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THE EFFECTIVENESS OF INQUIRY BASED TEACHING
TO TEACH GRAMMAR VIEWED FROM
STUDENTS’ RISK-TAKING
Eris Isnaini1, Abdul Asib2, Sujoko3
English Education Department of Graduate School Sebelas Maret University
eriz_cheers@yahoo.com
Abstract
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 A1B1 and A2B1) is higher than qt and
inquiry 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 A1B2 and 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
possible grammatical structures of the

INTRODUCTION

language including two aspects. They

Lock (1997: 1) argues that grammar is

are the arrangement of words and the

a set of rules which specify all the

1

internal structure of word. In line with

because we want to express our idea,

Lock, Brown (1994: 347) states that

feeling, thought, or opinion. Besides,

grammar

rules

most English tests, grammar mastery

conventional

is also tested. While, based on the

arrangement and relationship of words

observation and interview to teacher

in a sentence. Grammar has important

and students, some students still have

role in the existence of the four

difficulty to learn grammar. They get

language skills because grammar is the

confused when they have the grammar

basic of English. Harmer (1998: 5)

test.

states

confused

is

governing

a

system

the

that

every

of

sentence

that

The

students
in

were

using

looked
pronoun,

performs functions is made up of the

comparison,

grammatical elements. Inferring from

conjunction. They still made mistake

Harmer, we know that grammar is a

when doing the exercises. They had

crucial point in language, no matter

not understood about the concepts.

how simple a sentence is, it still needs

Some of them understood when the

grammar

lecturer

to

convey

its

meaning.

was

article,

adverb,

explaining,

but

and

they

Although we know that grammar has

forgot again when they were doing the

an important role in language learning,

exercises.

the learners often feel that grammar

Successful grammar teaching is also

has become a complicated part in

based on the method used by the

language learning. It can be a big

teacher. Method is important to make

problem for the learners if they lack

students

grammar understanding.

grammar, so they can master their

study

on

grammar

English

skills

need

students, in the grammar lesson, the
teachers tend to use a deductive

grammar.

strategy,

Strumpf and Douglas (2004: 14) say

words

start

the

the traditional method, that is lecture

states, “Grammar is a set of formal
the

they

application in sentences. Teacher uses

effective manner”. River (1987: 15)

which

which

accompanied with examples of rule

speak and write in a clearer and more

in

in

lessons by giving the rules of grammar

“We study grammar so that we may

patterns

learning

and interview to the teacher and

mastery

because grammar is so important. All
of

in

grammar. Based on the observation

The researcher prefers to conduct
this

interested

method. According to Flight (2003: 2),

are

a

arranged in order to convey larger

lecture

is

an

oral

presentation

intended to present information or

meaning”. So, the function of grammar

teaches

is to convey meaning. Meaning is used

people

about

a

particular

subject, for example by a university or

2

college teacher. This kind of routine

atmosphere in which the learner is

instruction may result in the students’

willing to take risks, and it is the task

boredom which gradually discourages

of the instructor to create such an

them and, as a result they can not

atmosphere for learning (Zafar and

maximize their learning outcome.

Meenakshi, 2012: 226). Risk taking is

The

researcher

makes

the

an

important

characteristic

of

conclusion that students need the

successful

method which is more interesting. The

language (Brown, 2007: 160). He also

method which can make them more

says that learners having risk taking

active

the

are able to gamble a bit, to be willing

possibility of forgetting is less because

to try out hunches about the language

they solve the concept of grammar by

and take the risk of being wrong. Risk-

themselves. They are not only passive

taking can function so well in the

just accepting the material from the

foreign language because the students

teacher. Regarding the aforementioned

are not afraid to make mistakes. They

phenomenon, the researcher wants to

do not care if they say or write

solve the problem in handling the

something completely wrong, as long

grammar

as

and

involve

lessons

them,

by

so

applying

the

they

learning

are

of

a

second

understood.

This

Inquiry Based Teaching. According to

personality is commonly created by

Kindsvatteret al (1996: 258), Inquiry is

the people’s mental braveness and

a teaching method which stimulates

their

the skill in critical thinking to analyze

greatest result from their learning.

high

motivation

to

get

the

and solve the problems systematically.

