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IMPROVING STUDENTS’ ABILITY IN WRITING THROUGH INQU IRY BASED LEARNING

(A Classroom Action Research at the Tenth Grade of SMA N 3 Sukoharjo in the Academic Year of 2011/2012)

THESIS

By:

Yuniati Ulfah Milatasari

X2210030

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Partial Fulfillment of the Requirements for Achieving the Undergraduate Degree of English Education

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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PRONOUNCEMENT

I would like to certify that the thesis entitled “IMPROVING

STUDENTS’ ABILITY IN WRITING THROUGH INQUIRY BASED

LEARNING (A Classroom Action Research at the Tenth Grade of SMA N 3

Sukoharjo in the Academic Year Of 2011/2012)” is really my own work. It is

not plagiarism or made by others. Everything related to the other’s work is written

in quotation, the sources of which are listed on the bibliography.

If then this pronouncement proves wrong, I am ready to receive any

academic punishment.

Sukoharjo, September 2012



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ABSTRACT

Yuniati Ulfah Milatasari. IMPROVING STUDENTS’ ABILITY IN WRITING THROUGH INQUIRY BASED LEARNING (A CLASSROOM ACTION RESEARCH AT THE TENTH GRADE OF SMA N 3 SUKOHARJO I N THE ACADEMIC YEAR OF 2011/2012). Thesis, English Department, Teacher Training and Education Faculty, Sebelas Maret University. September, 2012. The objectives of this thesis are to identify whether the implementation of Inquiry Based Learning improves students’ writing ability or not and to identify the strengths and weaknesses of Inquiry Based Learning implementation. The action research was conducted in two cycles. Every cycle consisted of four steps: planning, action, observing and reflecting. The subject of research was 39 students of X3 in SMA N 3 Sukoharjo. The researcher collected the data using qualitative and quantitative method. The quantitative data were collected by the pre-test and post-test, while qualitative data were collected by observation, questionnaire, and interview. This research was done from January to June 2012. The result of the research showed that the implementation of Inquiry Based Learning could improve the students’ writing ability including content, organization, vocabulary, grammar and mechanics. They could also write in appropriate stages including prewriting (outlining), writing, and rewriting. By comparing the pre-test score and the post-test score, there was an improvement in writing elements. Their mean score of the pre-test was 72.04, while their mean score of the post-test 1 was 75.92, and their mean score of the post-test 2 was 79.60. The content improvement was 22.40 in pre-test, 22.65 in post-test 1, and 24.12 in post-test 2. Their organization increased from 15.88 in pre-test to 16.36 in post-test 1 and 16.60 in post-test 2. The vocabulary improved from 15.41 in pre-test to 15.92 in post-test 1 and 16.28 in post-test 2. The mean score of language use in post-test 2 was 18.60. It is better than the pretest 14.92 and the post-test 1 17.17. Their mean score of mechanics in pre-test was 3.42. It increased into 3.82 in post-test 1 and 4.00 in post-test 2. Their motivation also increased. They were enthusiastic than before in teaching writing. They had willingness to pay attention and did the exercises. Inquiry Based Learning gave good positive class condition. They also felt happy because they could discuss about their experience and their difficulties with their friends in collecting information and revising their writing. In the implementation, there were some strengths of Inquiry Based Learning such as making the students more confident and active, developing their critical thinking, and understanding the concept. On the other hand, this technique also had some weaknesses. Inquiry Based Learning is not appropriate technique for unmotivated students, not easy to do in limited time, and difficult to implement if the students were familiar with conventional way. Based on the research finding, it can be concluded that the implementation of Inquiry Based Learning is able to improve the students’ writing skill. It has challenging and creative activities. Therefore, it is recommended that the teacher should use Inquiry Based Learning in teaching writing.


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MOTTO

Never give up on what you really want to do. The person with big dreams is

more powerful than one with all the facts.

-----H. Jackson Brown, Jr


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DEDICATION

I would like to dedicate this thesis to:

* My beloved Mom and Dad

* My beloved little sisters

* My best friends


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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

Alhamdulilahirobbil’alamin, prise to Allah SWT who has given the writer

any idea in writing the writer’s thesis and giving her many thing in her life. The

writer would like to express her special gratitude to:

1. Prof. Dr. rer. Nat. Sajidan, M. Si, the Vice Dean of Teacher Training and

Education Faculty, Sebelas Maret University.

2. Endang Setyaningsih, S.Pd, M. Hum, the Head of English Department in

Teacher Training and Education Faculty.

3. Drs. A. Dahlan Rais, M. Hum and Drs. Martono, M.A, the writer’s thesis

consultants, thanks for their patience and guidance in writing this thesis.

4. The headmaster of SMA N 3 Sukoharjo, Mrs. Sri Soewarsih, S. Pd.,

M. Pd. thank you for permitting me to do research in SMA N 3 Sukoharjo.

5. Mrs. Dra. Thoyibah Haniek, M.A as English teacher in SMA N 3

Sukoharjo, thanks for her help and support.

6. All students of X3 in SMA N 3 Sukoharjo

7. Her beloved parents and sisters, thanks for your support and your love

This thesis is still far from being perfect. Therefore, the writer expects any

suggestions and comments from the reader who read this thesis.

Sukoharjo, September 2012



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TABLE OF CONTENTS

TITLE …………………………………………………………………. i

PRONOUNCEMENT ………………………………………………… ii

APPROVAL OF CONSULTANT ……………..……………………... iii

LEGITIMACY …………………………………..…………………..... iv

ABSTRACT ………………………………………………………….... v

MOTTO…………………….…………………………………………... vi

DEDICATION ……………………………………………………...… vii

ACKNOWLEDGEMENT …………………………………………….. viii

TABLE OF CONTENTS …………………………………………….... ix

LIST OF TABLE ………….………………………………………….... xi

LIST OF APPENDICES ……………………………………………… xii

CHAPTER I: INTRODUCTION ……………………………………… 1

A. Background ………….…..........…………………... 1

B. Problem Statement …....…………...……...……….. 4

C. Objectives of The Research ………………………. 4

D. Benefits of The Research ……………..…………… 4

CHAPTER II: LITERATURE REVIEW ……………….…..………… 6

A. Writing …………..………………………………… 6

1. The Definition of Writing ……………………… 6

2. The Process of Writing ………………………… 6


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3. The Good Writing ……………………………… 7

B. Teaching Writing……………………………...…… 8

C. English in Curriculum……………………………… 13

D. Inquiry Based Learning ...…………………………. 15

1. The Nature of Inquiry Based Learning ………… 15

2. Teaching Using Inquiry Based Learning……….. 17

3. Advantages and Disadvantages of

Inquiry Based Learning ………………………... 19

E. Review of Related Research ………………………. 20

F. Rationale …………………………………………… 21

CHAPTER III: RESEARCH METHODOLOGY ……………………... 23

A. The Setting of Research ……………….…………... 23

1. The Place of Research ……………………….…. 23

2. The Time of Research ……………………….….. 23

B. The Subject of the Research ………………...……... 23

C. The Method of the Research ………………...……... 24

D. The Technique of Collecting Data …………………. 25

E. Technique of Analyzing Data ……………………… 26

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION……….. 28

A. Research Finding …………………………………… 28

1. Pre-observation …………………………………. 28

2. Research Implementation ………………………. 31

a. Cycle 1 ……………………………………... 31

b. Cycle 2 ……………………………………... 36

3. Summary of Research Finding ………………... 39

B. Discussion ………………………………………….. 41

1. The Students’ Improvement in Writing Ability .... 42

2. The Improvement of Students’ Motivation …...... 43

3. The Strengths of Inquiry Based Learning ……… 44

4. The Weaknesses of Inquiry Based Learning …… 45


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CHAPTER V : CONCLUSIONS, IMPLICATION

AND SUGGESTIONS …………………...………...... 46

A. Conclusions ………………………………………… 46

B. Implication …………………………………………. 47

C. Suggestions ………………………………………… 48

BIBLIOGRAPHY …………………………………………………….... 50

APPENDICES …………………………………………………………. 53


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LIST OF TABLE

Table 2.1 Model of Analytical Scoring Proposed by ESL

Composition Profile …………..……………………… 11

Table 3.1 The Schedule of the Research ……………………….. 23

Table 4.1 The Result of Questionnaire …………………………. 28

Table 4.2 The Students’ Mean Score of Each Writing Aspects

in Pre-test from the First Corrector ……………..……. 29

Table 4.3 The Students’ Mean Score of Each Writing Aspects

in Pre-test from the Second Corrector …………….…. 29

Table 4.4 The Students’ Achievement of Each Writing Aspects

in Pre-test from the Two Correctors………………….. 29

Table 4.5 Summary of Research Finding ……….………………. 39

Table 4.6 The Mean Score of Students’ Writing from Two

Correctors …………………………………………….. 42

Table 4.7 The Students’ Writing Improvement in the End

of Research …………………………………………… 42

Table 4.8 The Students’ Writing Achievement …………………. 43


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LIST OF APPENDICES

Appendix 1 Interview Transcript with the Teacher …………………..… 53

Appendix 2 Questionnaire before the Implementation ……………...…. 55

Appendix 3 Lesson Plan Cycle 1 ……………………………….………. 60

Appendix 4 Lesson Plan Cycle 2 ……………………………….………. 72

Appendix 5 Questionnaire after the Implementation ………….……….. 82

Appendix 6 Teaching Field Note ………………………………………. 87

Appendix 7 The Students’ Writing in Pre-test and Post-test …………... 96

Appendix 8 The Statistical Tables …………………………....……….... 108

Appendix 9 Permits …………………………………………………….. 114


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CHAPTER I

INTRODUCTION

A. Background

Language is used to communication in the society. English is an

International Language used by the world society to communicate in both

oral and written. They can share information and knowledge to others.

