TANRISKA, YENI DWI (2016) THE EFFECT OF INQUIRY BASED LEARNING TOWARD STUDENTS’ CRITICAL THINKING. undergraduate thesis, Universitas Muhammadiyah Gresik.
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Abstract
Study is not only memorise, but also practice and use thought optimally during lesson. Critical thinking is an intellectual concept that encourages individuals to analyse, evaluate and explain through interpreting ideas from a broader perspective. Critical thinking is one of the significant concepts which can optimize learners’ directing and controlling learning. This study investigated the effectiveness of inquiry based learning toward students’ critical thinking for senior high students in speaking class. The design of this study was quasi experimental design. This study was conducted in SMA NU 1 Gresik. The sample was XI Science 7 as control group which consisted of 35 students and XI Science 8 as experimental group which consisted of 36 students. The data was conducted from pre-test and post-test as the instrument. After getting the data, the researcher analysed the data by using SPSS 15.0 program. The instrument had been validated by two experts in education before doing the research. For homogeneity test, the researcher used Levene test to analyses the variances both of the groups were equal. Independent sample t-test was applied to analyse data. The research finding showed that there was significant difference between students who studied by using inquiry based learning and students who did not study by using inquiry based learning. The researcher found that the probability value of both groups was 0,000. It was less than the level of significance 0,05 (0,000 < 0,05). It indicated that inquiry based learning could significantly influence students’ critical thinking ability. It was proved that inquiry based learning could be effective and influence toward students’ critical thinking ability. The overall conclusion of the implementation of inquiry based learning made the students realized that the teacher was not the source of information and experience. Then, students were accustomed to ask about unclear information based on the topic and found information from different sources. This strategy also helped students’ in understanding about the importance to give opinion logically about an issue. When students always practice to deliver their own arguments, it can increase students’ vocabulary and speaking. Thus, this study not only supports Inquiry Based Learning strategy toward critical thinking, but also provides an opportunity to productive skill that is speaking. The last, the researcher suggests to the English teacher that this study can support him in senior high school to consider inquiry based learning strategy as an alternative strategy in teaching speaking English and create an enjoy learning English situation so, students will not feel bored and easy to understand the material well.
| Item Type: | Thesis (undergraduate) |
|---|---|
| Subjects: | English Education English Education > English Education English Education > English literature |
| Divisions: | Faculty of Teacher Training and Education > English Education Study Program |
| Depositing User: | tri risdianto saifullah |
| Date Deposited: | 22 Aug 2019 09:56 |
| Last Modified: | 22 Aug 2019 09:56 |
| URI: | http://eprints.umg.ac.id/id/eprint/2726 |
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