Considering the background above,

Inquiry is a very effective method as it

the writer formulates the problems of

can be used to teach the material,

this study as follows: (1) is the use of

solve problems, train critical thinking

inquiry based teaching method more

as well as make a decision. Choosing

effective than lecture method to teach

Inquiry based Teaching in teaching

grammar to the first semester students

grammar because grammar is viewed

of English Education Department of

as the difficult part of English, so

Veteran Bangun Nusantara University

students can participate to find out the

Sukoharjo in the Academic Year of

grammar

will more

2013/2014?; (2) do the students with

remember about the concept because

high risk-taking have better grammar

they learn by themselves.

mastery than those who have low risk-

Another
grammar

concept.

They

factor

that

influences

mastery

is

risk-taking.

taking to the first semester students of
English

Learning is expected to flourish in an

Education

Department

of

Veteran Bangun Nusantara University

3

Sukoharjo in the Academic Year of

Weber in Nunan (2005: 2) define that

2013/2014?; (3) is there an interaction

grammar

between teaching methods and levels

structure of a language and the way in

of risk-taking in teaching grammar to

which units such as words and phrases

the first semester students of English

are combined to produce sentences in

Education

Department of Veteran

the language. Ur (2009: 87) states that

Bangun

Nusantara

University

grammar is a set of rules that defines

Sukoharjo in the Academic Year of

how words (or part of words) are

2013/2014?.

combined

is

a

description

or

changed

of

to

the

form

Based on the problem statements

acceptable units of meaning within a

above the objectives of the study is to

language. From explanations above,

find out whether: (1) to find out

the writer concludes that grammar is a

whether using inquiry based teaching

set of language rules that regulates the

method is more effective than lecture

pattern of sentences to convey the

method in teaching grammar to the

meaning.

first semester
Education

students of English

Department

Veteran

be roughly defined as he way a

University

language manipulates and combines

Sukoharjo in the Academic Year of

words in order to form longer units of

2013/2014; (2) to find out whether the

meaning. We have to know grammar

students with high risk-taking have

because

we

better grammar mastery than those

feeling,

idea,

who have low risk-taking to the first

appropriate way.

Bangun

of

Ur (2009: 4) says that grammar may

Nusantara

semester students of English Education
Department

of

and

to
so

express
on

in

our
an

According to Harmer (1999: 1) the

Bangun

grammatical information can be given

Nusantara University Sukoharjo in the

to students in two major ways. The

Academic Year of 2013/2014; (3) to

first one could be extremely covert and

find

an

the second will be made extremely

interaction between teaching methods

overt. Covert grammar teaching means

and levels of students’ risk-taking in

that grammatical facts are hidden from

teaching grammar to the first semester

the students- even though they are

students

Education

learning the language. Students may be

Bangun

asked to do any activity where a new

Nusantara University Sukoharjo in the

grammar is presented or introduced,

Academic Year of 2013/2014.

but their attention will be drawn to

out

Veteran

need

whether

of

Department

Grammar
Furthermore,

there

English
of

has

is

Veteran

some

Richards,

definitions.

this activity not to the grammar. Overt

Platt,

grammar teaching means that the

and

4

teacher actually provides the students

method, and overt grammar is applied

grammatical rules and explanations-

in lecture method.

the information is openly presented.

Branch (2004: 11) defines Inquiry-

With overt teaching grammatical rules

based teaching is a process where

are explicitly given to students, but

students are involved in their learning,

with

are

formulate questions, investigate widely

new

and then build new understandings,

grammatical

meanings and knowledge. Elliot (2000:

information which will help them to

404) defines inquiry-based teaching by

acquire the language as a whole.

saying that inquiry teaching is a term

covert

simply

teaching

asked

language

to

to

students

work

absorb

with

According to Haunstein (1998: 96),

for teaching that permits students to

mastery is the ability and desires to

be active partners in the search for

originate and perfect abilities and

knowledge,

skills.

argument,

meaning of what they learn. Slameto

grammar mastery is great skill of

(2003: 116) says that inquiry-based

people

teaching is a teaching term which

Based

to

language

on

use
rule

the

the

knowledge

of

that

regulates

the

follows

the

thus

enhancing

concept

in

the

giving

pattern of sentences to convey the

opportunity to students to develop

meaning.