Education Department in Indonesia determines English as one of subjects

taught in Senior High School. The purpose of teaching English for Senior

High School is to develop communicative competence in spoken and

written forms and to reach literacy levels that can be realized through four

skills: listening, speaking, reading and writing.

The curriculum in Indonesia is KTSP (Kurikulum Tingkat Satuan

Pendidikan). The Standard Competency of each subject is explained in

Permendiknas No 23 Tahun 2006. The Standard Competence of English,

especially in writing is as follows:

Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari.

It means that writing skill is an important English skill. It is

productive skill and common way in communication besides speaking. By

learning writing skill, the students can write English well. They can

express ideas, feeling, and experience in written form to others, for

example, telling story, sharing tips, describing something, giving

information, writing memo, writing letter.

Brookes and Grundy (2000: 7) defines writing as an activity that

includes several processes, such as thinking what to write and ordering it

into sentence and paragraph. Therefore, writing has some steps that need

enough time do finish it. Referring to Gerson and Gerson (2000: 10) the


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writing processes are: (1) Prewriting, the students determine the

purpose of writing, gather data and consider audience. (2) Write, the

students determine the purpose of writing, gather data and consider

audience. (3) Rewrite, they need to make some revision. To write English

well, the students should master the writing abilities. According to Brown

(2001: 335), the criteria of good writing are content, organization,

vocabulary use, grammatical use and mechanical considerations such as

spelling and punctuation. It means their writing should have correct

grammar; good organization and content; appropriate vocabulary, spelling,

and punctuation. They should have more practice to understand the use of

all writing elements. In order that, they can improve their ability in

writing.

The passing grade of English subject in SMA N 3 Sukoharjo was

70. Based on the pre test, many students didn’t pass the passing grade. It

means that many students got difficulties in writing. The students’

difficulties are:

1. Some students cannot develop their idea. It makes their writing lacks

detail. The others write developing paragraph which is not appropriate

with topic.

2. Some students also get difficulties in organizing ideas. They write

some paragraphs with illogical sequence. They also write sentences

which are irrelevant to the main idea of each paragraph.

3. Most of students use appropriate vocabularies but the range is limited.

It is caused by lack of detail in each paragraph.

4. Most of students find difficulties in making grammatical sentence.

They are still confused about how to implement the concept.

5. Some students write vocabulary with incorrect spelling. They also feel

confused about punctuation. Some students don’t know when the

punctuation used in sentence.

These problems indicate that their writing is far from a good

writing. Based on the questionnaire and the observation, these problems


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were caused by the students. They have low motivation in writing.

They complain to the teacher when the teacher asks them to write a text.

Some students do not have enthusiasm. They often chat with their friends.

The other causes come from the teacher. The teacher does not use any

technique in writing. She focuses on the product. She explains the material

and asks the students to write. Therefore, the students do not know the

writing processes, how to generate idea, how to arrange good paragraph,

how to implement grammar and mechanics in writing a text.

The teachers and the students are responsible to create motivation

in the class. The teachers can show some creativity, desire to help students

and give some positive rewards and praise. The students can improve their

motivation by being interested in the lesson and willingness to get high

degree and satisfaction.

In teaching writing, the teacher can try any technique with

attractive activities and media to improve students’ writing ability. The

one technique is Inquiry Based Learning. Sanjaya (2010: 196) says that

Inquiry Based Learning is a series of learning activities based on critical

and analytical thinking to look for and find the answer of issue. By using

Inquiry Based Learning, students can understand the process of writing.

They can learn how to generate ideas, make a good organization, and

choose appropriate vocabulary by finding and analyzing the correct answer

from the teacher or students question. It also can develop their critical

thinking in writing. Ash and Kluger (2012) state that Inquiry Based

Learning has three main aspects that can be developed. These are content

and conceptual understanding and development, the skills and the

activities of doing discipline, and attitudes and habits of mind. Therefore,

the students can develop their understanding about the grammar and

mechanics concept by analyzing the example of sentences individually or

in pairs or in-group.

From the explanation above, it can be concluded that Inquiry Based

Learning can solve the students’ writing problems. Finally, the researcher


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believes that Inquiry Based learning is a technique that can be used to

improve the students’ writing skill.

B. Problem Statement

From the background above, there are some problems formulated by the

writer. They are

1. Does Inquiry Based Learning improve the students’ writing ability? If

yes, to what extend Inquiry Based Learning improve students’ writing

skill.

2. What are the strengths and weaknesses of using Inquiry Based Learning

to teach writing when it is implemented in this research?

C. Objectives of The Research

This research has some objectives of the study. They are

1. to identify whether the implementation of Inquiry Based Learning

improves students’ writing ability or not

2. to identify the strengths and weaknesses of Inquiry Based Learning

implementation

D. Benefit of The Research

The writer hopes that this thesis will be beneficial to:

1. English teachers in SMA N 3 Sukoharjo

The writer hopes this thesis is expected to give information about

appropriate technique in teaching writing. Therefore, they get added

reference in teaching writing that can be used to improve the students’

writing skill. It is also expected to make their teaching process better

than before.

2. The students

This thesis will be beneficial for the students in writing English essay.

They can understand how to make a good writing and criteria of good

writing that can improve their writing ability. Besides, applying this


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technique, the students are expected to interest to English, especially in

writing skill.

3. Researcher

The writer expects this thesis can be a starting point to develop this

technique in the future. It will give useful information in doing further

research on improving students’ writing ability.


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CHAPTER II

LITERATURE REVIEW

A. Writing

1. The Definition of Writing

Silva in Kroll (1997: 14) states that writing is how to arrange, fit sentences

and paragraphs into prescribed patterns. In addition, Brookes and Grundy (2000:

7) define writing as an activity that includes several processes, such as thinking

what to write and ordering it into sentence and paragraph.

While Berlin in Kroll (1997: 25) says that writing is an ability to show the

self discovered and expressed creative act which need a process to discover the

product by the writer. Referring to Harris (1993: 65), the purposes of writing are

a. Communicating and sharing experiences

b. Constructing meaning through ways of thinking is not usually available

through speaking

c. Discovering and clarifying thoughts

d. Providing a record of ideas, facts and experiences in a form that allows them

to be worked on, organized, referred back to and developed subsequently.

Based on these theories, it can be concluded that writing is an activity how

to express idea in written form which need process such as thinking to discover

and clarify idea, facts, and experience, arranging it into sentences and paragraph,

revising it and editing it into developed paragraph.

2. The Process of Writing

Writing is not simple assignment. It needs many processes to create a good

product. Harmer (2001, 257) states that the writing processes are pre-writing,

editing, redrafting and publishing their work. Gerson and Gerson (2000: 10) also

argue the writing processes are:


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a. Prewriting

The students determine the purpose of writing, gather data and consider

audience. Some prewriting techniques are answering questions, mind mapping,

brainstorming/listing, branching, flowcharting, outlining and storyboarding.

b. Write

The students start to write. This step, the organization of text should be logical

and easy to follow sequence.

c. Rewrite

The students make sure that everything is just right. They need to make some

revision. It requires them to look over the draft.

3. The Good Writing

To make a good writing, the learners need master the microskills and

macroskills of writing. Brown (2001: 343) describes the microskills and

macroskills of writing. They are:

Microskills a. Produce graphemes and orthographic patterns of English. b. Produce writing at an efficient rate of speed to suit the purpose. c. Produce an acceptable core of words and use appropriate word order

patterns. d. Use acceptable grammatical systems (e.g. tense, agreement,

pluralisation), patterns and rules. e. Express a particular meaning in different grammatical forms. f. Use cohesive devices in written discourse.

Macroskills a. Use the rhetorical forms and conventions of written discourse. b. Appropriately accomplish the communicative functions of written texts

according to form and purpose. c. Convey links and connections between events, and communicate such

relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

d. Distinguish between literal and implied meanings when writing. e. Correctly convey culturally specific references in the context of the

written text. f. Develop and use a battery of writing strategies, such as accurately

assessing the audience’s interpretation, using pre-writing devices, writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.


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According to Brown (2001: 335), the criteria of good writing are content,

organization, vocabulary, grammatical use and mechanics such as spelling and

punctuation. While Harris (1993: 64) states writing is a practicing grammar,

vocabulary and discourse structures of the target language.

From the theories above, it can be concluded that the indicators of good

writing are as follows:

a. Students are able to write in appropriate content

b. Students are able to use grammar

c. Students are able to produce appropriate vocabulary

d. Students are able to arrange paragraph into good organization

e. Students are able to use correct mechanics

B. Teaching Writing

Teaching writing is not only helping the students with materials of

handwriting, the spelling system, and punctuation but also helping the students

to communicate real message in good manner (Harmer, 2007: 34). Additionally,

Brookes and Grundy (1998: 18), also say that there are two important things in

teaching writing. The first is that writers produce the final product by working

hard to express what they want to say. The second is that analyzing the elements

involved in the writing process. The teacher needs to create interesting activities

that teach these elements. The activities should represent the knowledge, interest

and abilities of learners. Therefore, the students understand about writing

process and improve their writing skill. It means the students learn not only how

to make a good writing but also the writing process. These points must be

balance in writing implementation.

In teaching writing, the students can work together in pairs or in groups,

while other members of the group are working on their own. Harmer (2007:12)

states that collaborative writing can respond to each other’s ideas (language and

content), make suggestion for changes, and contribute in success of the finished

product. Therefore, working in pairs or group can be implemented in pre-writing


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and revising process. They can share and give suggestion about their idea. They

also give suggestion and correction about their writing.

