The Effectiveness of Inquiry-Based Teaching in Teaching Reading Viewed From Students’ Selfactualization (An Experimental Research in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the Academic Year of 2011/ 2012)

Oleh :
Dwi Cahyono - S891008019 - Sekolah Pascasarjana

The purposes of the research are: (1) Inquiry-Based Teaching more effective than Grammar Translation Method in teaching reading in the eleventh grade students of SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012; (2) the students with high Self-actualization have better comprehension in reading than the students with low Selfactualization; (3) there is any interaction between teaching methods and the students’ Self-actualization in teaching reading in the Eleventh Grade Students of SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012. This experimental research was conducted at SMA Muhammadiyah 1 Sragen in the academic year of 2011/ 2012. The population of this research is the eleventh grade students. The number of population is 267 students coming from eight classes. The sample was taken by using cluster random sampling. The samples are XI IPA 1 as the experimental class and XI IPA 3 as the control class. The number of students of each class is 32 students, so there are 64 students used as sample. The writer used normality test, homogeneity test in order to check whether the sample was in normal distribution and homogeny or not. The instruments used to collect the data are reading test and questionnaire of selfactualization. Before the instruments were used, a try out was done to know validity and reliability of self-actualization questionnaire and validity and reliability of reading test. The research findings show: 1) IBT is more effective than GTM in teaching reading. The mean of students’ reading score of the students who are taught by IBT is 74.84 while the mean score of the students who are taught by GTM is 70.67; 2) The students having high self-actualization have better reading skill than those having low self-actualization. The mean of students’ reading score of the students who have high self-actualization is 77.39 whereas the mean score of the students who have low self-actualization is 64.11; 3) There is interaction between teaching methods and students’ self-actualization. The result of ANOVA shows that Fo (28.72) > Ft (0.05) (4.17), and the result of Tukey test shows that IBT is more effective to teach reading for students having high self-actualization, whereas, GTM is more effective to teach reading for students having low selfactualization. Based on the research findings, it can be concluded that IBT is an effective teaching method to teach reading. The effectiveness of IBT depends on the degree of students’ self-actualization. In order to get maximum result on students’ reading skill, English teachers are suggested to apply IBT by considering students’ characteristics especially based on their degree of self-actualization. Key words: Reading, Inquiry-Based Teaching, Grammar Translation Method, Self-Actualization.