Silvani Aurelisa
181102010969
This qualitative case study delves into the practical application of Inquiry-Based Learning (IBL) in an English classroom within a junior high school situated in Bogor, West Java. The research, employing a case study design, engages two educators – one male and one female – in exploring challenges encountered during IBL implementation and the strategies deployed to navigate these challenges. The outcomes of the study underscore the positive reception of IBL among seasoned educators, emphasizing its influence on critical thinking, comprehension, and research skills. Despite nuanced differences in expressing lesson objectives, both teachers prioritize delivering systematic explanations and adhere to a uniform sequence of IBL steps, aligning with established literature acknowledging IBL's inherent merits. The challenges included insufficient teacher preparation, extended learning curves for novice educators, and challenges in maintaining classroom discipline. Furthermore, issues such as uneven use of digital media, inconsistent gadget availability, and diverse student understanding and confidence levels surface as pertinent concerns. Interviews highlight additional challenges including shyness, low confidence, and disparate resource distribution. Strategies employed to overcome these challenges include digital pedagogies, collaborative projects, facilitated library access, museum visits, and expert interviews. Institutional support, notably Internet service installation, alongside individual guidance, group discussions, and periodic feedback, emerges as pivotal in providing comprehensive student support. In conclusion, this study contributes valuable insights to the ongoing dialogue on the effective integration of IBL in educational settings.

Keywords: Inquiry-based learning, challenges, strategies