Development of Reading Literacy Ability by Using Inquiry-based Instruction for Nineth Grade Students

Abstract

The purposes of this classroom action research were to 1) study the effects of reading literacy ability using inquiry-based instruction, and 2) compare reading literacy ability between a group learning with inquiry-based instruction and a group learning with   a conventional teaching method. The subjects were 80 ninth-grade students of the school under office of the basic education commission in academic year 2020 by purposive sampling. They were divided into two groups; 40 students each in experimental and control groups. The research instrument was a reading literacy test. The collected data were analyzed by arithmetic mean, standard deviation and t-test. The results showed that 1) the students learning with the inquiry-based instruction had higher reading literacy abilities after the experiment than before experiment at a .05 level of significance, and 2) the students learning with the inquiry-based instruction had reading literacy abilities higher than students learning with the conventional method at a .05 level of the significance.