DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Improving the Speaking Skills of the Tenth Graders of SMAN 1 Kepanjen Using Inquiry-Based Learning

Riwayati Yanu Fatkhriyah




Fatkhriyah, Riwayati Yanu. 2019. Improving the Speaking Skills of the Tenth Gradersof SMAN 1 Kepanjen UsingInquiry-Based Learning. Thesis. Graduate Program in English Language Teaching, Universitas Negeri Malang.

Advisors: (1) Dr. Sri Rachmajanti, M.Pd, Dip. TESL., (2) Dr. Mirjam Anugerahwati, M.A.

Key Words: Inquiry-Based Learning, Speaking Skills, Collaborative Classroom action Research

Speaking, with its purposes to create and control social relations, focus on information change, and keep good interaction among people, is one of the English skills that is considered important to be implemented in English language teaching. Therefore, the 2013 Curriculum requires that the students of High School have English competence to communicate spoken and written interpersonal, transactional, and functional texts.This study aimed to investigate how Inquiry-Based Learning (IBL) improved the students speaking skills of the tenth graders of SMAN 1 Kepanjen as they had some problems in speaking English, such as bravery, confidence, vocabulary, grammar, pronunciation, and fluency. It also explored the students’ perceptions toward the implementation of IBL.

Using Collaborative Classroom Action Research (CAR) design, this study employed planning, implementing, observing and reflecting activities.The criteria of success in this study were focused on the students’ speaking performance and involvement during the teaching and learning process. For the students’ speaking performance, it was considered successful when 100% of the students got score greater than or equal to 70 which is the minimum passing grade (Kriteria Ketuntasan Minimal) for Compulsory English for tenth graders.For the students’ involvement, it was considered successful whenmore than 70% of the students engaged themselves in the activity. To collect data, this study used four kinds of instruments, namely speaking test, observation, field note, and questionnaire. For the speaking test, the students generated their findings by narrating a historical recount text. Observation checklist was used to monitor the students’ involvement during the teaching and learning process in IBL. The field notes were to record what the collaborator heard, saw, and thought during the implementation of the action. The questionnaire was used to find out the students’ perceptionson the procedure implemented in the teaching and learning process.

The findings of the study in Cycle 1 revealed that the first criterion of success was not met since there were six students who had score below 70. So, Cycle 2 was conducted after the revision of some aspects and actions of the teaching strategy. Based on the result of data analysis of Cycle 2, the criteria of success have been achieved. For students’ perceptions toward the implementation of the teaching strategy,in which observing, questioning, proposing tentative answer, collecting data and formulating conclusion stages were employed, 84 % of the students showed their positive attitude.


The study showed that IBL improved the students’ speaking skills because the students were triggered to have questions, the communication activity was developed, there was cooperation among them to find more information, the students tried to use grammatical word classes, and the students presented the result of their group discussion, and retold certain historical story. For the students’ perception, the students showed positive attitude toward the teaching strategy. They thought that teaching and learning activity through IBL was fun, enjoyable, motivating them to study English, and initiating them to use English for their conversation or discussion with their group.