INQUIRY BASED ENGLISH LEARNING MODEL TO INCREASE THE STUDENT READING COMPREHENSION FOCUS ON VOCABULARY ENRICHMENT

Abstract

This research is aimed at developing at model of inquiry-based English learning focus on vocabulary to increase the student reading comprehension (Invoread) at Senior High School. This study was oriented to the product development in form of procedural model and was conducted in three main phases, namely (1) the phase of exploration; (2) the phase of development; and (3) the phase of model testing. Thirdteen Senior High School throughout Surakarta, twenty six English teachers, and their students have been involved in this research. Observations in depth interviews, and documents analysis were conducted to obtain qualitative data and then validated using member check, and triangulation technique. These data were analyzed by means of interactive model. This research also used content and construct validation to validate the instrument. The quantitative data, were in form of gained score, then analyzed by using One Way ANOVA. SPSS 19.0 version was used to compute the data. T-test was also applied to know each pair of the group variant having significant difference. Findings of the explorative phase and need analysis done focusing on the condition of the English learning at Senior High School show that all the learning components have not synergized optimally. In conducting learning, the teachers use various learning models, namely discussion – based learning model (PBD), presentation- based learning model (PBP), and task-based learning model (PBT), but in the learning process, they don’t refer to the syntax of those models completely. They usually teach merely based on their style, preference, belief and ability. It gives impacts on the quality of their learning which still needs to be improved. The findings imply the need to develop inquiry-based learning model (Invoread) model which is suited with the Senior High School –learning context. The learning procedures are done through inquiry cycle consist of Engagement, Exploration, Elaboration, Confirmation, Evaluation and Reflection. After three of trial, the draft is feasible to be applied as instructional model for Senior High School. The result of the experimental study shows that the newly-developed model (Invoread) is significantly more effective in enhancing students’ achievement in learning English. It’s proven by the output of F observation > critical value of F (8,355 > 3,101) and the significance level of < 0,05 (0,00 < 0,05), it means that three is a significant difference. T-test which was applied partly shows that students learning using Invoread model obtain higher achievement compared to those students learning using others model. It’s proven by the output of t observation > critical value of t (3,193 > 2,045) and the significance level of < 0,05 (0,03 < 0,05) and the output of t observation > critical value of t (3,531 > 2,045) and the significance level of < 0,05 (0,01 < 0,05). Meanwhile, there is no difference for those students critical value of t < t observation < critical value of t (-2,045 < 3,193 < 2,045) and the significance level of 0,05 (0,428 > 0,05). The implementation of Invoread model results both in instructional and nurturant effects. Despite the high value in enhancing the communicative competence, it can also develop the students’ critical thinking, encourage students’ participation in learning, foster the students’ autonomy, and develop students’ positive attitude toward English learning especially by using Invoread model, the students increase their reading comprehension skills through vocabulary enrichment. Based on findings, the researchers draws the conclusion that Invoread model is prove to be more effective in enhancing students’ achievement compared to the existing models, which were conducted by disccusion and assigment. Therefore teachers are strongly suggested to implement Invoread model in their class to foster the efffective learning.