Inquiry-Based Learning to Enhance Students' Ability in Poem Paraphrasing
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3793
Talent Development & Excellence
Vol.12, No. 1, 2020, 3793 – 3800
Inquiry-Based Learning to Enhance Students’ Ability in Poem
Paraphrasing
Fahrurrozi1, Murtono2, Dessy Wardiah3, Ratna Sari Dewi4
1
Universitas Negeri Jakarta, fahrurrozi@unj.ac.id
2
Universitas Muria Kudus, murtono@umk.ac.id
3
Universitas PGRI Palembang, dessywardiah77@gmail.com
4
Universitas Islam Syarif Hidayatullah Jakarta, ratna@uinjkt.ac.id
ABSTRACT
This research seeks to analyze the influence of inquiry-based learning on students’
ability in poem paraphrasing. The research is conducted on the sixth grade students of
elementary schools in Setiabudi South Jakarta from January until March 2019. The researchers
used experiment method by using posttest only control group design. All sixth grade students
of elementary schools in Setia budi are included as the population. The participants of research
are chosen by using multi stage random sampling. Based on the calculation of t-test, tcount value
is 5.01 and dk=49, while ttable value at the significance level α = 0.05 and dk=49 is 1.66.
Therefore, tcount is more than ttable. (5.01 > 1.66) It means that Ho is rejected. The implication of
the research is inquiry-based learning has positive impact to enhance students’ ability in poem
paraphrasing. Inquiry-based learning is one of the solutions to the teacher when design teaching
program of poem paraphrase.
Key Words: inquiry-based learning, assignment, poem paraphrasing.
INTRODUCTION
Writing skill is important aspect that need to be developed by students in elementary
school in order to enhance their ability in appreciating poetry. Poetry appreciation is not only
addressed to appreciate and understand the poem itself, but also to sharpen students’ feeling,
reasoning, and sensitivity to humanitarian problems (Sherry & Schouten, 2002; Hanauer, 2015;
Hanauer, 2012; Widodo et al., 2016). This ability is considered by some important factors such
as teaching method, strategy, and teachers’ role in learning process.
One of important teachers’ role is the ability to paraphrase poem. Poem paraphrasing
is the activity of changing poem into another literary works like prose (Short, 2013; Ribeiro,
2015; Grisham, 2006). To change poem into prose, students are required to understand the
meaning of the poem. Understanding the meaning of poem is similar with poetry appreciation
process.
According to the explanation above, poem paraphrasing is changing poem that has
dense sentences and difficult to understand and has certain rules become understandable
sentences that easier to understand. Students need to understand the poem by reading repetition
and then add some sentences become paragraphs to clarify the meaning of poem (Lamarque,
2009; Leighton, 2009; Peer, 1993).
However, in poem paraphrasing students have to maintain the original meaning of
poem. Students can use their sentence to paraphrase poem and string it up into good paragraph.
When the students find difficult words, it is allowed to search the meaning from dictionary
(Cotton, 2019).
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Talent Development & Excellence
Vol.12, No. 1, 2020, 3793 – 3800
There are some steps that used to paraphrase poem that are (a) translate the figure of
speech/ difficult words/ or symbolization; (b) add some words or phrase to the sentence that
students wanted to released; (c) add the punctuation; and (d) arrange the words into good
sentences to form paragraphs (Pietrobon, 2014; Reynolds & Reynolds, 2012).
Based on the observation and interview with Bahasa Indonesia teacher related to the
students’ ability in poem paraphrasing, the teacher tend to use conventional method in learning
process in the classroom. The teacher only explain the steps and give the instruction to the
students to paraphrase their poem into prose. Then, the teacher give example and assignment
to students. As a result, most of the students cannot paraphrase poem well and still use the form
of poem instead of using paragraph. This phenomena is in line with some researches that stated
obstacle factors such as (1) the students are less interest to paraphrase poem; (2) students are
lazy to paraphrase poem into prose; (3) the books as learning resources that relate to poem is
insufficient; (4) students have less understanding about the meaning poem so that they difficult
to paraphrase it; (5) students have less vocabulary in term of poem (Hughes & Dymoke, 2011;
Hanauer, 2015; Hanauer, 2012; Foster & Freeman, 2008).
Those facts are caused by less meaning learning process because teachers play
dominant role in the classroom (teacher centered). It makes students less interest, passive, lazy,
and difficult to understand the way to paraphrase poem. Method has important role in order to
support the success of learning process in the classroom. Therefore, the students need
alternative method that implement natural and happy learning in order to interest them in
learning poem paraphrasing. One of methods that can be used is the inquiry-based learning.
Inquiry is defined as seeking truth, information, or knowledge by asking questions or finding
out (Edelson et al., 1999; LEQ, 2014; Brickman et al., 2009). Based on the statement above, it
is concluded that the inquiry is a knowledge obtained by someone through finding out the truth
of information.