Students need a teacher to guide them in writing. Without a teacher, they

cannot know important knowledge in writing. The teacher can do many

activities in teaching writing. Brown (2001, 346-347) says the teacher should

care about the things that are efficient to do by the writers. For example, a good

writer focuses on a goal or main idea in writing, determines their audience,

spends enough time to plan their writing, makes their writing easy to flow,

follows a general organizational plan, solicits and utilizes feedback on their

writing, and revises their work patiently. The teacher also makes sure their

students follow carefully the appropriate stages in the process of composing and

pay attention the criteria of good writing. The teacher also should connect

between reading and writing. The teacher can give a model of the text to observe

or read. By reading and studying a variety of relevant types of text, students can

know important things both about how they should write and about issue that

may become the topic of their writing. Thus, the teacher in teaching writing has

important rule.

The teacher also has important role to make a successful teaching writing

with indications such as the knowledge can be transferred and the students’

writing ability can be improved. As stated by Hedge (1998: 24) the teacher’s

role during the writing process is providing an environment in which students

can learn about writing, giving models of good writing, giving enough time to

practice, and helping the students. It means in teaching writing, the teacher needs

to provide an environment in which the students can experience being writers,

thinking about purpose and audience, drafting a piece of writing, revising it and

sharing it to others. Referring to Harmer (2007: 41-42), the teacher has some

duty in teaching writing. They are:

1. Demonstrating

The teacher should be able to explain writing principles and genre

limitations in specific types of writing to their attention.


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2. Motivating and provoking

The teacher can help the students by provoking the students into having

ideas, interesting them with the value of the task, and persuading them what

fun it can be. Sometime, the teacher can give the words they need to start a

writing task.

3. Supporting

The teacher should be supportive when the students write in writing process.

He or she always helps students overcome difficulties (except during

writing exam).

4. Responding

The teacher gives comments about their use of language and suggests ways

of improving their writing.

5. Evaluating

The teacher indicates where they wrote well and where they made mistakes.

When the students get back their writing, they can look at the errors and try

to correct it.

The teacher needs to create attractive lesson. To attract the students to

write, the teacher can use media. There are many medias that can be used in

teaching. One of them is picture. Harmer (2007: 67) argues that pictures do not

only present situations for grammar and vocabulary work but also motivate

students to creative imagination. The teacher can take pictures from a newspaper,

a magazine, a book, or internet. He also states that students are likely to respond

best to variety of tasks, topics, and genres over a period time. They also like task

which is engaging in themselves. It amuses, interests, or makes them feel good.

Picture also provides the students to share experience in the classroom, use

common language forms and a variety assignment and focus on students’ interest

(Ann, 1938: 28). It means the picture is attractive media that prevents the students

from feeling bored and gives high motivation in writing class. It also can help the

students to determine the appropriate words and sentences based on the topic.


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Motivation also supports in teaching writing. It can increase the students’

confident. They can do the best in each task and get good appreciation. There are

two kinds of motivation such as intrinsic motivation and extrinsic motivation

(Brown, 2001: 76). Intrinsic motivation comes from students self. It is the most

powerful motivation because in their mind, they want to get high degree and

satisfaction. They will do something to reach what they want. They will have high

enthusiasm to join the class. While extrinsic motivation comes from a reward

from outside of their self such as money, prizes, grades and positive feedback. It

can influence student’s motivation because the students get praise and satisfaction

toward what they do in class. This condition makes them to have willingness to be

the best in every activity. The teachers and the students are responsible to create

motivation in the class. The teachers can show some creativity, desire to help

students and give some positive rewards and praise. The students can improve

their motivation by being interested in the lesson and willingness to get high

degree and satisfaction.

The teacher needs rubric score to know the quality of students’ writing. It

is used to determine the value of each writing elements.

Table 2.1 Model of Analytical Scoring Proposed by ESL Composition Profile.

Aspect Score Criteria Content 30-27 Excellent to Very Good: Knowledgeable. Substantive. Systematic

development of thesis. Relevant to assigned topic.

26-22 Good to Average: Some knowledge of subject. Adequate range. Limited Development of Thesis. Mostly relevant to topic, but lacks detail.

21-17 Fair to Poor: Limited knowledge of subject. Little substance. Inadequate development of topic.

16-13 Very Poor: Does not show knowledge of subject. Non-substantive. Irrelevant to topic. Or not enough to evaluate.

Organization 20-18 Excellent to Very Good: Fluent expression. Ideas clearly stated/supported. Concise. Well-organized. Logical sequencing. Cohesive.

17-14 Good to Average: Somewhat choppy. Loosely organized but main ideas stand out. Limited support. Logical but incomplete sequencing.

13-10 Fair to Poor: Non-fluent. Ideas confused or disconnected. Lacks logical sequencing and development.

9-7 Very Poor: Does not communicate. No organization. Or not enough to evaluate.


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Vocabulary 20-18 Excellent to Very Good: Sophisticated range. Effective word/idiom choice and usage. Word form mastery. Appropriate register.

17-14 Good to Average: Adequate range. Occasional errors of word/idiom form, choice, usage but meaning not obscured.

13-10 Fair to Poor: Limited range. Frequent errors of word/idiom form, choice, usage. Meaning confused or obscured.

9-7 Very Poor: Essentially translation. Little knowledge of English vocabulary, idioms, word form. Or not enough to evaluate.

Language Use 25-22 Excellent to Very Good: Effective complex construction. Few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions.

21-18 Good to Average: Effective but simple construction. Minor problems in complex constructions. Several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.

17-11 Fair to Poor: Major problems in simple/complex construction. Frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions. Meaning confused or obscured.

10-5 Very Poor: Almost no mastery of sentence construction rules. Dominated by errors. Does not communicate. Or not enough to evaluate.

Mechanics 5 Excellent to Very Good: Demonstrates mastery of conventions. Few errors of spelling, punctuation, capitalization, paragraphing.

4 Good to Average: Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.

3 Fair to Poor: Frequent errors of spelling, punctuation, capitalization, paragraphing. Poor handwriting. Meaning confused or obscured.

2 Very Poor: No mastery of conventions. Dominated by errors of spelling, punctuation, capitalization, paragraphing. Handwriting illegible. Or not enough to evaluate.

Content : 30

Organization : 20

Vocabulary : 20

Language Use : 25

Mechanics : 5

100


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C. English in Curriculum

English is one of subjects in Senior High School curriculum. The

curriculum in Indonesia is KTSP (Kurikulum Tingkat Satuan Pendidikan). The

Standard Competency of each subject explains in Permendiknas No 23 Tahun

2006. The Standard Competence of English, especially in writing is as follows:

Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari There are some genres which are taught in the tenth grade of Senior High

School. They are:

1. Recount text

Recount text is text which retells events for the purpose of informing or

entertaining. The generic structure of recount are:

a. Orientation : provide the setting and introduces participants

b. Events : tell what happened, in what sequence

c. Re-orientation : optional-closure of events

Language features of this text are focusing on specific participants, using past

tense, focusing on temporal sequence, circumstances of time and place.

2. Narrative text

Narrative text is a text that has purpose to amuse or entertain the reader. The

generic structures of this text are:

a. Orientation : sets the scene and introduces the participants

b. Complication: a crisis arises.

c. Resolution : the crisis is resolved, for better or for worse

Language features of this text are focusing on specific and usually

individualized participants, using material processes, using relational processes

and mental processes, using temporal conjunctions and temporal circumstance,

using past tense.


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3. Procedure text

Procedure text is a text which describes how something is accomplished

through a sequence of actions or steps. The generic structures of this text are:

a. Goal

b. Material

c. Steps

Language features of this text are focusing on generalized human agents, using

present tense (often imperative), using mainly of temporal conjunctions (or

numbering to indicate sequence), using mainly of material processes.

4. Descriptive text

Descriptive text is a text that has purpose to describe a particular person, place

or thing. The generic structures of this text are:

a. Identification: identifies the specific phenomenon to be describe

b. Description: describes part, qualities, and characteristics.

Language features of this text are focusing on specific participants, using noun

phrase, using present tense.

5. News item

News item is a text which informs readers, listeners or viewers about events of

the day which are considered newsworthy or important. The generic structure

of this text are:

a. Newsworthy events: recounts the event in summary form

b. Background events: elaborate what happened, to whom, in what

circumstance.

c. Source: comment by participants in, witness to and authorities expert on

the event.

Language features of this text are short (telegraphic information about story

captured in headline), using material processes to retell the event, using direct

and indirect speech, focusing on circumstances.

In this research, the researcher chose descriptive text as the material. This

text was taught in even semester.


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D. Inquiry Based Learning

1. The Nature of Inquiry Based Learning

Sanjaya (2010: 196) defines that Inquiry Based Learning is a series of

learning activities based on critical and analytical thinking to look for and find the

answer of issue. In addition, Gulo in Trianto (2011: 166) states that Inquiry

strategy is a series of teaching and learning process which involves all students’

ability to search and investigate systematically, critically, logically and

analytically.

Inquiry-Based Learning is a student-centered technique that permits

students to discover something and use their own questions to guide their learning

(Bush, 2011). Moreover, Inquiry Based Learning is an information-processing

model that allows pupils to discover meaning and relevant information using a

series of steps that lead to a conclusion or reflection on getting the new knowledge

(Worksheet Library, 2012).

Based on the theories above, it can be concluded that Inquiry Based

Learning is a student centered strategy which involves activities such as

searching, discovering, and analyzing an issue or questions by using critical and

analytical thinking to get information.

Ash and Kluger (2012) state that Inquiry Based Learning has three main

aspects that can be developed. These are content and conceptual understanding

and development, the skills and the activities of doing discipline, and attitudes and

habits of mind. Therefore, the students can improve their knowledge, skill and

thinking.

According to Sanjaya (2010: 196-197), there are three main characteristics

of Inquiry Based Learning. They are

a. Students do their activities maximally, especially in looking for and finding.

