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SKRIPSI USING INQUIRY-BASED LEARNING STRATEGY TO IMPROVE DESCRIPTIVE TEXT READING COMPREHENSION FOR SEVENTH GRADERS OF SMP NEGERI 2 MERTOYUDAN

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Reading comprehension is an essential skill that junior high school students must develop in English language learning, as it involves reading, understanding, interpreting, and constructing meaning from written texts. Preliminary observations at SMP Negeri 2 Mertoyudan indicate that many seventh-grade students struggle to comprehend descriptive texts, particularly in identifying main ideas, interpreting vocabulary, and drawing conclusions. Therefore, this study investigates whether the Inquiry-Based Learning strategy enhances descriptive text reading comprehension scores and student engagement among seventh-grade students at SMP Negeri 2 Mertoyudan during the 2025/2026 academic year. The study utilized the Classroom Action Research (CAR) method, including a Precycle, Cycle I, and Cycle II, with 32 students from Class VII A as participants. Data collection methods included descriptive text reading comprehension tests, observation, questionnaires, interviews, and documentation. Quantitative data were analyzed using descriptive statistics to calculate mean scores and the percentage of students who met the Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). In contrast, qualitative data were analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion or verification. The findings indicate that students’ average scores in descriptive text reading comprehension increased from 59.22 in the pre-cycle to 74.38 in Cycle I and 82.50 in Cycle II, representing a total improvement of 23.28 points. In total, 81.3% of students achieved the KKTP standard. Additionally, student engagement improved, with behavioral, emotional, and cognitive engagement averages rising from 54.37% in the pre-cycle to 68.44% in Cycle I and 79.69% in Cycle II, resulting in an overall increase of 25.32%. In conclusion, the implementation of the Inquiry-Based Learning strategy led to significant improvements in descriptive text reading comprehension scores and student engagement. The findings suggest that Inquiry-Based Learning is an effective and appropriate strategy for teaching reading comprehension to junior high school students.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS AUR U 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XIV;163 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

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Pernyataan Tanggungjawab

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