Inquiry teaching requires teachers to do some important things such as: (a) create
freedom to own and express ideas and test those ideas with data (research); (b) provide a
responsive environment so that every idea heard and understood; and (c) help students find a
direction to move forward, a goal for intellectual teaching (Forgó, 2013; Kolodner et al., 2003;
Jong, 2006; Hanauer et al., 2006).
Based on the explanation above, It is clear that inquiry-based learning is a learning
method that give freedom to the students to express their idea based on the data they gained so
that they will reach the goal of higher level intellectual.
Inquiry teaching includes learning experiences to guide them in self-developing (LEQ,
2014; Brickman et al., 2009; Ospina et al., 2008). Inquiry requires students to observe one
object or formulate the problem, seek for solution, and draw a conclusion. Students’ learning
experiences that gained through the process will enhance their insight and knowledge to
support their further learning.
Inquiry-based learning is a series of learning activity that emphasize on critical thinking
process and analytical in order to find the answer of a question. This thinking process is usually
done through question and answer between students and teacher. It is usually called heuristic
strategy which means finding (Wu & Hsieh, 2006; Krajcik et al., 1998; Alberta, 2004).
To sum up, inquiry-based learning is a learning method that make serious effort to
embed scientific thinking on students. The learning process is emphasized on self-learning and
answer the problem. Students are positioned as subject (student-centered). Teachers support
the learning process as a guide and facilitator. Teachers choose the problem that need to solve
by the students. Unless, it is also possible to solve the problem that chosen by the students.
Teachers also provide many resources to the students. The guide and supervision is still needed,
but less intervention on students’ activity.
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Talent Development & Excellence
Vol.12, No. 1, 2020, 3793 – 3800
METHOD
The method used in this study is an experimental method with a posttest-only control
design type. In this research, there are two groups, which selected randomly. The first group
uses inquiry-based learning as the treatment in experimental class. The second group uses
conventional method in control class. The population in this study were all elementary school
students in Setiabudi, South Jakarta. The outreach population is the sixth grade students of
elementary school in Setiabudi, East Jakarta who are in parallel classes.
This study uses multistage random sampling technique. This sampling technique is
done gradually, start from deciding the location, and then divide the location of research into
smaller area. In this study, sixth grade students of SD PGIP FIP UNJ were selected as the
experimental class while sixth grade students of Ar-Rahman Motik Elementary School were
selected as the control class. Each class consists of 30 students, so that the total sample is 60
students. The research is conducted from January to March 2019.
Next, the researchers used test to collect the data. The test that given to the students is
narrative writing test. The criteria refer to the conceptual definition of narrative writing ability.
Data analysis technique is done by inferential data analysis. Inferential analysis is divided into
two, namely test requirements analysis and data analysis. The requirements analysis test is
carried out by normality test using Lilliefors test and homogeneity test using the Bartlett test,
while for data analysis using the t-test.
RESULT AND DISCUSSION
Data Description
1. The Ability to Paraphrase Poem through Inquiry-Based Learning (Experiment Class)
Score of students’ ability to paraphrase poem by using experiment method is obtained
by calculate the score after students finish the test. Based on the scoring, the range of data
theoretically is 33-100, so that the middle score is 66.5. The lowest score is 68 and the highest
score is 100. The average score is 87.4. While median is 88, modus is 88.5, Standard deviation
is 7.30 and variance 53.30.
The setting of empirical average score in theoretical range from experiment class can
be seen in graphic below:
Minimum score middle score empirical average max score
30 66.5 68 87.4 100
Min score (emp) Max score (emp)
Graphic 1
The comparison of theoretical score and empirical score of experiment class
2. The Ability to Paraphrase Poem through Conventional Method (Control Class)
Score of students’ ability to paraphrase poem by using conventional method is obtained
by calculate the score after students finish the test. Based on the scoring, the range of data
theoretically is 33-100, so that the middle score is 66.5. The lowest score is 52 and the highest
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© 2020 International Research Association for Talent Development and Excellence
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Talent Development & Excellence
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score is 100. The average score is 72.08. While median is 78.1, modus is 77.59. Standard
deviation is 10.38 and variance 107.9.
The setting of empirical average score in theoretical range from control class can be
seen in graphic below:
Minimum score middle score empirical average max score
30 66.5 79.94 100
Min score (emp) max score (emp)
Test Requirements Analysis
The requirements to carry t-test is the population with normal distributed and
homogeny. To carry normality test, the researchers use Liliefors test while to carry
homogeneity test, the researchers use F-test.