In teaching learning, the students not only get teacher’s explanation but also

find the main material by themselves.

b. All students’ activities are directed to look for and find the answer of

questions by themselves. Therefore, it can improve self-belief. In this

strategy, the teacher roles are facilitator and motivator.


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c. The purpose of Inquiry Based Learning is improving the thinking ability,

such as think systematically, logically, and critically. Thus, the students

require not only to master the material but also to use their potential.

CEEBL (Centre for Excellence in Enquiry-Based Learning) (2012) argues

the other characteristics of Inquiry Based Learning are:

a. Learning is essentially student-centered, with an emphasis on group work and

use information resources.

b. The teacher becomes facilitator who gives encouragement and support to

allow the students to take responsibility for what and how they learn.

c. The students reach a point where they are not simply investigating questions

posed by others, but can create their own topics and convert it into useful

knowledge.

d. The students get not only a deeper understanding of the subject matter, but

also the knowledge-development and leadership skills.

Inquiry gives the deep perception. It has the quality of understanding into

something, going deeper, so people can see what they have not been able to see

before. It means that Inquiry can give deep understanding about something. It also

involves in lifelong learning because the essence of lifelong learning is asking

questions, and then follows our interests to use our awareness in the world around

us.

Orlich et all (1998: 297) state that Inquiry teaching is inductive teaching

which is a though process wherein the individual observes a selected number of

events, process, or objects and then construct a concept or relationship based on

the limited experiences. The teacher uses inductive inquiry when he or she asks

the students to infer a conclusion, generalization, or pattern of relationships from a

set of data or facts. Tamir in Orlich, et al explains that there are two ways in

Inductive Inquiry. First, guided inductive inquiry is an approach that the students

generalize the specific data of facts given by the teacher and conduct it. Picture is

usually used to introduce the concept. It is given the challenge of determining the

object patterns. The students observe it and generalize the concept. Second,

unguided inductive inquiry is an approach that allows the students to discover the


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specific data or facts by themselves before they generalize it. The students start to

make their generalizations; make some errors in the students’ logic. The teacher

points out the error and doesn’t correct it. He or she asks the students to try

correcting it.

2. Teaching Using Inquiry Based Learning

The Inquiry cycle is a process which engages students to ask and answer

questions to collect information guided by new ideas and concepts. The activity is

often finished by the making of a document that tries to answer the initial

questions. The inquiry process is started by one's own curiosity, interest, or

passion to understand an observation or solve a problem. Schneider (2012) says

that the cycle of Inquiry has five steps. They are

a. Ask

This step focuses on a problem or a question that students begin to define. It

begins with students’ curiosity about the topic, ideally with their own

questions. Open-ended questions allow the students to explore the topic. It

can develop an idea or topic, focus an idea or topic, and determine some

reasons to follow an idea or topic.

b. Investigate

The students or groups of students collect information, study, collect and

exploit resources, experiment, look, interview, draw. The students are more

likely to relate themselves through their own experiences. It can help the

students to collect information. It is also a self-motivating process totally

owned by the active student.

c. Create

The students start making links. They may generate new thoughts, ideas and

theories that are not directly inspired by their own experience. They write

them down in some kind of report.

d. Discuss

At this point, the students share their ideas with each other, and ask others

about their own experiences and investigations. The students can share the


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knowledge and begin to understand the meaning. In this step, the students

share and revise their writing with their friends. They try to give suggestion

about incorrect sentences including writing elements.

e. Reflect

This step consists in taking time to look back. Think again about the initial

question, the path taken, and the actual conclusions. The students reflect the

information that they write appropriate or not with the topic and their

questions.

Inquiry Based Learning starts from asking questions and then investigating

data. According to Neal (2012), the teacher can use open-ended and closed-ended

questions in his/her teaching. The teacher gives open-ended questions in these

steps. Open-ended questions are most appropriate to use when the teacher want

their students to brainstorm ideas, problem-solve, look for lots of information,

encourage thinking, resolve conflict, negotiate agreement and draw higher-level

thinking such as application, analysis, synthesis and evaluation. This question

creates students’ opportunities to think for finding information, analyzing idea,

and making conclusion. It is appropriate thing to do in writing process. In pre

writing stage, the students look for the information, analyze whether the

information are appropriate with the topic and the main idea of each paragraph or

not. The teacher also can give close-ended question to check the students’

understanding, or to determine whether students completed their work. This

question can usually be answered with one or two words. Open-ended and close-

ended question can be combined depending on their purpose.

According to Joyce and Weil (1996: 200) during Inquiry process, the

teacher’s role is to select the problem situation, to help the students in inquiry

procedures, to respond to students’ idea with the necessary information, to help

beginning inquirers establish a focus in their investigation, and to facilitate

discussion of the problem situation among the students. Ash and Kluger-Bell

(2012) say that the teacher as facilitator should:

a. use open-ended questions to support investigation, observation, and thinking.


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b. carefully listen to students' ideas, comments, and questions. In order to help

them develop their skills and thought processes.

c. suggest new things to look at and try, and support further experimentation and

thinking.

d. plan and support student dialogue.

3. Advantages and Disadvantages of Inquiry Based Learning

Every technique has advantages and disadvantages. Similarly, Inquiry

Based Learning has them too. Roestiyah (2001: 76-77) states that Inquiry Based

Learning has some advantages. These are

a. It can create and develop self-concept of students. Thus, they can understand

the basic concept and idea.

b. It can help to remind something and transfer the knowledge.

c. It can motivate the students to think and work by themselves and have

objective, honest, and open minded behavior.

d. It can motivate the students to think intuitively and determine hypothesis.

e. It gives intrinsic satisfaction

f. It can stimulate the students in teaching and learning process.

g. It can develop the students’ talent.

h. It gives freedom to the students to study by themselves.

i. The students can avoid the traditional way in studying

j. It can give enough time to the students to assimilate and accommodate the

information.

Besides Inquiry Based Learning has some advantages, it also has some

disadvantages. They are

a. The teacher will be difficult to control students’ activities effectively.

b. The teacher is not able to give the individual encouragement and guidance.

c. In implementation, it needs long time.


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E. Review of Related Research

Choosing Inquiry Based Learning into consideration to improve the

students’ writing skill, the researcher reviewed previous related studies conducted

by other researchers.

Sholeh (2008) in his thesis, Using Inquiry-based learning Strategy to

Improve Descriptive writing ability, he says that the students can express their

ideas, revise their writing, and reflect the writing processes. The students also feel

happy in teaching writing.

Further, Onan (2011) writes “Inquiry Based Learning and Language

Teaching”. He says that IBL includes principles of good learning and teaching. It

encourages intrinsic motivation, and promotes active learning and deep learning.

The students can develop knowledge within a context and developing skills. He

also says that group work not only helps the teacher to develop good interpersonal

skills but also prepares the students for the cooperative teamwork. The teacher

teaches and assesses the students on practice as promoting the links between

practice and theory. It shows that IBL is useful in language teaching.

Kolkhorst et al (2001) in their study state that Inquiry Based Learning

gives greater importance on students learning concepts. It also promotes greater

student collaboration. The students also enjoy with this technique.

Dealing with students’ motivation, Naidu et al (2012) in their study

explain that the use of Inquiry-based Learning makes students interested and

enthusiastic to learn. The students collaborate, discuss and present in groups.

They are active recipients of knowledge

While Lestari (2010) in her thesis, Improving Students’ Writing Ability by

Using Inquiry Based Learning, she states that Inquiry Based Learning improves

the students’ writing including organization, content, grammar, spelling,

punctuations, spelling, mechanics, and vocabulary. They also understand the

process of writing. They are more interesting and active in teaching writing.

From their studies, it can be concluded that Inquiry Based Learning is very

helpful in teaching writing. It has some advantages such as improving students’


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writing skill and students’ motivation, understanding the concept and creating

enjoy class situation.

F. Rationale

The purpose of teaching English in senior high school is developing

students’ ability in oral and written communication including four skills: listening,

speaking, reading and writing. In writing, the students are expected to create many

kinds of interaction and monolog text.

The students of tenth grade in SMA N 3 Sukoharjo get difficulties in

writing. They get difficulties in generating idea, organizing text, choosing correct

vocabulary, and using right grammar, spelling and punctuation. It is caused by

conventional teaching and low students’ motivation.

Inquiry Based Learning is one of techniques that can help the students to

improve their writing ability. The steps are simple and challenging. It is like

solving the problems. The teacher gives a topic as a problem and gives some

questions about the problem. The students also try to create questions to collect

many ideas and information then share and discuss it to their friend. Therefore,

they get appropriate information or data about the topic. Some students are

ashamed to ask something to the teacher. It is hoped that the students can improve

their confident by sharing and discussing with their friends. After getting

information, the students try to write their ideas based on the information. They

can discuss with their friends to revise their writing and give suggestion. It helps

the students to make correction and know their weakness that should be improved

again. The teacher’s role in this method is facilitator and motivator because it is

student centered technique.

Schlenker in Trianto (2011: 167) says that Inquiry assessment is very

useful for students because it can increase sciences understanding, creative

thinking, and competence in getting and analyzing information. It also can

understand easily about basic concept and ideas (Roestiyah, 2001: 76). It can help

students to organize their writing. Therefore, using Inquiry Based Learning, the

students can improve their creative thinking to get suitable ideas and create a good


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content and organization in writing. It can make the students understand about the

concept and implementation. In addition, it also give challenge to the students that

can motivate them in writing.

Roestiyah also says that Inquiry can stimulate creative talent to the

students. It means that the students can find creative ideas in their writing. Inquiry

oriented classrooms are more animated and engaged and students have more fun

and produce deeper understandings (Wilhelm in ComFAQs Wiki, 2007). It can

create relax situation in class and meaningful learning.