their intellectual potency through their

Based on the structure 1 syllabus of

own efforts to find something as the

the first semester in Veteran Bangun

answer of certain problem through

Nusantara University Sukoharjo in the

investigation. The definitions imply

academic year of 2013/ 2014, the

that

grammar materials taught are Noun,

teaching

Adjective,

Article,

students’ investigation on questions

Pronoun, Preposition, Verb, Adverb,

that are challenging in which the

and Conjunction. For the study, the

questions will lead students to be

writer focuses on the comparison,

active and creative to find the answers.

article,

Comparison,

pronoun,

conjunction.

adverb,

inquiry-based
method

teaching
that

is

focuses

a
on

and

Dewey (2010: 2) says the process of

The writer decided to

inquiry-based teaching as follows: (1)

choose five aspects because she has

asking,

interviewed to the students about the

problem the learners begin to describe;

materials

not

(2) investigating, in order to answer the

understood. They are still confused

question, the students begin to gather

about these aspects. Covert grammar

information by doing investigation; (3)

is applied in inquiry-based teaching

creating, students are asked to create

which

they

have

there is

a question

or

a

new thought and ideas outside their

5

prior

knowledge;

(4)

discussing,

practice,

and

reemphasizing

main

students share their new ideas with

points. There are three steps of lecture

others; and (5) reflecting, it is chance

method. According to Flight (2003:

for students to look back to the

5),the steps of lecture method. They

triggering question, the investigation,

are

and

practicing.

the

conclusion

or

the

new

thoughts.

preparing,

delivering,

and

The advantages of this method are

The advantages of inquiry-based

that it gives the teachers chance to

teaching are that it is essential, it can

expose students to unpublished or not

awake one's confidence, interest, and

readily available material, it allows the

self- esteem, its best when working on

teachers to precisely determine the

interdisciplinary

that

aims, content, organization, place, and

reinforce multiple skills or knowledge

direction of a presentation, it can be

areas in different facets of the same

used to arouse interest in a subject, it

project, it can work with any age

can

group, it acknowledges that children

material,

especially children from minority and

individual learning preferences, and

disadvantaged communities.

facilitates large-class communication.

projects

According to Flight (2003: 2), a
lecture

is

an

While

it

the

and

clarify

complements

disadvantages

text

certain

of

this

presentation

method are that it is teacher-centered

intended to present information or

process, it makes students hearers and

teaches

recorder,

people

oral

complement

about

a

particular

it

is

verbalism,

lecture

subject, for example by a university or

process runs depending on the speed

college teacher. According to Gulo

of speaking and the dialect of the

(2008: 136), the lecture method is the

teacher.

only conventional method and still

Another important thing that needs

used in teaching learning strategy. It is

to be considered in teaching grammar

the oldest, the most widely used, and

as second or foreign language is the

the most frequently used in form of

students’ individual differences. One

presentation,

should

of them is risk-taking. According to

know how to develop and present a

Brown (2000: 149), risk-taking is an

lecture. They also should understand

important characteristic of successful

the advantages and limitations of this

learning of a second language, which

method.

for

refers to the learner’s ability to gamble

subjects,

a bit, to be willing to try out hunches

showing

about the language, and take the risk

livery

Lectures

introduction
summarizing
relationships

of

teacher

are

used

new
ideas,

between

theory

and

of being wrong. According to Skehan

6

(1989) in Shalabi (2003: 190) and Ely

components of risk-taking are high

(1986) in Maeda (2010: 40) mentions

sensation

that

spontaneity, a decision maker, and

risk-taking

involves

four

indicators; a lack of hesitancy about

seeking

tendency,

aggressiveness.

using newly encountered element, a

Based on the various theories above,

willingness to use linguistics elements

it can be assumed that risk-taking

perceived to be complex or difficult, a

refers

tolerance of possible incorrectness or

individual has to make a decision in

inexactitude in using the language, and

involving choice between alternatives

an

new

of different desirability; the outcome

element silently before attempting to

of the choice is uncertain; there is a

use it aloud. Bang (1999: 13) states

possibility of failure. The indicators of

that learning is the reward for taking

risk-taking

risks. Learners have to be able to

sensation-seeking,

gamble a hit, to be willing to try out

ambiguity.

inclination

to

rehearse

a

to

a

situation

are

where

decision
and

an

making,
tolerance

practice a new thing and take a risk of

Based on the theoretical description

being wrong, making mistakes, being

above, the hypotheses are formulated

loss or failure. Rubin and Bebee cited

as

in Stephen Luft (2007: 16) identify the

teaching method is more effective than

following four relate risk-taking: (a)

lecture method in teaching grammar

being willing to appear foolish in order

for the first semester students of

to communicate and get the message

English

occurs;

