Equivalent:
Jurnal Ilmiah Sosial Teknik
Vol. 5, No. 1, January 2023
APPLICATION OF
INQUIRY LEARNING METHODS TO INCREASING STUDENTS' INTEREST IN SPEAKING ENGLISH
Yuna Mumpuni Rahayu
Education
Management, Universitas Swadaya
Gunung Jati Cirebon,
West Java,
Indonesia
Email: yunamumpuni2015@gmail.com
Abstract
This study investigates how the
implementation of InquiryInquiry can improve
students' interest in speaking English in class VII in Public Junior High
School 18 Cirebon. This collaborative classroom action research did in two
cycles, and the participants of this study participants were 24 students from
the target class, consisting of 12 girls and 12 boys. The
researcher herself acted as an observer, and one of the English teachers from
the target school acted as a teacher (collaborator). This is a
descriptive-qualitative study because this study investigates the value of
teaching speaking. The findings from the classroom observation, the video
recorded, and the field notes were analyzed and then
described according to the relevant theorists. The findings proved that InquiryInquiry improved students' interest in learning
speaking in class VII Public Junior High School 18 Cirebon. The improvement in
the student's interest was proved by the student's enthusiasm and the students'
joy during the teaching process. It also proved from the students' responses
during discussion sessions and practising and from the students' exposure to
using English during the lesson. Implementing InquiryInquiry
in teaching English facilitates students to do maximal in doing their best
during the learning process. However, InquiryInquiry
consumes time and is unsuitable for many students in a classroom. Inquiry
facilitates freedom for students in finding their knowledge through learning,
but it only ensures students' focus on their studies if the teacher does
maximal management and scaffolding. Thus, the findings above made the
researcher suggest a more prominent study with sufficient time and broadened
Cycle for better results.
Keywords: Students’
Interest in Learning English; Speaking; Inquiry; Descriptive-Qualitative-Study;
Collaborative Classroom Action Research; Junior High School Level.
Introduction
English is one
subject taught from the elementary school level to tertiary institutions in
Indonesia (Hamzah, 2016).
In this regard, currently learning English in Indonesia still requires the
implementation of more efficient learning methods that will enable students to
get used to using the language better. This assumption is concluded from
phenomena in the field which show that students' ability to speak English
actively is still far from expectations. Furthermore, involving students
actively in using the target language in language learning will likely make
learning activities more effective (Hamzah, 2016).
Relevant to the
statements above, the results of a preliminary study at Public Junior High
School 18
Cirebon revealed that students' potential to learn English in the several
classes observed needed to have been adequately explored. The researcher examined
the students' speaking ability by observing English learning activities in
class VII and class VIII, considered the top grades in the target school. From
the results of these brief observations, the researcher concluded that
students' speaking skills still needed to be improved and could still be
maximized by increasing students' interest in participating in learning
activities.
Relevant to
this, (Puspitasari, Hayati, & Purwaningsih, 2022) explained that
interest is a condition that reflects a relationship between something observed
or experienced with one's desires or needs. Thus, a student-centred
(student-centred learning) learning system that directs students to be directly
involved in learning activities has the potential to inspire and increase
students' interest in participating in learning activities. The emergence of
various student-centred learning methods is a breath of fresh air for the world
of education. Implementing student-centred learning is believed to maximize
learning activities because it is considered more attractive to students.
Student-centred education is believed to provide wider opportunities for
students to participate more in learning (Hamzah, 2016). Student-centred
education is believed to direct students to acquire knowledge through memorable
and enjoyable learning experiences (Hamzah, 2016).
Furthermore,
student-centred learning processes are more open and challenging. They are
considered capable of keeping students from worrying about making mistakes when
trying to find knowledge in their educational process (Gubali, Paramata, & Lihawa, 2021). Meaningful
knowledge can only be obtained through a planned learning process in learning
that activates students to find knowledge (Hamzah, 2016). Furthermore, an
effective and planned learning process is also believed to hone and broaden
students' knowledge so that it is more optimal.
