The Implementation of Inquiry-Based Learning to Reading Comprehension of EFL Students

Inquiry-Based Learning has been widely applied in sciences and maths. Others also have implemented it in different settings such as humanity, speaking skill, higher education, etc. Yet, little has emphasized on the use of IBL in reading context classroom. Thus, the goal of this study was to find out whether or not the use of IBL had improved reading comprehension and how IBL in reading class was implemented. Forty students of third semesters at STKIP Muhammadiyah Sidrap, Indonesia were the samples of this study. While, this applied quantitative method with quasi-experimental design with control and experimental groups 21 students in experimental class and 19 students in control class by providing pre-test and post-test for both groups. The instrument used was test of IELTS reading. The data were analyzed through SPSS 22. This study revealed that the IBL approach was able to improve reading comprehension of EFL students showed in the significant difference between post-test scores of control and experimental group. Also, it investigated the implementation of IBL which referred to previous research that was 5E model aligned with the strategies applied in the reading subject of EFL Learners engaging with the topic, exploring reading comprehension strategies, explaning the result of the reading comprehension strategies used, elaborating answers of formulated questions related with the text and evaluating the whole text through finding new vocabulary and learning process. This study resulted in the use of IBL theoretically and pedagogically in reading class of undergraduate students of English Education major.