Veteran Bangun Nusantara University

(b) using the language when

not required to do so;
comfortable

with

(c)

being

uncertainty;

follows:(1)

using

Education

inquiry-based

Department

of

Sukoharjo in the academic year of

(d)

2013/2014; (2) the students with high

willing to make mistakes in order to

risk-taking

learn and communicate.

mastery than the students with low

Meanwhile, Brown (2004: 140) states
some

activities

for

teachers

to

have

better

risk-taking

for

the

first

students

of

English

grammar

semester
Education

encourage students' risk-taking: praise

Department

students for making sincere effort to

Nusantara University Sukoharjo in the

try out language, use fluency exercises

academic year of 2013/2014; (3) there

where error are not corrected at that

is interaction effect between teaching

time,

outside-of-class

methods and level of students’ risk-

assignments to speak or write or

taking for teaching grammar for the

otherwise

first semester

and

give

try

out

the

language.

According to Irwin (1993: 3), the

Education

7

of

Veteran

Bangun

students of English

Department

of

Veteran

Bangun

Nusantara

University

Sukoharjo in the academic year of

Sukoharjo in the academic year of

2013/2014.

2013/2014.

research consist of two classes; class A

The

sample

of

this

as experimental group treated by using
RESEARCH METHODOLOGY

inquiry based teaching and class B as

This research was conducted at the

the control group treated by using

English

of

lecture method. Each class consists of

Veteran Bangun Nusantara University

30 students which were divided into

which is located on at Jl. Letjend. S.

two group based on the students’ level

Humardani No. 1 Jombor, Sukoharjo,

of risk-taking. The sampling technique

Central

was

used was cluster random sampling

to

technique. In this study, the researcher

January 2014 beginning from writing

set the experimental and control group

the research proposal, conducting the

using lottery. The data obtained are

research, and writing the research

the result of risk-taking questionnaire

report.

and grammar mastery test. Thus, there

Education

Java.

conducted

Department

The

from

research

August

2013

Experimental study was employed
in

conducting

this

research.

are two techniques of collecting data;

The

questionnaire and grammar mastery

purpose is to determine cause-and-

test. Questionnaire is used to know the

effect

level

relationship.

experimentations,

students’

risk-taking

and

grammar test is used to know the

relationship can be identified. Because

result of students’ grammar mastery

of this ability to identify caution, the

after the treatment. The date are

experimental approach has come to

analyzed using descriptive analysis

represent the prototype of scientific

and inferential analysis. Descriptive

method

problems

analysis is used to know the mean,

(Christensen and Johnson, 2000: 23).

median, mode and standard deviation

The research design used in this

of the scores of the grammar mastery

research was factorial design 2x2.It

test. To know the normality and the

allows

the

homogeneity of the data, the writer

interaction of an independent variable

uses normality and homogeneity test.

with one or more variables (Tuckman,

The normality and homogeneity tests

1978: 135).

are done before testing the hypothesis.

a

solving

researcher

to

and

of

effect

for

cause

Through

study

The population of the research was

Inferential analysis used is multifactor

the first semester students of the

analysis of variance (ANOVA 2x2). It is

English

of

used to test the hypothesis. Ho is

Veteran Bangun Nusantara University

rejected if Fo is higher than Ft. If Ho is

Education

Department

8

rejected, the analysis is continued to

Table 4. The Summary of Analysis of

know which group is better using

Variance 2 x 2

Tukey test.

RESEARCH

FINDINGS

Source
Fo
Ft(.05)
of
SS
Df
MS
Variance
Between
columns
303.75 1
303.75
5.0612 4.00
(The
Teaching
Methods)
Between
rows (Risk– 700.4167 1 700.4167 11.6707 4.00
taking)
Columns by
375
1
375
6.2484 4.00
rows
(Interaction)
Between
1379.167 3 459.7223
groups
Within
3360.833 56 60.0149
groups

AND

DISCUSSION
Table 1. Normality Test
No.
1.
2.
3.
4.
5.
6.
7.
8.

