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
5 to find the information from sources. At January 16
th
2014, teacher was not completely done encouraged students’ discussion, because the
portions of time teacher speak much more than students speak. Teacher read text herself, and gave more explanation.
In second and third meeting, January 20
th
27
th
2014, students were active in discussion. Besides that, students were interested with
materials; they discussed materials reflected in reality. Students discussed the topic of corruption and the utilization of internet. From
the discussion, students got new experience from friends that could be applied in their daily activities.
Problem-solving was technique used by teacher to find the solution that students have. When students discussed in small groups at first
and second meeting on January 16
th
20
th
2014, they also tried to find the solution from the case of corruption. Students created solution that
appropriate with real-life. They were active in that activity, because the materials were interesting. Problem-solving could improve
students’ ability to solve their difficulties in materials. It helped students’ curiosity and desire to find the result of the case.
b. Procedure in Teaching English
In analyzing the data, researcher presents everything happened during the observation. The observation took four weeks, Thursday,
January 16
th
2014; Monday, January 20
th
2014; Monday, January 27
th
2014; and February, 3
th
2014. Observation is the way to get information about implementation of inquiry-based learning in
teaching English. The materials had been observed was Hortatory Exposition text that focuses on reading skill. Each meeting consists of
pre-teaching, while-teaching and post-teaching. There were three steps in while teaching; exploration, elaboration and confirmation. The
result of observation was follows:
