3 The key principles of inquiry are student-centered which role of teacher
as facilitator, self-directed learning and active students. Joe Exline 2005: 4 explains that inquiry implied “a need or want to know” premise. Students
find the solution of problem not find the right answer of questions. There are four principles in above to guideline for classroom practice, such as: 1
Learning activities should focus on using informant processing skills. 2 Putting the learners at the center of an active learning process. 3 Positioning
teacher is a facilitator of the learning process. 4 Assessment is ongoing. Inquiry-based learning is applied at SMA N 1 Boyolali to help students
easily understand the material and make them have more encouraged exploring their knowledge. Inquiry-based Learning in SMA N 1 Boyolali also
makes students’ critical thinking always grow up, because it encourage each student deliver their argument with their friends. The writer analyzes the
implementation of inquiry-based learning at second grade students of SMA N 1 Boyolali to describe the teaching technique are used and the procedure in
teaching English. The writer also describes the principle of inquiry-based learning that implements in SMA N 1 Boyolali.
B. Research Method
The writer uses descriptive qualitative research in this study. The writer uses qualitative method to get in-depth of the process of implementation
Inquiry-based Learning. Dawson in Putra 2012: 126 “Qualitative research explores attitudes, behavior and experiences trough such methods as
interviews or focus groups. It attempts to get an in-depth opinion from participant”. The writer uses descriptive qualitative, wants to describe the
finding of this research. It will show the implementation of Inquiry-based learning in teaching English.
The subjects of this study are teacher and students second grade of SMA N 1 Boyolali. Then the object is the implementing Inquiry Based Learning in
English teaching of SMA N 1 Boyolali. The data of the research is the informant of the students and teacher while researcher takes note from field
4 conduct the observation. The writer takes data source from event, informant
and document. The writer uses methods of collecting data are observation, interview and documentation.
C. Research Finding and Discussion
1. The Implementation of Inquiry-based Learning in Teaching English
SMA N 1 Boyolali has two teachers in English subject for Science students of eleventh graders. SMA N 1 Boyolali is one of the schools that
implemented curriculum 2013, but it is still applied for first grade students. Preparing to apply curriculum 2013 in all grades, the eleventh
graders apply scientific approach as the bridge for curriculum 2013. Next academic year, all of level Senior High School will apply curriculum
2013, so the teachers prepare the students to be ready to learn to use this curriculum starting from now. So, the teacher combines curriculum 2007
with curriculum 2013 for teaching learning process. The observation was taken at SMA N 1 Boyolali for four weeks. It
was conducted on January, 16
th
20
th
27
th
and February 3
th
2014. Researcher took eleventh grade of science 3 for implemented inquiry-
based learning. The material that had been observed was hortatory exposition. The findings of implementation of inquiry-based learning
consist of:
a. Teaching Technique Used in Classroom
Teaching technique is one of important things in learning process. To support implementation of inquiry-based learning, the teacher used
some techniques in classroom. Based on the interview with English teacher, there are two techniques applied in teaching English. It was
also reflected on fourth observation that researcher took on January, 16
th
20
th
27
th
2014 and February 3
th
2014. Discussion was the way for students to share their knowledge each
other. Then they could improve critical thinking in that activity. It was reflected on class, that students discussed the case given by the teacher