Data
A1
A2
B1
B2
A1 B 1
A2 B 1
A1B2
A2B2

(Lt)
(Lo)
0.085
0.161
0.1360 0.161
0.0870 0.161
0.128
0.161
0.0960 0.220
0.1570 0.220
0.1390 0.220
0.11
0.220

(α)
0.05
0.05
0.05
0.05
0.05
0.05
0.05
0.05

Status
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Normal

Total

4740

Ft(.01)

7.08

59

Based on the table above, it can be
concluded that: (a) because Fo between

Based on the table above, all the

columns

highest value of Lo is lower then Lt or

(5.0612)

is

higher

than

Ft(4.00) at the level of significance α =

(Lo qt or qo (4.836) is higher than qt

taking to teach grammar. Thus, it can

(2.83), it can be concluded that there is

be

a

is

an

concluded

interaction

that

the

effect

of

table

significant

at

the

level

difference

on

of

the

grammar

students’ grammar mastery between

depends on the level of students’ risk-

those who have high risk taking and

taking.

those who have low risk taking. Based

Table 6. The Summary of Tukey Test

on the calculation result, the mean of

teaching

No

different

methods

Data
Sample
qo
A1 and
60
3.181
A2
B1 and B2
60
4.836
A1B1and
30
4.749
A2B1
A1B2and
30
0.249
A2B2

on

qt

α

Status

the students who have high risk taking

2.83

0.05

Significant

(79.92) is higher than that of those

2.83

0.05

Significant

2.89

0.05

Significant

2.89

0.05

Not
Significant

who have low risk taking (73.08), it can
be concluded that the students who
have high risk taking have better
grammar mastery than those who have

Based on the table above, it can be

low risk taking; (c) the score of qo

known that: (a) the score of qo between

between columns A1B1and A2B1 is 4.749

columns is 3.181 and the score of qt of
Tukey’s

table

at

the

level

and the score of qt of Tukey’s table at

of

the level of significance α = 0.05 is

significance α = 0.05 is 2.83. Because

2.89. Because qo> qt or qo (4.749) is

qo>qt or qo (3.181) is higher than

higher

qt(2.83), it can be concluded that there
is a

significant difference on

than

qt

(2.89),

it

can

be

concluded that there is a significant

the

difference on the students’ grammar

students’ grammar mastery between

mastery of the students having high

those who are taught using inquiry

risk taking between those who are

based teaching and those who are

taught using inquiry based teaching

10

and those who are taught using lecture

saying that inquiry based teaching is a

method. Meanwhile, the mean score of

term

A1B1

A2B1

students to be active partners in the

(75.16667), it can be concluded that

search for knowledge, thus enhancing

inquiry

the meaning of what they learn.

(84.67)

is

based

higher

than

teaching

is

more

for

teaching

that

permits

Sund

effective than lecture method to teach

and Trowbridge (1993: 62) state that

grammar for the students who have

inquiry occurs when an individual is

high risk taking; (d) the score of qo

involved

between columns A1B2 and A2 B2 is

process to mediate or discover some

0.249 and the score of qt of Tukey’s

concept or principle. It means that

table at the level of significance α =

inquiry leads students to learn through

0.05 is 2.89. Because qo< qt or qo

experience,

(0.249) is lower than qt (2.89), it can be

investigation. Through the process of

concluded that there is no significant

inquiry, they have a need or want to

difference on the students’ grammar

know information and knowledge that

mastery of the students having low

lead them to understand both and to

risk taking between those who are

solve problem. Learning grammar by

taught using inquiry based teaching

using inquiry based teaching method,

and those who are taught using lecture

it can encourages students’ thinking

method. Meanwhile, the mean score of

and activity. Students will be anxious

A1B2 (72.83) is lower than A2B2 (73.33),

and active to know and find the

it

lecture

grammar. Students participate to find

method does not differ significantly

the grammar concept, so they will

from inquiry based teaching to teach

remember for longer time because they

grammar for the students who have

learn by themselves.

can

be

concluded

that

mainly

using

his

mental

knowledge,

and

On the other hand, lecture method

low risk taking.
Based on the findings of the study, a

is a method of teaching in which a

discussion is presented as follows:

teacher presents an informative talk to

1. Inquiry based teaching is more

a group of students. In this method,

effective than lecture method

the teacher talks much about grammar

Inquiry based teaching is process of

material. The students listen, take

learning which put the students as a

notes of the ideas worth remembering,

center

that

and thinks over them later. Johnson

encourages students to be active in

and Johnson (1994: 123) say that it is

teaching learning process. It is line

typically

with expert’s statement; Elliot (1999:

uninterrupted

404) defines inquiry based teaching by

relegates

(student

center

style)