1. Normality Test
Based on analysis result in experiment class, it obtained Lo = 0.08 while in control
class, it obtained Lo = 0.10, value of t critical to Liliefors test by using 30 samples, obtained
Ltable = 0.12, tested in the following table:
Table 1
Normality Test of Experiment Class and Control Class
No Class Lcount Ltable Conclusion
1. Experiment 0.08 0.12 Normal
2. Control 0.10 0.12 Normal
2. Homogeneity Test
Homogeneity test of both classes is using F test. The result of F test can be seen in the
table below:
Table 2
Homogeneity Test of Experiment Class and Control Class Using F test
No Variance Fcount Ftable Conclusion
1. Experiment 0.49 1.60 Homogeny
and control
class
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Based on the calculation, Fcount value is 0.49, while Ftable at the significance level α =
0.05 with 49 degrees of freedom of the numerator and 49 of the denominator of freedom is
1.60. Therefore F count < F table (0.49 < 1.60). It can be concluded that both classes are homogeny.
A. Hypothesis Test
Hypothesis testing is intended to determine whether the null hypothesis is rejected or
not. Before testing the hypothesis, first testing the analysis requirements includes the normality
test and the homogeneity test of the experimental group and the control group. Based on the
results of the calculation of the two tests, it is known that both groups are normally distributed
and have homogeneous variants. Because the two groups are normally distributed, the
hypothesis test uses hypothesis testing with t-test.
Table 3
Hypothesis Test of Experiment Class and Control Class Using t-test
No Sources Tcount Ttable Conclusion
0.05
1. Experiment 5.01 1.66 Ho is rejected
class and and H1 is
control class accepted
Based on the calculation of t-test, tcount value is 5.01 and dk=49, while ttable value at the
significance level α = 0.05 and dk=49 is 1.66. Therefore, tcount > ttable. (5.01 > 1.66) It means
that Ho is rejected. Therefore, tcount > ttable (5.01 > 2.37) means that there are positive influence
of inquiry-based learning in students’ ability to paraphrase poem.
DISCUSSION
Before doing hypothesis test, the researchers carried out normality test and
homogeneity test. Based on the data gained from Liliefors test, the data obtained from
experiment class and control class are normally distributed. Next, the data gained from
homogeneity test by using F-test also showed that both data are homogeny.
Based on the result of normality test and homogeneity test, the researchers then carry
hypothesis test by using t-test. After doing the test, the result showed that null hypothesis (H0)
is rejected. Therefore, it can be conclude that there is a significant influence of inquiry-based
learning on students’ ability in poem paraphrasing. It means that alternative hypothesis (H1) is
accepted.
The findings is strengthen with the fact that the average score of students’ ability to
paraphrase poem in experiment class (87.4) is higher than average score in control class
(77.94). It means that learning to paraphrase poem by using inquiry-based learning in
experiment class is comparable with the ability to paraphrase poem on the students in control
class.
Thus, the result of hypothesis test revealed that inquiry-based learning is not ordinary
factor, but caused by the difference of treatment in each group. The average score of students
from experiment class is greater than the score of students from control class because with the
inquiry method students are given the freedom to search for and find information. It is in line
with the expert that stated inquiry teaching requires teachers to do some important things such
as: (a) create freedom to own and express ideas and test those ideas with data (research); (b)
provide a responsive environment so that every idea heard and understood; and (c) help
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© 2020 International Research Association for Talent Development and Excellence
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students find a direction to move forward, a goal for intellectual teaching (Alsop-Cotton, 2009;
Bell et al., 2010; Barron & Chen, 2008).
Besides, inquiry-based learning is a series of learning activity that include all of
students’ ability to look for systematically, critical, and analytic, so they can formulate their
findings confidently. Inquiry method emphasizes the process of searching and finding. Subject
material is not given directly. The role of students in this method is to find their own subject
matter while the teacher acts as a facilitator and guide students to learn so that students can
absorb information quickly and longer (Darling-Hammond, 1998; Smith et al., 2005).
To implement inquiry-based learning in the classroom, teachers need to facilitate their
interest. Teachers do not answer the questions directly, but guide them to find the answer. An
inquiry-oriented teacher guides students with good questions. By asking question, the teacher
help students use their minds (Hmelo-Silver et al., 2007; Keys & Bryan, 2001; Gormally et al.,
2009; Mor et al., 2015).
Other important thing is teacher need to understand about the steps of inquiry-based
learning method such as orientation, formulate the problem, formulate the hypothesis, collect
the data, test the hypothesis, and draw a conclusion. These steps are done to create good and
responsive learning environment. Some things that can be done in orientation steps are
explaining the topic, objectives, and learning outcomes that are expected to be achieved by
students. Explain the main activities that must be carried out by students to achieve goals. At
this stage, the inquisitive steps and objectives are explained, starting from formulating the
problem until formulating a conclusion. Explain the importance of topics and learning activities
is done in order to provide student motivation (Lee, 2012; Younker, 2020; Barron & Chen,
2008).
CONCLUSION
The success of students in poem paraphrasing is depend on teachers’ ability to plan and
deliver the material. Another factor is the method that can grow students’ interest to be more
active in class especially to learn poem paraphrasing. The findings reveal positive influence
between the use of inquiry-based learning and the ability to paraphrase poem on the sixth grade
students of elementary school. As a consideration, teacher can use this method in learning
process. Poem paraphrasing by using inquiry-based learning gives benefit to enhance students’
ability. It can be one of alternatives for teachers to apply this method in learning poem
paraphrase.
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