(Dewi, Dantes, & Sadia, 2013) States that
learning is a process carried out by a person to obtain a new change in
behaviour as a whole, which is the result of his experience from interaction
with his environment. Thus, it can be explained that learning as an activity is
related to changes in a person's behaviour towards certain situations caused by
repeated experiences he has lived in a certain situation. In this regard,
student interest in learning is a force that will encourage students to learn.
Interested students (happy attitude) in the lesson will appear to be constantly
motivated to study diligently. In contrast, students who are not interested in
learning activities will not be moved to participate in learning activities.
In this case, (Puspitasari et al., 2022) explain in more
detail that interest is a condition that occurs when a person sees the
characteristics or temporary meaning of a situation associated with his desires
or needs. In other words, what a person sees will arouse his interest to the
extent that what he sees relates to his interests. Thus, interest is a
condition that reflects a relationship between something observed or
experienced with one's desires or needs, which are related to their desires and
needs.
Interest is also
interpreted as a will, desire or liking. Interest is a source of motivation
that encourages people to do what they want if they are free to choose (Dewi et al., 2013) (Fatimah &
Usman, 2017). (Fatimah & Usman, 2017) argued that student
interest is the main factor determining the degree of student learning
activity. (Lovisia, 2018) states interest as attention that contains
elements of feelings, whereas Shalahudin's statement above gives the sense that
interest is related to feelings of pleasure or displeasure. Therefore, interest
determines the attitude that causes a person to be active in a job or
situation. In other words, interest can be a cause or a motivating factor for
an activity.
Still related to
the explanation above, interest in learning is a person's tendency that comes
from outside and from within his heart which encourages him to feel attracted
to something so that he directs his actions to something and creates feelings
of pleasure (Pranata, 2016). (Pranata, 2016) states that there are four indicators of interest:
feelings of pleasure, student interest, student attention and student
involvement. Then, the Ministry of National Education (2013) further explains
that a person's interest in learning is not always stable but always changing.
These changes are influenced by several factors, as follows. Internal factors,
namely factors that come from a person both physically and spiritually,
physically and psychologically. External factors are all factors that exist
outside the individual family, community and school.
Thus, (Sofyan, 2007) adds that
efforts that can be made to foster students' interest in becoming more
productive and effective include enriching ideas or ideas, giving stimulating
gifts, getting to know creative people and adventure in the sense of adventure
into nature. Around healthily, develop fantasy and practice a positive
attitude. In addition, some educational experts argue that the most effective
way to generate interest in a new subject is to use existing interests. This was
stated by Tanner and Tanner (Astutik, 2015), who stated that in order for students to want to try
to form new interests in themselves to achieve their learning goals, the
teacher must always provide information to students about the relationship
between one learning material that will be provided with other learning
materials. Other learning, as well as outlining the usefulness of this learning
for students in the future.
Furthermore,
developing an interest in learning about something will help students see the
relationship between the subject matter they are expected to learn. This
process will show students how certain knowledge or skills influence them in
serving their goals and satisfying their needs. Suppose students realize that
learning is a tool to achieve several goals that they consider important.
Students understand that the results of their learning experience will bring
progress to themselves. In that case, a great interest will likely grow in them
to learn.
Relevant to the
purpose of this research (Siregar, 2021) states that learning will generally be more
effective if it is carried out through an information discovery process. Thus
the application of a learning model where the steps of learning activities lead
to activities of thinking and processing information is necessary. In this
regard, (Mubin, 2014) explains that
the learning process that implements the Inquiry learning model does not only
provide opportunities for students to be able to develop their intellectual
abilities but learning activities in the Inquiry learning model are also
expected to be able to foster all the potential that exists within students. ,
including skill, emotional and skill development. (Mubin, 2014)
states that the Inquiry learning model is a series of learning activities that
maximally involve students in seeking and investigating knowledge
systematically, critically, logically and analytically so that students can
eventually formulate their own findings confidently.
The Inquiry
learning model does not present subject matter in its final form but fosters
and provides opportunities for students to seek and find their knowledge
through problem-solving techniques according to the steps suggested by the
learning model. In addition, a learning process is considered as learning that
adopts the Inquiry model if the activity contains several conditions as
described below. There are social conditions in the classroom and an open
atmosphere that invites students to discuss with other students or the teacher.
