.

Inquiry-based Learning is teaching learning activity by involving students in

teaching learning process. Students are suggested to look for the problem around,

make hyphotesis and then solve the problem. It takes students to be active

participant. Based on the result, the teacher was implemented Inquiry-based

Learning in teaching learning process at SMA N 2 Klaten.

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Nunan, D. 1992. Research methods in Language Learning. Cambridge: Cambridge

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Richard, J. Et. Al. 1985. Longman Dictionary of Applied Linguistic. Essex: longmen

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Richard, Jack C and Lockhart, Charles. 1996. Reflective Teaching in Second

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Richard, Jack C. 2001. Curriculum Development Language Teaching. Cambridge:

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Paper. Surakarta. Universitas Muhammadiyah Surakarta

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