The Application of Inquiry-Based Learning Model to Improve High School Students' Speaking Skills: A Qualitative Descriptive Study in Klaten Regency
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Abstract
This study aims to describe the application of the Inquiry-Based Learning (IBL) model in improving the speaking skills of high school students in Klaten Regency. The background of this study is based on the low speaking skills of students in Indonesian language learning, which is still dominated by lecture methods and does not provide enough space for students to express themselves. The research approach used was qualitative descriptive with the research subjects consisting of one Indonesian language teacher and six 11th grade students at a public high school in Klaten Regency. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the application of the IBL model through five main stages—orientation, question formulation, exploration, explanation, and reflection—successfully created an active, collaborative, and communicative learning atmosphere. Students became more courageous in expressing their opinions, thinking critically, and arguing logically. In addition, IBL helped foster language ethics, self-confidence, and structured speaking skills. Factors supporting the successful implementation of this model included the role of the teacher as a facilitator, a conducive learning environment, and learning topics that were relevant to students' lives, while obstacles included shyness, differences in speaking abilities among students, and limited learning time. Overall, this study concludes that the Inquiry-Based Learning model is effective when applied to Indonesian language learning to improve the speaking skills of high school students in Klaten Regency because it is able to harmoniously integrate cognitive, affective, social, and linguistic aspects.
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