Some conditions give rise to hypotheses or temporary assumptions about learning
problems to be solved, as hypotheses are the focus of the Inquiry learning
model. The existence of conditions that allow the emergence of evidence or the
use of facts as evidence to conclude. The role of the teacher in the classroom,
which allows the creation of a comfortable learning condition as intended, is
explained by (Brown, 2000) as a motivator,
facilitator, questioner, administrator, director, regulator and award giver.
Inquiry-based
learning has been developed since 1960. This learning method was developed to
answer the failure of traditional teaching methods, where students must
remember the facts of teaching material content. Inquiry learning is a form of
active learning where progress is judged by how students develop experimental
and analytical skills rather than how much knowledge they have. Inquiry-based
learning or inquiry-based science essentially includes the desire that learning
should be based on student questions. Learning wants students to work together
to solve problems rather than receiving direct instruction from the teacher.
Inquiry means
that the learning process is based on search and discovery through a systematic
thinking process. Knowledge is not many facts resulting from remembering but
the result of the process of self-discovery. Learning is a person's mental
process that does not occur mechanically. Through this mental process, students
are expected to develop intellectually, mentally, emotionally and personally.
Therefore, in the learning planning process, the teacher does not prepare many
materials that must be memorized but designs learning that allows students to
find the material they must understand for themselves. Learning is a process of
facilitating discovery activities (inquiry) so that students acquire knowledge
and skills through their discoveries (not the result of remembering many
facts). Inquiry departs from the assumption that since humans are born into the
world, humans have the urge to find their knowledge. Curiosity about the state
of nature around it has been human nature since birth into the world. Since
childhood, humans have desired to know everything through the senses of taste,
hearing, sight and other senses.
As explained
below, several things are the main characteristics of inquiry learning
strategies. The inquiry strategy maximizes student activity to seek and find,
meaning that the inquiry strategy places students as learning subjects. All
activities carried out by students are directed to seek and find their answers
to something in question. Thus the inquiry learning strategy places the teacher
not as a source of learning but as a facilitator and motivator for student
learning. Inquiry learning strategies aim to develop the ability to think
systematically, logically and critically.
Thus, the main
purpose of learning through inquiry strategies is to help students develop
intellectual discipline and thinking skills by asking questions and getting
answers based on their curiosity. Furthermore, inquiry learning using
InquiryInquiry can follow the following steps (Mubin, 2014).
The steps in implementing the Inquiry method, according to (Mubin, 2014), are orientation,
namely fostering a responsive learning atmosphere or climate. Then formulating
the problem is a step that brings students to a problem that contains a puzzle.
Next, formulate a hypothesis or temporary answer to a problem being studied.
After that, collecting data captures the information needed to test the
proposed hypothesis. Then, testing the hypothesis or the process of determining
the answers that are considered acceptable according to the data and
information obtained based on data collection. The last is formulating
conclusions, namely describing the findings obtained based on the results of
hypothesis testing.
The advantage of
InquiryInquiry is that it emphasizes the development of cognitive, affective
and psychomotor aspects in a balanced way so that learning through this
strategy is considered more meaningful. Inquiry can provide space for students
to learn according to their learning style. Inquiry is a strategy considered
under the development of modern learning psychology, which considers learning
to be a process of changing behaviour due to experience. The weakness of
Inquiry learning is that it will be difficult to control student activities and
success. This strategy is difficult in planning learning because it collides
with students' learning habits, sometimes it takes a long time to implement it,
so it is often difficult for teachers to adapt it to a predetermined time, and
the criteria for learning success are determined by the ability of students to
master the learning material, so InquiryInquiry will be difficult to implement
by every teacher.
Based on the
explanations above, the researcher wants to raise the Inquiry learning model, a
student-centred learning model, to increase junior high school student's
interest in participating in English learning activities. The inquiry or
discovery learning model is a learning model that directs students to learn to
gain knowledge through experience (Mubin, 2014), in which case (Mubin 2014) further explains
that the inquiry learning model can hone students' skills in systematic
thinking and problem-solving. Thus, the next researcher plans to conduct
further studies on how to increase students' interest in speaking by
implementing the inquiry learning method in Class VII at SMP Negeri 18 Cirebon.