11

a

long

period

of

teacher-centered

that

students

to

the

role

of

passive “spectator” in the classroom.

take a decision about something new

Moore (1994: 182) also states that

and different, without putting focus on

lecture

passive

success or failure, but learning as the

student

reward of risk taking. On the contrary,

class

the students with low risk taking tend

participation dampens the students’

to choose feeling safe, without being

motivation

worried about the mistake. Students

method

learning

with

involvement.

fosters
very

This

to

low
lack

learn

of

and

impedes

learning process. It minimizes the

with low risk

students’

spirit

and

taking

tend to be

curiosity

and

passive to improve their study. It is a

thinking

and

fear for them to express their opinion.

initiative in grammar learning. This

They feel anxious or any kinds of

turns

passive,

pressure in learning process. Low risk-

being

taking students are unwilling to take

discourages

critical

the

apathetic,

students

into

individuals,

and

satisfied to do minimal work necessary

risk;

for passing the course. Therefore,

communicate and get the message

inquiry

more

across, to make mistakes, to appear

effective than lecture method to teach

foolish in order to learning, and to use

grammar

what knowledge they have in the target

2. The students who have high risk

language. They are not able to gamble,

based

taking

teaching

have

better

is

grammar

to

unwilling

try

out

to

the

guess,

hunches

to

about

mastery than those who have low

something new, and take the risk of

risk taking

being wrong. Skehan (1989) in Shalabi

Liu (2008: 3) states that with a more

(2003: 19) state that students with low

risk taking, students tended to be

level

more sociable in English. Students

hesitancy

having

an

encountered linguistic element and

accurate guesses, are more successful

many inclinations to rehearse a new

than those who have low risk taking.

element silently before attempting to

Brown (2000: 7) considers high risk

use it aloud. They are unwilling to use

taking

linguistics elements perceived to be

high

as

which
language.

risk

a

could

taking make

positive

characteristic

enhance

Therefore,

the

of

risk-taking
about

have
using

much
newly

learning

complex or difficult. Even, they don’t

students

have

a

tolerance

of

possible

having high risk taking would like to

incorrectness or inexactitude in using

take part enthusiastically when the

the language. As a result, they don’t

teacher offers them to involve actively

participate

in learning process. Bang (1999: 5) also

classroom.

states that risk taking is an impulse to

concluded that students with high

12

actively
Therefore,

in
it

language
can

be

level

of

risk-taking

better

taking are willing to make decision to

grammar mastery than those with low

answer the teacher question. They do

level of risk-taking.

not care that their answers are true or

3. Interaction

have

teaching

false. The important one is they have

methods and students’ risk taking

tried and effort to answer. If it is

in teaching grammar

wrong, they can learn by their mistake.

In

between

inquiry

based

students

are

motivated

to

teaching,

the

They think error is a part of learning.

and

Therefore, inquiry based teaching is

students.

effective to teach grammar to the

encouraged
be

active

Slameto (2003: 116) says that inquiry-

students with high level of risk-taking.

based teaching is a teaching term

On

the

contrary,

the

students

which follows the concept in giving

having low risk taking who do not

opportunity to students to develop

encourage themselves in learning will

their intellectual potency through their

be comfortable when they are in such

own efforts to find something as the

situation. They might not be interested

answer of certain problem through

to be

investigation. Dewey (2010: 2) states

activities.

the stages of inquiry-based teaching

Jackson (2011: 35) in numerous SL/FL

are

creating,

learning situations, learners, especially

discussing, and reflecting. Students are

Asian learners, have been observed

demanded to explore themselves to

that they are keep silent in language

find out the concept of material. They

class,

learn

questions, or actively take part in class

asking,

by

investigating,

themselves

from

some

active

students

According

rarely

in

to

respond

to

learning
Liu

and

teachers’

sources, and then they share their

interactions.

result of investigation. It means this

frequently interpreted as a lack of

method needs the students who have

motivation, low proficiency in target

high risk taking. Students having risk

language, peer pressure, fear of losing

taking tend to be active. They are

face, lack of confidence, fear of making

willing to guess although they have not

mistake, and so on.

