THE EFFECTIVENESS OF INQUIRY BASED TEACHING TO TEACH GRAMMAR VIEWED FROM STUDENTS’ RISK-TAKING
Sari
This research is aimed at finding out whether : first, inquiry based teaching is
more effective than lecture method to teach grammar; second, the students with high
level of risk-taking have better grammar mastery than those with low level of risktaking; and third, there is an interaction between the teaching methods and students’ risk-taking in teaching grammar. This research is an experimental study. It was carried out at the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The population of this research is the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014.
The sample of this research consists of two classes; class A was used as the
experimental group treated by using inquiry based teaching and class B as the
control group treated by using lecture method. The sampling technique used is
cluster random sampling. The instruments used to collect the data are students’ risktaking questionnaire and grammar mastery test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and Tukey test. Based on the results of the analysis, the findings of this research are: (1) inquiry based teaching is more effective than lecture method to teach grammar; (2) the students with high level of risk-taking have better grammar mastery than those with low level of risk-taking; and (3) there is an interaction between teaching methods and students’ risk-taking to teach grammar. In addition, the result of Tukey test shows that: (a) for the students having high risk taking, inquiry based teaching differs significantly from lecture method to teach grammar because qo (between A1B1and A2B1) is higher than qt andinquiry based teaching is more effective than lecture method to teach grammar because the mean of A1B1 is higher than A2B1; and (b) for the students having low risk taking, lecture method does not differ significantly from inquiry based teaching to teach grammar because qo (between A1B2and A2B2) is lower than qt. Based on the above findings, it can be concluded that inquiry based teaching is an effective method to teach grammar for the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The effectiveness of the method is influenced by the students’ level of risk-taking.
Key words: Inquiry based Teaching, Lecture Method, Grammar Mastery, Risk-taking,
Experimental Study
Teks Lengkap:
PDFReferensi
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