Research methods
This research is
a classroom action research (CAR), which was held in two research cycles to
find out how the implementation of the inquiry learning method was able to
increase students' interest in speaking English in Class VII at Public Junior
High School 18
Cirebon so that in the end students would have sufficient ability to speak
English according to the level of junior high school students. As a PTK, each
Cycle in this study will include the phases contained in a class action
research as suggested by (Arikunto, 2006), namely the phases of planning, implementing
actions, observing and reflecting on the results of activities. This classroom
action research is qualitative. The data was collected through field observations
and analysis of the recorded learning video results. The findings were then
analyzed qualitatively based on the relevant theories put forward in the study.
Other participants involved in this study were 24 students in Class VII at Public
Junior High School 18 Cirebon, consisting of 12 female and ten male students.
This research was also a collaborative study, with the researcher acting as the
researcher/observer and one of the teachers. The English subject at the target
school is the implementer of the action/collaborator, the researcher, who also
implements the action in class (Arikunto, 2006). The researcher asked a colleague to record
the learning activities for data validation.
Results and Discussion
As explained at
the beginning of this report, the results of a preliminary study in several
grades VII at Public Junior High School 18 Cirebon found the following facts.
The observation results show that the learning process implemented in several
target classes still needs to be improved. Learning activities that are passive
and do not maximize student involvement in speaking English seem to make
learning activities monotonous and boring. The teacher only explains and gives
assignments to students, and students seem disinterested and don't seem to pay
much attention to learning activities (Juniati & Widiana, 2017).
Thus,
researchers collaborated with collaborators in preparing Learning
Implementation Plans (RPP) with a focus on guided inquiry learning mode in the
target class, in this case, Class VII at Public Junior High School 18 Cirebon.
In compiling the RPP, researchers and collaborators base the learning steps
relevant to the focused learning model. Furthermore, the researcher and
collaborators discussed the appropriate observation sheet. They asked for the
help of other colleagues to record the learning activities to be carried out,
where it is hoped that the video recording of the learning will be useful for
increasing the validation of findings from class observations, which may have
escaped the researcher's observation. In addition to the preparations above,
researchers and collaborators prepare relevant teaching materials in PowerPoint
displays, researchers and collaborators prepare appropriate research
instruments, and researchers and collaborators prepare to enter the target
class to hold the first meeting of Cycle I. The explanation and the discussion
of each Cycle in this study are further discussed.
The first meeting of Cycle I began
with apperception and motivation by the researcher. Apperception concerns an
explanation to the participants involved in the implementation of the research
and what things are expected of the participants during the activity. Then,
motivating activities are related to activities carried out by researchers to
arouse and accumulate participants' interest to be willing to participate in
activities to the fullest.
At the second meeting, the
collaborators then carried out the first action by organizing learning
activities with the subject of Congratulations. After previously collaborators
divided students into four heterogeneous groups, consisting of six students in
each group. As previously explained, collaborators carry out learning
activities according to the steps of guided InquiryInquiry
learning that are effective and efficient, and researchers observe learning
activities in this the attitude of students and the attitude of
collaborators/teachers and then note the things that are deemed necessary to
emerge from these activities in the next stage.
In the second meeting of Cycle I,
after giving an adequate explanation regarding Greetings at the previous
meeting, the collaborators played an example of a learning video with the theme
Greetings and students observed. Afterwards, the researcher divided the
questions to the students to be discussed later with the theme Greetings, where
each group was given a different theme (e.g. greetings when meeting, greetings
when parting, greetings good night, greetings when getting acquainted, etc.).
Furthermore, in the second meeting, the collaborator directs students to
formulate hypotheses/conversational designs related to problems in their group
discussions. During the activity, the researcher ensured that the learning
process was recorded. As explained earlier, the researcher made several field
notes deemed necessary to receive attention as material for reflection in
subsequent meetings (Dewi et al., 2013).
In the third meeting of Cycle I,
collaborators continued learning activities by directing students back to carry
out discussion activities. In this case, students in their groups were guided to
analyze the findings of their discussions in the previous meeting and make
conclusions to be displayed for 10 or 15 minutes in the next meeting. Thus, in
the fourth meeting of Cycle I, speaking practice was held in front of the
class, which all group members attended. In this case, other groups are asked
to respond and then provide criticism, suggestions, and values for the group
that appears.