These

behaviors

are

known. Beebe in Gass and Selinker

In lecture method does not require

(2008: 433) defines risk-taking as a

the students to take a risk. Students

situation where an individual has to

only listen and pay attention to the

make

teacher’s explanation. They are the

a

between

decision

involving

alternatives

of

choice

different

passive

object

in

the

classroom

desirability; the outcome of the choice

activities. The students who have low

is uncertain; there is a possibility of

risk-taking are passive students. They

failure.

tend to be passive, lazy, and silent.

Students

having

high

risk

13

They feel embarrassed when making

CONCLUSION, IMPLICATION, AND

mistakes and being laughed by their

SUGGESTION

friends.

is

Based on the description of the data

effective to teach grammar to the

analysis, some findings of the research

students with low level of risk-taking.

are: (1) inquiry based teaching is more

Thus,

lecture

method

The result of ANOVA test shows

effective than lecture method to teach

that Fo is higher than Ft which means

grammar

that inquiry based teaching differs

first

semester

students of

the English

Education

significantly from lecture method for

Department

of

the students having high risk taking.

Nusantara University Sukoharjo in the

However, the result of tukey test

Academic Year of 2013/2014; (2) the

shows that inquiry based teaching

students with high level of risk-taking

does

from

have better grammar mastery than

lecture method for students having

those with low level of risk-taking for

low risk taking because qo is lower

the first semester students of the

than qt. Although, the mean score of

English

students having low risk taking who

Veteran Bangun Nusantara University

were taught lecture method is better

Sukoharjo in the Academic Year of

than the mean score of students

2013/2014; (3) there is an interaction

having low risk taking who were taught

between teaching methods and the

inquiry based teaching, but it is not

students’ risk-taking to teach grammar

significant

for the first semester students of the

not

differ

significantly

because

the

difference

for

the

Veteran

Education

Bangun

Department

of

score is only 0.5. The students said

English

that there were some questions that

Veteran Bangun Nusantara University

they did not answer because they were

Sukoharjo in the Academic Year of

afraid to make mistakes. This action is

2013/2014.

a character of students who have low

Education

Department

of

Based on the above findings, it can

risk taking. It is difficult for them to

be

try to answer when they are doubt. So,

teaching is an effective method to

it impacts to their score result.

teach grammar for the first semester

From the above research findings,

concluded

that

inquiry

based

students of

the English

the result of ANOVA test is used to

Department

of

conclude. So, there is an interaction

Nusantara University Sukoharjo in the

between teaching methods and risk-

Academic Year of 2013/2014. The

taking

effectiveness

toward

students’

grammar

of

Veteran

the

Education
Bangun

method

is

influenced by the students’ level of

mastery.

risk-taking.

14

Based on the conclusion above,

apply inquiry based teaching to teach

inquiry based teaching is proved as an

grammar; (2) teachers have to consider

effective method to teach grammar. In

that risk-taking is one of factors that

order to achieve a good result, it must

may affect the students’ grammar

be applied properly in the teaching-

mastery, pay more attention to the

learning process. The procedures of

students with low level of risk-taking,

inquiry based teaching are: (1) teacher

find

distributes the handout of reading text

students’ risk-taking, and encourage

which

predetermined

them to be high risk-taking students;

grammatical rules that become the topic

(3) students are expected to be more

of

gives

active in the teaching and learning

grammatical

process in order to develop their

concept which is being learned; (3)

grammar mastery; (4) it is suggested

teacher instructs the students to work

for students with low level of risk-

in

of

taking to encourage themselves to be

grammatical concept which is being

high risk-taking students in learning

learned; (4) students investigate the

language; (5) the next researchers can

answers

consists

the

lessons;

questions

(2)

about

groups

students

of

to

the

find

from

the

some

write

investigation;

teacher

(6)

rules

factors

influencing

the

sources;

(5)

use the result of this research as the

result

of

starting point for conducting the next

present

investigation with different students’

their

students

condition

their answers in front of the class and

skill;

(6)

the

next

researchers can also develop teaching

grammatical

methods used in this research as a way

concept used in the text; (7) teacher

of making revision to the weaknesses

gives the sentences with the inclusion

of this research.

understanding

of

the

and

students’

teacher

guides

out

the

of grammatical mistakes and asking
the students to solve the grammar

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