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CHAPTER III

RESEARCH METHODOLOGY

A. The Setting of The Research

1. The Place of Research

This classroom action research was carried out in SMA N 3 Sukoharjo.

This senior high school is located at Jl. Jendral Sudirman No. 197 Sukoharjo. It

is in strategic place because it is near highway. It is one of favorite schools in

Sukoharjo. This school has high discipline and achievement in academic and

non-academic competition.

SMA N 3 Sukoharjo has many rooms. They are 30 classrooms for 10th

grade to 12th grade, a headmaster room, a teacher room, an administration room

and an auditorium. This school has some facilities, such as two cooperations,

four canteens, a health unit room, a library, a mosque, a large field, a basketball

yard. It also has some laboratories, such as a physics laboratory, a biology

laboratory, a chemistry laboratory an audiovisual laboratory, a computer

laboratory, a language laboratory, and a music laboratory.

2. The Time of Research

This study was carried out for six months from January 2012 up to June

2012.

Table 3.1 The Schedule of the Research

No. Activity Time of Research 1. Preparation of thesis proposal January – March 2012 2. Pre research April 2012 3. Preparation of pre test April 2012 4. Action 1 May 2012 5. Post test 1 May 2012 6. Action 2 May 2012 7. Post Test 2 May 2012 8. Analyzing the result May – June 2012

B. The Subject of the Research

The subject of the research is the tenth grade of SMA N 3 Sukoharjo. It

consists of 10 classes. The researcher chose X3 as a research subject. This class


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consists of 39 students; 20 girls and 19 boys. This condition of the class is

comfortable. There are table and chair for the teacher, tables and chairs as many

as the students’ amount, a white board, a clock and some pictures.

The researcher chose this class because based on the pre observation; the

students in this class had low achievement in writing. Many students did not reach

the passing grade. The researcher hopes they have good ability in writing after

research implementation.

C. The Method of the Research

The researcher used action research method in this research. According to

Cohen and Manion in Nunan (1992: 18), action research is being concerned with

the identification and solution of problems in a specific context. Another

definition is posited by Carr and Kemmis in Suyadi (2011: 21-22). They say that

action research is a form of self-reflective enquiry undertaken by participants

(teachers, students) in social situation in order to improve their reasonable

understanding of these practices, and the situation in which the practices are

carried out. While Elliot in Syamsuddin and Damaianti (2007: 192) says that

action research is a study of social situational which has purpose to improve the

quality of activities on it. The processes include analyzing, diagnosing, planning,

action, observation and result. Action research has aim to improve the happening

situation within the educational context in which the research is being carried out

(Cohen and Manion in Nunan, 1992: 18).

From the theories above, it can be concluded that action research is a study

of social situational in educational context using self-reflective to identify the

problem and find the solution. It is done by the teacher to improve

professionalism.

The action research has some steps that must be followed by the

researcher. Referring to Arikunto in Suyadi (2011: 50), action research steps are:


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1. Planning

The researcher identifies the problem, determines the research problem, and

finds the solution.

2. Acting

The researcher does action in class based on planning.

3. Observation

The researcher should break down the kind of data collection, how to get the

data and the kind of data instrument.

4. Reflection

The researcher retells what he/she have done to know the strength and

weakness.

By doing action research teachers know and learn more about themselves-

how effective their teaching, how they look at their students, how they look at

themselves if they are observing on teaching. Therefore, they can improve their

quality in teaching to achieve their goal in teaching-learning process.

D. The Technique of Collecting Data

In this classroom action research, the researcher collects the data using

qualitative and quantitative method. The quantitative data is collected from the

pre-test and post-test score, while qualitative data is collected from observation,

questionnaire, and interviews. They are explained as follows:

Planning

Cycles I

Observation

Planning

Cycles II

Observation

Acting Reflection

Acting Reflection

?


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1. Test

Tests consist of pre-test and post-test. Pre-test is used to know the students’

achievement in writing before research. Then, post-test used to know the

students’ achievement after research. It is done in the end of cycle. The

result of pre-test and post-test are used to know the developing of students’

writing skill. The researcher knows it by comparing the mean score between

pre-test score and post-test score.

2. Observation

Observation is a researcher activity to observe carefully about subject

attitudes, opinions, and practices. The researcher observed the process of

teaching and learning done by teacher and students in the class. The result of

the observation was written in the form of field notes. The researcher made

note to all activities during the lesson, and noted the students’ reaction and

response to the learning.

3. Interview

Interview is direct communication between the researcher and participants

to collect data. The researcher made interview to the teacher. It was done in

the pre- research in order to know the students’ problem skill.

4. Questionnaire

Questionnaire is used the researcher to know the students’ problems in

writing, the implementation of technique, the benefits of technique, and the

problem faced.

E. Technique of Analyzing Data

1. Qualitative Data

The researcher analyzes data taken from the observation, interview, and

questionnaire. The qualitative data consists of word could be analyzed using

constant comparative method. Glaser and Strauss in Hopkins (1993: 149) say that

a constant comparative method as a means of analyzing sociological data which is

applied in the same study to any kind of qualitative information including


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observations, documents, interviews, books, articles, etc. They describe the stage

of constant comparative method as follows:

a. Comparing incidents applicable to each category

This stage begins by coding the incidents into some category. There are

various kinds of codes such as activity codes, event codes, strategy codes and

relationship and social structure codes.

b. Integrating categories and their properties

The researcher compares the data collection to make essential properties of

category by indentifying the relationship and connection between the

different sources of data. This comparison is ready to integrate.

c. Delimiting the theory

Delimiting the theory means construct the theory by taking at the hypothesis

and relating it to theory, the norms of accepted practice and the teacher’s own

intuition as to what comprises good teaching

d. Writing the theory

The last stage is presenting and interpreting the data. The researcher writes

the research finding based on the data analysis.

2. Quantitative Data

The researcher gives test to the students. From the test, the teacher knows

the students’ achievement before and after the research. The researcher compares

the mean score of each test to know there is improvement in students’ writing

ability or not.

�1�� ∑�

� �2��

∑�

�

�1�� : mean of pre test

�2�� : mean of post test.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Finding

1. Pre-observation

The researcher did pre-observation in X3 before doing implementation. It

was done to know the problems and the causes. The researcher gave questionnaire

and pre-test to the students. Based on the questionnaire, most of students got

difficulties in writing. They got difficulties in grammar implementation,

generating idea, and mechanics. They were good enough in choosing appropriate

vocabulary and organizing paragraph. They were good enough in choosing

appropriate vocabulary and organizing paragraph. The causes of these problems

were low students’ motivation in writing and monotone method used by the

teacher. Most of students were not happy when they got writing task. They also

felt that English was difficult subject. The result of questionnaire can be seen in

the table 4.1.

Table 4.1. The Result of Questionnaire

The students faces difficulties in writing 79.49% The students’ interest in writing 61.54%

The students’ achievement in writing aspects: Content

Organization Vocabulary

Language Use Spelling

Punctuation

64.10% 82.05% 71.79% 56.42% 66.67% 51.28%

The monotone of teacher’s method 82.05%

The researcher also gave pre-test to know their writing ability. The English

passing grade was 70. From the result of pre-test, many students did not reach the

passing grade. It indicates that the students had problem in writing. The students’

achievement of pre-test can be seen in the table 4.2., table 4.3., and table 4.4.


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Table 4.2. The Students’ Achievement of Each Writing Aspects in Pre-test from the First Corrector

Table 4.3. The Students’ Achievement of Each Writing Aspects in Pre-test from the Second Corrector

Table 4.4. The Students’ Achievement of Each Writing Aspects

in Pre-test from the Two Correctors

Based on the table above, it can be concluded that most of students had

weaknesses in grammar and mechanics. There were many errors in language use

and mechanics. Their mean score of language use was only 14.92 in the scale of

25. Therefore, their achievement in language use was 59.69 percent. They knew

the grammar but could not implement it. Their mean score of mechanics was 3.42

in the scale of 5. Their achievement in mechanics was 68.46 percent. They had

bad handwriting style and felt confused the use of some punctuation. They were

good enough in content (74.66 percent), organization (79.42 percent) and

vocabulary (77.05 percent). Although, there were some students had weaknesses

in these elements. Their content was appropriate topic, but it lacked detail. Their

organization was loosely organized and their vocabulary was limited. Therefore,

No Writing Aspects The mean score in pre-test

Highest Score in Rubric Score

The Students’ Achievement

1. Content 22.26 30 74.19% 2. Organization 16.08 20 80.38% 3. Vocabulary 15.26 20 76.28% 4. Language Use 13.85 25 55.38% 5. Mechanics 3.26 5 65.13% Mean score of writing 70.69




1. Content 22.54 30 75.13% 2. Organization 15.69 20 78.26% 3. Vocabulary 15.56 20 77.82% 4. Language Use 16.00 25 64% 5. Mechanics 3.59 5 71.79% Mean score of writing 73.38




1. Content 22.40 30 74.66% 2. Organization 15.88 20 79.42% 3. Vocabulary 15.41 20 77.05% 4. Language Use 14.92 25 59.69% 5. Mechanics 3.42 5 68.46%

Mean score of writing 72.04


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these elements also need to be improved again because each element cannot be

separated from others in creating good writing.

It can be concluded that the main students’ problems were language use

and mechanics. The other aspects such as content, organization, and vocabulary

should be improved again. The causes of these problems were: (1) the students

had low motivation in writing. They complained when they asked to write text.

They also chatted with their friends and did not pay attention. (2) they had bad

handwriting style. (3) the teacher did not use any technique to teach writing.

When teaching writing, she just asked the students to write and collect their

writing. Thus, the students did not know the writing processes, how to generate

idea, how to arrange good paragraph, how to implement grammar and mechanics

in writing a text.