The conclusions from the observations
of researchers regarding the learning process with the implementation of the
guided inquiry learning model in Cycle I, based on video recordings and
conclusions from field notes, indicate that students' involvement in speaking
in English during learning activities takes place and in practice sessions
speaking in front of the class, appears to be still inadequate and still
requires improvement, especially in terms of spelling and pronunciation.
Students did not appear to be fully interested in participating in the learning
process. Although the collaborators tried to direct students to be more active
in speaking using English words in the second and third meetings, the
researcher considered that learning activities still encountered some
obstacles. These obstacles are generally caused by students who are too
passive, the high mobility of students during the activation process and the
tendency of students to unconsciously use their mother tongue and second
language (Indonesian), which makes collaboration/teachers require a lot of time
to control the class so that the learning process can be carried out. On time
and target (Ambarsari, 2012).
In addition, based on the
researchers' observations, collaborators/teachers still do not provide maximum
guidance to students as expected by the guided inquiry learning model. Collaborators/teachers
seem not to have fully mastered the class. Group work, which tends to generate
learning activities that require high student activity and mobility, cannot be
fully managed by collaborators/teachers. In addition, based on the observations,
researchers also found that collaborators/teachers still need to provide
maximum enrichment to students regarding the discussion material. As for the
transcription of the results of observations from the learning video Cycle I in
connection with the implementation of learning with the Inquiry method in the
target class, it can be observed from the following rubric.
Table 1. Table of Indications of
Student Interests in Sikus I Guided Inquiry Learning
|
No |
Activity |
GROUP |
|||
|
I |
II |
III |
IV |
||
|
1 |
Voice Intonation |
60 |
65 |
60 |
70 |
|
2 |
Word pronunciation |
60 |
60 |
60 |
75 |
|
3 |
Pause |
60 |
70 |
70 |
75 |
|
4 |
Word pressure/stress |
60 |
75 |
75 |
75 |
|
5 |
Mimic |
65 |
60 |
75 |
80 |
|
6 |
Attitude |
60 |
60 |
75 |
80 |
|
|
Total |
365 |
390 |
415 |
455 |
|
Average |
60, 83 |
65 |
69, 16 |
75, 83 |
|
Based on the table above, the
researcher concluded that students' interest in participating in learning
activities in Cycle I was still very low. This can be explained as follows.
Group I (low ability group category) only scored 60 for intonation, 60 for
pronunciation, 60 for pauses, 60 for word stress/stress, 65 for expression and
60 for attitude. Group II (moderate ability category) scored 65 for intonation
activities, 60 for pronunciation, 70 for pauses, 75 for word stress and 60 for
expressions and attitudes.
Furthermore, Group III (moderate
ability category) only scored 60 for intonation activities, 60 for
pronunciation, 70 for pauses, 75 for word pressure, 75 for expression and 75
for attitude. Group IV (categorized as a high-ability group) scored 70 for
intonation, 75 for pronunciation, 75 for pauses, 75 for word stress and 80 for
expression and 70 for attitude.
Thus, even though the above findings
are not satisfactory when compared with the results of observations in the
preliminary study, the findings of the Cycle I research have shown positive progress.
Students are no longer passive in participating in learning activities, and
even though it is not sufficient, there are already some students who speak
English in learning activities. Furthermore, group collaboration seems to
provide the greatest opportunity for students to share knowledge and
understanding regarding the subject matter. However, group work tends to make
the learning atmosphere less controllable. Collaborators/teachers must direct
students to be orderly so that learning objectives can still be achieved as
planned. As a follow-up to the findings in Cycle I, researchers and teachers
again revised the action plan for Cycle II. Researchers and teachers plan to
strive to increase student activity more optimally. The results of Cycle II research
can be observed as follows.
In Cycle II, after revising the
lesson plan and improving the learning design based on reflections on the
activities and findings of Cycle I, the researchers and collaborators returned
to the target class to hold the first meeting of Cycle II. Similar to the first
activity in Cycle I, Cycle II also begins with the researcher doing
apperception and motivation, which aims to explain the research implementation
and motivate students regarding the activities to be carried out.
