The Effectiveness of Inquiry-Based Teaching to Teach Reading Viewed From the Students’ Creativity (An Experimental Study at the Tenth grade Students of SMAN 1 Geger Madiun in the Academic Year of 2011/2012)

Oleh :
Harmawan Wardani - S891008037 - Sekolah Pascasarjana

The objectives of the study are to find out: (1) whether Inquiry-Based Teaching method is more effective than Direct Instruction method in teaching reading skill in the tenth grade students of SMAN 1 Geger in the academic year of 2011/2012; (2) whether the students with high creativity have better comprehension in reading than the students with low creativity; (3) whether there is an interaction between teaching methods and students’ creativity in teaching reading in the tenth grade students of SMAN 1 Geger in the academic year of 2011/2012. This research is an experimental research and using factorial design 2x2. The research was conducted at SMAN 1 Geger in the academic year of 2011/2012. The population of this research is the tenth grade students which consist of eight classes. The sample was taken using cluster random sampling, and to determine experimental and control class from the sample, randomized matching is used. The samples are XE and XF. The number of students of each class is 32 students, so there are 64 students used as sample. The researcher used normality test and homogeneity test in order to make sure the sample was in normal distribution and homogeneous. The instrument that is used to collect the data is reading test, and to find out creativity score, the researcher used a Creativity Test. Before the instrument was used, a try out was done to know the validity and reliability of reading test. To test the hypotheses multifactor analysis of variance and Tuckey Test are used at α =0.05 significance level. The multifactor analysis of variance result shows: (1) IBT is more effective than DI in teaching reading, 25.72 > 24.50. (2) The students having high creativity have better comprehension in reading than those having low creativity, 26.28 >23.94. (3). There is an interaction between teaching methods and students’ creativity, Fo (152.89) > Ft (0.05) (4.00). Based on the result of data analysis, it can be concluded that the research findings are: (1) IBT is more effective than DI in teaching reading; (2) the students who have high creativity have higher reading comprehension ability than those who have low creativity; (3) there is interaction between teaching methods and creativity in teaching reading. Based on the research findings above, it can be concluded that IBT is proved as an effective teaching method to teach reading for the tenth grade students of SMAN 1 Geger in the 2011/2012 academic year. The effectiveness is affected by student’s level of creativity. Therefore, it is recommended that: (1) to apply appropriate methods by considering students’ psychological aspects especially based on their creativity; (2) to encourage students to be active and involve thoroughly in the teaching learning process in order to improve their reading skills; and (3) to make this research as a reference to continue some related research in different condition and characteristic.