To solve those problems, the researcher uses Inquiry Based Learning in

teaching writing. It can help the students to understand deeply how to make a

good writing by discovering, searching and analyzing an issue to get information

using critical thinking. They can learn deeply each writing element and implement

it in writing. In implementation, the teacher should guide the students to get right

information and motivate them to create critical and logical thinking. Inquiry

Based Learning also has challenging activities that can motivate the students to

learn something. The researcher also used picture to help them in creating critical

thinking and attract them to learn English.

2. Research Implementation

The researcher carried out Inquiry Based Learning to improve writing that

conducted in two cycles. Each cycle consisted of planning the action,

implementing the plan, observing the action and reflecting the action.

The first cycle was conducted for three meetings in May 5th, 9th and 12th

2012 and continued post-test in May 16th 2012. The second cycle was conducted

in May 19th and 23th 2012 then continued post-test in May 26th 2012. The duration

of each meeting was 90 minutes. The research implementation is explained in

following parts:


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a. Cycle 1

1) Planning the Action

The researcher as a teacher planned the research in cycle 1 based on

the main students’ problems in observation such as ungrammatical sentences

and less in using mechanics. Moreover, some students got other problems,

such as their writing lack detail, illogical sequence, limited vocabulary range.

Therefore, the researcher prepared the lesson plan, the material from book

and internet, appropriate pictures and students’ worksheet. She also copied

worksheets for the students.

Each meeting, the time allocation was 90 minutes. There were three

sections in each meeting such as opening, main activity, and closing. The

researcher used ten minutes to greet, check the students’ attendance, motivate

the students and inform the topic. The main activity was 70 minutes used to

discuss the materials and do exercises. The last ten minutes was used to

review the students’ errors and material and close the lesson.

2) Implementing the Plan

a) The First Meeting (Saturday, May 5th 2012 at 08.30-10.00)

This meeting was first meeting after doing pre-test on Saturday, April

28th 2012. They were enthusiasm enough when entering the audiovisual

room. However, they came late, made noise and difficult to control. After

sitting, they still chatted with their friends. In the opening, the researcher

greeted and checked the students’ attendance. All of students were present

that day. Then, she informed about the technique that would be used during

the research. They were silent and paid attention the explanation. Then, she

delivered worksheet.

As brainstorming in main activities, the researcher asked the students

to see some pictures on screen and gave some questions about the pictures.

They gave good response. They answered each question together. When she

asked a volunteer to answer, they were ashamed. After brainstorming, the

researcher reviewed about description text by asking some questions based on

the modeling text. They were good enough in generic structures of


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description text and present tense but they were hesitant to answer question

about noun phrase. After that, the researcher asked them to do exercise about

matching the appropriate word in correct column, then discussed together.

The researcher gave some examples of noun phrase and asked the students to

analyze the word order of those noun phrases in pairs. After a few minutes,

the researcher discussed and gave explanation about noun phrase, and then

asked them to make a noun phrase based on the picture. The researcher

looked around to help the students who did not understand the material. After

fifteen minutes, the researcher asked the student as a volunteer to write their

work on the laptop then discuss together. Next, the researcher gave some

examples of present tense and asked them to discuss again about present tense

in pairs. Then, they made some sentences using present tense to describe the

picture. She looked around to help and guide the students. She asked three

students to write their sentences, and then discuss it together. She gave

explanation about present tense.

As closing, the researcher reviewed the material about noun phrase

and present tense and then said good bye.

b) The Second Meeting (Wednesday, May 9th 2012 at 07.00-08.30)

This meeting was second meeting on Wednesday, April 9th 2012. The

students sat down on their chair and stopped to talk with their friends when

the researcher came into the class. In the opening, the researcher asked the

leader to lead praying and greeted. Some students who came late came into

class after praying. After sitting down, she asked them to pray. She checked

the students’ attendance. A student was absent named Aziz Nur Adji Perdana

because of getting accident. She reviewed the last material about noun phrase

and present tense. She informed that they would try to write descriptive text

using the technique.

In the main activities, the researcher asked the students to open the

worksheet that was ordered last meeting and do jumble paragraph and

punctuation exercise. After ten minutes, the researcher discussed it with the

students. After that, she explained the characteristics of good writing. She


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also explained how to write using the technique. They were paid attention

when the researcher explained it. She also asked the students to see a picture

in worksheet and gave the example how to implement this technique. They

tried to practice it. They tried to create some questions about the topic and

answered the questions by writing list of appropriate words, then collected

others information to complete it with their friends. The researcher looked

around to guide them. The researcher asked one student to write their words

list then discussed it together. Then, the researcher asked them to write based

on their information that they collected.

As closing, the researcher asked the students to continue their writing

at home and then said good bye.

c) The Third Meeting (Saturday, May 12th 2012 at 08.30-10.00)

This meeting was the last treatment in cycle 1 on Saturday, May 12th

2012. The researcher came into the class and some students chatted with their

friends. After all of students were quite, the researcher greeted and checked

the students’ attendance in the opening of lesson. Aziz Nur Adji Perdana was

still absent. She reviewed how to write using Inquiry Based Learning.

As the main activities, the researcher asked a student as a volunteer to

write one paragraph of her writing. The researcher asked the students to find

incorrect sentences and discussed with the students. They were enthusiasm in

this activity. They tried to find and correct the incorrect sentences. After that,

the researcher asked them to revise their writing with their friends. The

researcher looked around to help and guide them.

As closing, the researcher gave information that they got writing

examination about description place in the next meeting and then said good

bye.

3) Observing the Action

a) The First Meeting

The students were enthusiastic enough when they came into the

audiovisual room but they needed long time to arrive in the audiovisual

room and made noise and uncontrolled. In the main activities, most of


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students understand about generic structure of descriptive text and present

tense. At the first time, they were little bit confused about noun phrase.

After doing some exercise and paying attention the explanation about it,

they understood. They also had willingness to discuss with their friends, but

some students did homework the other subject and chatted with their

friends. She reminded them to finish it on break time and discuss again with

their friend. She gave some questions about present tense to make them paid

attention again to the lesson. Some students did errors in present tense such

as “It have many facility”, “There Buddhist statue”. They tried to correct

ungrammatical sentences. “Kalimat kedua have diganti has”, “Kalimat

keempat salah miss, kurang to be is”. The students paid attention when the

researcher explained the material and when their work was discussed

together. Sometimes, the uncontrolled students did not pay attention.

b) The Second Meeting

In the beginning lesson, when the researcher informed that they

would write a description text, some students complained “Nulis lagi, nulis

lagi”, “Jangan nulis tho miss..”. The researcher tried to give motivation to

them. They often chatted with their friends and made the researcher quite

for a moment. Sometimes, the researcher reminded them to be quite. The

students paid attention and tried to understand the researcher’s explanation

about how to write a text using Inquiry Based Learning.

At the asking and investigating steps, some students got difficulties

to create questions and collect information about Gembira Loka Zoo. The

column of list appropriate words was empty or little words. She guided them

by giving some questions and gave motivation. The students were more

active than before. There were some students raised their hand to write their

words list in the whiteboard. They paid attention when the researcher

checked their friend’s words list. They also give suggestion.

In creating steps, the researcher asked the students to write a

description text based on their words list. Some students also got difficulties

on developing the idea. They were stuck on their list of appropriate words


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whereas it was little substance. Some students got difficulties in grammar

implementation. They did not care about grammar or punctuation. Although

they got difficulties, they were enthusiastic and serious to write. It was not

easy to guide them one by one. There were shy students who were ashamed

when the researcher wanted to see their work, confident students who often

ask when they got difficulties, stubborn students who did not have

willingness to do exercise, made noise, and disturb their friends.

c) The Third Meeting

The students had good response when the researcher asked one of

them to write one paragraph of their writing. Waiting the students who write

in whiteboard, the researcher asked to the students what the students’

difficulties in writing. They said that they got difficulties to collect

information using critical thinking and implement correct grammar. They

had many ideas but they were confused how to write it. They were

enthusiastic when they tried to find and correct the errors. They also paid

attention when the researcher explained. Most of students did not pay

attention to plural and singular nouns, present tense, and punctuation.

4) Reflecting

After doing implementation in cycle 1, the researcher made reflection.

During the implementation, the researcher gave exercise about noun phrase,

present tense, organizing paragraph, developing idea, and correcting the

capitalization and punctuation. Inquiry Based Learning made their writing

ability increase. They understood about writing processes, good writing

characteristics and noun phrase, present tense, and mechanics

implementation in description text. Inquiry Based Learning made the

students more active and confident than before in the class. They were not

afraid to ask and do mistake because they could ask to their friends and the

researcher. They were also brave to show their work to the researcher and

their friends. Most of them had willingness to do the exercise. The students

also had high motivation to do challenging exercise in writing description

text.


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On the other hand, some students got difficulty to create their own

questions using critical thinking. It made them got difficulty in creating

supporting ideas. It made their writing lack detail. Some students made

errors in language use. For example, It have many facilities”, “There are

many tree”, etc. They also got difficulties in punctuation. They forgot to put

coma after adverb place or compound sentence. Most of them put adverb

place in front of sentence. Most of students got difficulties in revising text.