In the second meeting, the
collaborators/teachers also organized learning activities to continue the
learning theme under the effective and efficient guided InquiryInquiry
learning steps by utilizing laptop and projector facilities. After giving an
adequate explanation regarding the subject matter in the second meeting, the
collaborator/teacher continues the activity again by giving questions to each
group, discussing the formulation of the problem and the hypothesis of the
problem in the group with the direction of the collaborator. In the third
meeting, the collaborator directs the students again. to evaluate the data
findings from the discussion and draw conclusions to be presented at the fourth
meeting.
During the holding of Cycle II,
student activity seemed to have increased. Students seem to have paid more
attention to learning activities and are starting to show an interest in taking
lessons and speaking more confidently in English more often. This is possible
because the collaborators/teachers carry out variations of teaching by trying
to use media in the form of attractive image displays by utilizing the focus.
In addition, collaborators/teachers display lessons with the help of attractive
images in focus. Collaborators/teachers also insert elements of entertainment
that are relevant to the images displayed but are still related to learning
material and students' interests as young learners.
It seems that the maximum effort of
the collaborator/teacher to provide better attention and direction makes the whole
group put more effort into doing the task as well as possible. Students seem
motivated to complete the experiment and work on the worksheet. However, the
number of students and the mobilization of students in the class remains an
obstacle for collaborators/teachers. The learning process becomes less orderly.
Students who are too excited sometimes lead the emergence of an atmosphere that
is too boisterous in the classroom. Students have become more confident in
asking and answering questions after the speaking practice session. However, a
condition still occurs several times where the questions and answers are not as
relevant as expected.
Thus, in general, it can be concluded
that it seems that the guided inquiry learning model can improve students' speaking
skills in the target class. Students seem more enthusiastic about learning, and
the students' enjoyment when participating in the learning process increases.
However, implementing guided inquiry learning takes a lot of time because many
students in the class require good management from the collaborator/teacher.
The following table shows increased students' learning interest in Cycle II.
Table 2. Table of Indications of
Student Interests in Sikus II Guided Inquiry Learning
|
No |
Activity |
Group |
|||
|
I |
II |
III |
IV |
||
|
1 |
Voice Intonation |
70 |
75 |
70 |
80 |
|
2 |
Word pronunciation |
70 |
75 |
75 |
80 |
|
3 |
Pause |
70 |
80 |
80 |
80 |
|
4 |
Word pressure/stress |
70 |
75 |
80 |
85 |
|
5 |
Mimic |
70 |
75 |
80 |
90 |
|
6 |
Attitude |
70 |
80 |
80 |
90 |
|
|
Total |
240 |
460 |
465 |
505 |
|
Average |
70 |
76, 33 |
77, 5 |
84, 16 |
|
The table above shows a significant
increase in interest in Cycle II. Group I (low ability group category) scored
70 for intonation, 70 for pronunciation, 70 for pauses, 70 for stress, and 70
for expression and attitude. Group II (moderate ability category) scored 75 for
intonation, 75 for pronunciation, 80 for pauses, 75 for word pressure, and
expressions and attitudes scored 80.
Furthermore, Group III (moderate
ability category) scored 70 for intonation, 75 for pronunciation, 80 for
pauses, 80 for pressure/stress, and 80 for expression and attitude. Group IV
(categorized as a high-ability group) scored 80 for intonation, pronunciation
and pauses. 85 for word pressure/stress, 90 for expression and attitude. Thus,
the findings of the Cycle II research showed adequate progress. Students are
more active in speaking English. Although group collaboration still makes the
learning atmosphere less controlled, in general, the learning objectives can be
achieved as expected.
Conclusion
In collaborative research, it is highly recommended that
researchers and collaborators always have a logical agreement in researching to
maximize the goals to be achieved. In collaborative action research, each party
is expected to be able to respect each other as a team and be able to work
together as equal partners. Thus, further research regarding implementing the
Inquiry learning model for English subjects still needs to be carried out on a
larger scale for more satisfactory findings.
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