Farnia Sari


IBT techniques is series of activities that involved maximally throughout the student's ability to search and investigate in a systematic, critical, logical, analytical, so that they can formulate their own discoveries with confidence the search of knowledge and understanding to satisfy curiosity. IBT technique is also supposed to the teachers be creative to set situations. This method used was quasi experimental design. The purposive sampling technique was used on this study. The data were collected by reading test. The collected data was analyzed by using paired sample t-test and independent sample t-test. The results showed that the students reading ability was improved and there was a significant difference between the students who were taught by using IBT and those who were not. With IBT technique encouraged students to take the initiative to have question the phenomenon, to conduct field observations, to analyze the data, and to draw conclusions. Thus, it is to integrate students and synergize various skills of language and different methods.


IBT technique and reading ability

Full Text:



American Association of School Librarians. 2007. “Standards for the 21st-Century Learner.†(accessed August 12, 2014).

Biancarosa, G,. & Catherine E. S. 2006. Reading Next: A Vision for Action and Research in Middle and High School Literacy: A Report to theCarnegie Corporation of New York, 2nd ed. Washington, DC: Alliance for Excellence in Education. (ac-cessed August 24, 2014).

Balsiger, L. (2016). Reading comprehension-reading but understanding. Bend language and learning, p.1-2.

Budnitz, N. (2000). What do we mean by inquiry? Retrieved January 21, 2008, from http://www.biology.duke.edu/cibl/inquiry/what_is_inquiry.htm.

Davis, B. (1992). Critical Thinking and Cooperative Learning: Are they Compatible? In R. Oxman (Ed.), Critical Thinking: Implications for Teaching and Teachers. Conference Proceedings of the New Jersey Institute for CriticalThinking Conference.

Dewey, J. (2008). Democracy and education. Virginia: Wilder Publications.

Haury, D. L. (1992). Recommended curriculum guides. In Science curriculum resource handbook. Millwood, NY: Kraus International Publications.

Hebrank, M. (2000)). Why inquiry-based teaching and learning in the middle school science classroom? Retrieved January 18 2016, from http://www.biology.duke.

Gulo. (2005). StrategiBelajarMengajar. Jakarta: PT Grasindo.

Lawson, A., & Renner, J. (1975). Piagetian theory and biology teaching. The AmericanBiology Teacher, 37 (6), 336-343.

Retrieved January 18 2016, from http://www.biology.duke.edu/cibl/inquiry/why_inquiry_in_ms.htm.

Sanjaya, W. (2007). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana.

Scardamalia, M.(2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.

Wrenn, J., &Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and Learning in Higher Education, 21 (2), 258-265. Retrieved from ERIC.

DOI: https://doi.org/10.32502/ecj.v1i1.653


  • There are currently no refbacks.

Copyright (c) 2017 English Community Journal

The Departement of English Education, Faculty of Teacher Training and Education, Universitas Muhammadiyah Palembang

Jl. Jenderal A. Yani 13 Ulu, Seberang Ulu II, Palembang (30263), Indonesia.

Indexed by :

English Community Journal has been listed in :


Creative Commons License
English Community Journal by http://jurnal.um-palembang.ac.id/index.php/englishcommunity is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.