They needed long time to find and try to revise incorrect sentence. Some

students knew the mistakes but could not correct it. The others were careless

in finding incorrect sentences. Some students had no self-motivation. They

often did not do the exercise. There were uncontrolled, passive, and shy

students. The uncontrolled students often did not do the task, chatted with

their friends, and cheated their friends’ work. When the researcher asked to

one student about them, she said that the behavior of these students is

always not good in each lesson. When I asked to the teacher, she said that

they are unmotivated students and difficult to control. They often did not

care about the teacher’s advice. When the students came into the audiovisual

room, the students came late and made noise and uncontrolled that wasting

much time.

b. Cycle 2

1) Planning the Action

In cycle 2, the researcher did planning based on the result of cycle

1 and post-test 1. They were still difficult to create their own questions

using critical thinking that make their writing lack detail. Some students still

could not make correct grammatical sentences, use appropriate punctuation,

and revise their writing. Therefore, the researcher focused on these problems

in cycle 2. The researcher also did not use audiovisual room again because

in the first meeting, the students came late and uncontrolled. Therefore, the

researcher needed long time to make them keep silent and paid attention. It

was wasted much time and ineffective. The researcher also had limited time

to do this research.


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2) Implementing the Plan

a) The First Meeting (Saturday, May 19th 2012 at 08.30-10.00)

This meeting was first meeting after doing post-test 1 on

Wednesday, May 16th 2012. The teaching process was in the class. In the

opening, the researcher greeted and checked the students’ attendance.

Then, she announced the rule that used to control the students in the class.

They would get punishment to sing an English song after getting four

times warning. They got punishment if they made trouble, annoyed their

friends, or did not do the task. They got reward point plus if they were

active and could answer the question correctly. Unfortunately, five

students were absent. Then, the researcher showed some students’ errors in

writing and discussed it with the students.

To begin the main activities, the researcher asked the students to do

exercise about simple present based on the picture to remind them in

implementation. The researcher looked around to help the students who

did not understand the material. After ten minutes, the researcher asked the

student as a volunteer to write their work in whiteboard then discuss

together. The researcher reminded again about present tense. Then, the

researcher asked the students to correct the punctuation and capitalization

of description text in pairs. As the last exercise, the students tried to

develop the text with a main idea as the clue. As closing, the researcher

gave some important information about writing and then said good bye.

b) The Second Meeting (Wednesday, May 23th 2012 at 07.00-08.30)

This meeting was last meeting in cycle 2 on Wednesday, May 23th

2012. The researcher came into the class and all students sat on their chair

quietly. After they were silent, she asked the class leader to lead praying

then greeted the students. She checked the students’ attendance and all

students were present.

As main activity, the researcher asked them to do exercise in pairs

about incorrect sentences. It could make the students understand how to

revise their writing. The researcher gave information that they should pay


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attention about plural and singular noun, grammar, and word order. After

several minutes, the researcher discussed it with the students. The next

activity was revising their own writing with their friends.

As closing, the researcher reminded them the steps of Inquiry

Based Leaning in writing, gave information that they would get

examination in writing description place in the next meeting and then said

good bye.

3) Observing the Action

a) The First Meeting

During discussion about the students’ errors in post-test 1, they

paid attention and tried to correct the errors. The researcher asked the

reason why they said this sentence was incorrect. The researcher gave time

for predicting incorrect sentence into correct sentence to the students.

Many students tried to correct it. The researcher also asked why their

prediction sentence was correct. It indicates that they are active and

confident to show their opinion. In learning process, some students still got

difficulties in implementing grammar. They always forgot singular and

plural noun. The students gave good response when they do exercise about

developing the main idea. Moreover, some students were still difficult to

create critical questions. Some students asked appropriate vocabulary to

the researcher. They were good enough in punctuation. Implementing the

rule and punishment, they were easy enough to control. However, there

were some students getting twice or three times warning.

b) The Second Meeting

When the researcher came into the class, some students studied the

lesson which would be examined that day. The others did homework. They

sat soon on their chair and be quite when they knew the researcher sat on

the chair and waited them. After praying, two students came into the class

and ordered the exam schedule. All of them read the schedule, made noise

and did not pay attention to the lesson. The researcher asked them to close

the schedule and back to the lesson.


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Doing exercise about incorrect sentences in a text and revising their

writing needed long time because they tried to find carefully but they were

enthusiastic to find incorrect sentences and correct them.

c) Reflecting

After doing implementation in cycle 2, the researcher can

concluded that most of students had good respond and motivation in the

class. Most of students could make grammatical sentences correctly,

develop idea, and use correct punctuation. Their ability in revising text

increases but they should improve it again. The students were easy enough

to control by implementing the rule and punishment in the class.

On the other hand, the students who were unmotivated still often

made errors in grammar and punctuation. They were also difficult to

develop idea. Therefore, their writing was not good.

3. Summary of Research Finding

After doing Inquiry Based Learning implementation in two cycles, the

researcher can make a summering in teaching writing as follow:

Table 4.5 Summary of Research Finding

Cycle 1 Aspects Description Writing Skills Meeting 1:

a) The students were able to make a noun phrase b) The students still made mistakes in making correct grammatical

sentence. Meeting 2:

a) The students could make an outline before writing b) The students got difficulties in developing ideas using critical

thinking c) The students could choose appropriate vocabulary in descriptive

text d) The students did not aware about punctuation and capitalization in

text e) The students are able to organize text logically

Meeting 3: a) The students got difficulties in revising descriptive text

Class Situation Meeting 1: a) Many students made noise and uncontrolled. b) They had willingness to discus material with their friends c) Some students chatted with their friends

Meeting 2: a) The students paid attention when the teacher explain the material

and discussed their work


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b) The were more enthusiastic, active, and confident then before c) Some students still chatted with their friends and made noise

Meeting 3: a) They had willingness to paid attention and do the exercise seriously

The Strengths a) The students were able to organize text systematically b) The students could choose appropriate vocabulary c) The students were enthusiastic, active, and confidence d) The students had willingness to paid attention and do the exercise

The Weaknesses a) The students got difficulties in developing idea and making correct grammatical sentences.

b) The students were careless about punctuation and capitalization Cycle 2

Aspects Description Writing Skills Meeting 1:

a) The students’ errors in grammar, punctuation, and capitalization decreased.

b) Most of students had willingness to use critical thinking in developing ideas and discuss it with their friends

Meeting 2: a) Most of students were able to revise their writing b) The students were aware enough in punctuation and capitalization

Class Situation Meeting 1: a) The students were active and confidence in answering the teacher’

questions b) The students gave good response when explaining and discussing

the material c) The students needed long time in developing ideas d) The students were still difficult enough to develop their idea using

critical thinking, but they did it seriously. e) Some students still chatted with their friends and did not do the

exercise Meeting 2:

a) They could work in group and helped each other b) They were enthusiastic c) They needed long time to revise their writing

The Strengths a) The students are able to make correct grammatical sentences b) They were aware enough in punctuation and capitalization c) They could develop their ideas d) They were active and confidence

The Weaknesses a) Some students did not paid attention in the class b) The unmotivated students still did mistakes in grammar,

punctuation, and capitalization c) the developing ideas and revising process needed long time

From this table, it can be concluded that Inquiry Based Learning improved

students’ writing skill. It improved each writing elements such as content,

organization, vocabulary, grammar and mechanics. It also made the students was

enthusiastic, active, and confidence in the learning process. However, it needed

long time in implementation. It also was not appropriate for unmotivated students

because they were lazy to pay attention and do the exercise.


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B. Discussion

The implementation of Inquiry Based Learning could improve the

students’ writing ability. It has natural steps like writing processes. Schneider

(2012) says the Inquiry Based Learning steps are asking, investigating, creating,

discussing and reflecting. Asking and investigating are prewriting step in writing.

Then, creating is write step in writing. Discussing is rewrite steps in writing.

Reflecting as final step in Inquiry Based Learning can be used to evaluate the

students’ problems in writing and the cause of them. These steps are easy to

follow but challenging. The challenging activities can motivate the students to

learn something. The researcher also use picture as media that can attract the

students’ interest and help the students in generating ideas.

Sanjaya (2010: 196) states that Inquiry Based Learning is a series of

learning activities based on critical and analytical thinking to look for and find the

answer of issue. In addition, Worksheet Library (2012) states that Inquiry Based

Learning is a processing model of information that allows pupils to discover

meaning and relevant information through a series of steps that lead to a

conclusion or reflection on the newly attained knowledge. It means that the

students use critical and analytical thinking to create questions so they can answer

the questions to get much information based on the topic. Logically, if the

students get much relevant information, their vocabulary will be increase.

Gulo in Trianto (2011: 166) states that Inquiry strategy is a series of

teaching and learning process which involves all students’ ability to search and

investigate systematically, critically, logically and analytically. It can be

concluded that the students should think systematically, critically, logically and

analytically in organizing paragraph. The students can make an outline before

writing that can help them to organize their writing. They should think their

writing organization has been logic and systematic or not. If it is not logic and

systematic, they should think to correct it into logical and systematic organization.

Inquiry Based Learning has three main aspects that can be developed. Ash

and Kluger-Bell (2012) state that Inquiry Based Learning gives content and

conceptual understanding and development, the skills and the activities of doing


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discipline, and attitudes and habits of mind. Therefore, the students can develop

their understanding about the grammar concept by analyzing the example of

sentences individually or in pairs or in-group. While thirteen (2012) argues

Inquiry Based Learning supports the habits of mind; for English, it includes

literary ideas and ideals. It means the students can understand the concept of

mechanics. It also can change their habits of mind that they should use the right

rule in literature and use acceptable handwriting style in English or Indonesian

subject.

After doing Inquiry Based Learning implementation in cycle 1 and 2, the

students in X3 can improve their writing ability. Their mean score increased from

72.04 in the pre-test to 79.60 in the post-test 2 that can be seen in table 4.5. The

number of students who fulfilled the passing grade also increases. There were

increasing in the number of students score above 80.

Table 4.6. The Mean Score of Students’ Writing from two Correctors

1. The Students’ Improvement in Writing Ability

Inquiry Based Learning implementation improved the students’ writing

ability. Their improvement in each aspect is explained below:

Table 4.7 The Students’ Writing Improvement in the End of Research

Writing Aspects

Before Implementation After Implementation

Content The students could write descriptive text based on the topic, but their writing was lack of detail.

Inquiry Based Learning made the students could create their own question using critical thinking in collecting information, so they could develop idea. Although they were difficult enough to think critically, they did it slowly and tried seriously. Therefore, they could develop the idea and their writing had detail information and knowledgeable support sentences.

Organization The students were good enough in organization. Moreover, some

Most of students could think how to organize systematically their

Test The mean score Pre-test 72.04

Post-test 1 75.92 Post-test 2 79.60


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students’ writings were loosely organized.

writing. Therefore, their writing had good organization.

Vocabulary The students could choose the appropriate words in writing. Moreover, their writing was lack detail that made their vocabulary were limited.

Most of students could create critical questions by themselves and collect much relevant information so their writing is more detail. Consequently, it influences the increasing of their vocabulary.

Grammar Most of students could not implement grammar in writing. Their writing was many ungrammatical sentences.. There were some confused meanings in their sentences.

Most of students could create grammatical sentences in writing. Their errors were decreased. Almost their sentences were clear meaning.

Mechanics The students got difficulties in punctuation, especially coma. Some students got difficulty in spelling. Any student made error in capitalization because of their handwriting style or their careless.

The students’ errors in mechanics decreased. They could spell words and use appropriate punctuation and capitalization.

The students’ writing skill improvement influenced their score in each test.

Their means score in each writing elements increased in each test. It can be seen

in table 4.8.

Table 4.8 The Students’ Writing Achievement

Writing Aspects The Mean Score of The Two Scorers The Students’ Achievement Pre-test Post-test 1 Post-test 2 Pre-test Post-test 1 Post-test 2 Content 22.40 22.65 24.12 74.66% 75.51% 80.38% Organization 15.88 16.36 16.60 79.42% 81.79% 83.38% Vocabulary 15.41 15.92 16.28 77.05% 79.62% 81.41% Language Use 14.92 17.17 18.60 59.69% 59.69% 74.41% Mechanics 3.42 3.82 4.00 68.46% 76.41% 80%

2. The Improvement of Students’ Motivation Based on pre-observation and questionnaire, the students did not interest

with English subject, especially writing. They had low motivation in teaching

writing. Sanjaya (2010: 196-197) says that the main characteristics of Inquiry

Based Learning are students do their activities maximally, especially in looking

for and finding, all students’ activities are directed to look for and find the answer

of questions by themselves, and the purpose of Inquiry Based Learning is

improving the thinking ability. It means Inquiry Based Learning has challenging

activities that can motivate the students to learn something.


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The researcher also used picture as media that help and attract them to do

exercises in teaching writing. Harmer (2007: 67) argues that pictures do not only

present situations for grammar and vocabulary work but also motivate students to

creative imagination. Using picture in teaching and learning process, the students

were motivated to do the exercise because pictures could attract their attention and

curiosity. They could imagine something and gave comment.

After the research implementation, the students were motivated to discuss

with their friends because they could share their ideas, experience, knowledge,

and information. Therefore, they understood deeply about something and got new

knowledge. Collaborative also increased the students’ social development (Dyasi,

2012). They could learn tolerance, team work, and responsibility.

3. The Strengths of Inquiry Based Learning

The researcher conducted Inquiry Based Learning in teaching writing.

The implementation of Inquiry Based Learning in X3 has some strength such as:

a. Making the students more confident and active

The students were not confident and passive. They were shy to ask and

show their writing. During the implementation, the students were more

confident and active. They were not afraid again to ask and show their work.

b. Developing their critical thinking

The students’ writing was lack in detail. They got difficulties in developing

idea and organizing paragraph. By doing Inquiry Based Learning the

students can create question using critical thinking to develop ideas and

think how to organize well their writing. At the first time, it is not easy to do

but they try it slowly. After several time, they can do it. Therefore, their

writing is more detail and good organization then before. It also can increase

the vocabulary range.

c. Understanding the concept

Before treatment, the students did not understand the writing processes and

the concept of present tense and mechanics. They often did errors. After

treatment, the students know the writing processes. They also understand


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the concept of the present tense and mechanics and implement them in their

writing.

4. The weaknesses of Inquiry Based Learning

Although Inquiry Based Learning has some strengths, it also has some

weaknesses. They are:

a. Inquiry Based Learning is not appropriate technique for unmotivated

students. They are still lazy to do some exercises and often cheat their

friend’s work. In this case, the teacher has to give attractive media in

learning process.

b. Inquiry Based learning is not easy to do in limited time. In Inquiry Based

Learning implementation, the researcher had limited time from the school

management that made the researcher very careful in doing research.

Inquiry Based Learning needs long time in implementation especially in

discussing the topic, collecting information, and revising their writing. It is

not easy to manage the time because of the sequence of steps in activities.

Therefore, the students’ ability cannot be improved maximally.

c. Inquiry Based Learning is difficult to implement if the students are familiar

with conventional way. It is not easy to change their mindset and habit.

They tend to write in the way experienced before. When the researcher

asked them why they often did the same mistakes, they said that they forgot.

It indicates that they just write and do not care about writing elements.


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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

The researcher did this research to improve students’ writing using Inquiry

Based Learning conducted in two cycles. Based on the findings in Inquiry Based

Learning implementation, the researcher presents conclusion as follows:

students’s writing ability, teaching and learning process, students’ responses in

implementation of Inquiry Based Learning and the strengths and weaknesses of

Inquiry Based Learning. The explanation are as follows:

First, Inquiry Based Learning can improve the students’ writing ability.

Most of students can create good writing such as developing ideas that make their

writing more detail and knowledgeable, using correct grammatical sentences,

creating logical and systematical organization, using appropriate vocabulary,

increasing vocabulary range, and using correct mechanics. Their improvement can

be seen from cycle to cycle. The students who fulfilled the passing grade also

increase.

Second, Inquiry Based Learning can be implemented in teaching writing

by using its step. The teacher can use picture as media which can help the students

to think creatively and remind their experience in the past. Picture also can attract

the students’ attention to the lesson. In asking and investigating steps, the teacher

gives some questions about the topic to collect information. It help the students to

create creative and appropriate question about the topic to collect information and

develop the idea. The students can discuss with their friend. Then, the next step is

creating. The students start to write based on the information that they get. In

implementation, the teacher helps and guides the students who get difficulties in

writing process. The next step is discussing that allow the students to discuss and

revise their writing with their friends. They give suggestion about the idea and

incorrect sentences. The last step is reflection that allows the students to think

again about their writing is relevant or not with their questions.


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Third, the students had good response in teaching writing using Inquiry

Based Learning. They paid attention when the teacher explain the material and

discuss their work. They always try to do every exercise seriously. They also did

not feel ashamed again to ask their difficulties and show their work to the teacher

or to their friends. They also felt enjoyable and more creative than before. They

also have high motivation than before. They are more confident and active.

Forth, there are some strengths of Inquiry Based Learning in teaching

writing. First, most of students have good writing. It can be seen that their mark

increases from cycle to cycle. Second, the students can develop their critical

thinking. It can be seen in their writing which have more detail and

knowledgeable content and systematical organization. Third, they can understand

the concept, especially in writing processes, grammar, and mechanics. Forth, they

have high motivation to learn about writing. They paid attention when the

researcher explained the material and discussed their work and had willingness to

do exercises. Fifth, the students are more confident and active. They are not afraid

and ashamed again to ask their difficulties and show their work to their friend or

the teacher.

Inquiry Based Learning also has some weaknesses. This technique do not

appropriate with unmotivated students. They are still lazy to do some exercises

and often cheat their friend’s work. It is also not easy to do in teaching writing

with in limited time. It needs long time especially in discussing the topic,

collecting information, and revising their writing. Inquiry Based Learning is not

easy to implement because the students are familiar with conventional teaching

and learning process. They are difficult enough to think creatively.

B. Implication

Teaching English especially teaching writing needs many techniques that

can encourage students to use it in communication. Inquiry Based Learning is one

of the techniques that can be applied in teaching writing. The implementation of

Inquiry Based Learning in teaching writing is one of effective technique to

improve students’ writing ability. This technique steps are easy to follow. It gives


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challenge activities to the students in teaching writing. It can make the students

more active and interested in studying English especially writing. It can help the

students to understand the concept of grammar. It allows the students to think

logically and systematically in developing idea and organizing paragraph. It can

be said that Inquiry Based Learning can be implemented as one of technique in

teaching writing.

C. Suggestion

Based on the research findings, the researcher would like to give some

suggestions related to the teaching writing. She hopes that this suggestion would

be useful for:

1. English Teacher

Inquiry Based Learning can be applied to improve students’ writing. Teacher

should be creative in designing teaching and learning process using Inquiry

Based Learning. The researcher suggests the teacher should plan extra time in

each activity, especially in discussing the topic, collecting information, and

revising their writing. In implementation, the students need much time to do

these activities. The teacher also should often use this technique to change the

students’ mindset and habit because they are familiar with conventional way.

2. Students

The researcher suggests students to study hard. She also hopes they will be

creative in composing writing and use correct grammatical. They should

collect much information and think that it will support their main idea or not.

Therefore, their writing has a good content and their vocabulary range can be

required. They also should change the handwriting style because it can

influence the use of capitalization. They should try to revise their writing by

reading again their writing to correct spelling, grammar, capitalization or

punctuation. By revising, they also can add any information or delete

inappropriate information. She hopes the students do not consider writing as

difficult task. By having good ability in writing, the students can give benefit

for the writer and the reader.


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3. Institution

SMAN 3 Sukoharjo should support the English teachers to improve the

quality of their teaching by conducting routine workshop. Thus, they know

variety of techniques that can be applied in their class and can improve their

ability in teaching.

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