0.05,i.e.0.180 0.05 and 0.743 0.05. So, the pre-test data of the groups had normal distribution. Meanwhile, the probability values of the post-test data of the
control and experimental classes were also higher than 0.05, i.e.0.330 0.05 and 0.558 0.05. So, the post-test data of the both classes were also normal. It was
concluded that all of the data had normal distribution. Meanwhile the result of the homogeneity testing also indicated that the p
value was greater than the significance level of 0.05 for the both pre- and post- tests,i.e.,0.155 0.05 and 0,562 0.05. So, it was stated that the sample variance in
the pre- and post- tests were homogeneous. Then, from the ANCOVA result, it can be seen that the value of the level
of significance is lower than 0.05, i.e. 0.00 0.05, which means that there is a significance difference in the post-test score between the two groups after
controlling the pre-test scores as the covariate. Besides, the significant difference also can be seen from the adjusted means of both classes as presented in Table 24.
Table 24: Summary Means Variable
N Post-test
Adjusted Mean
Experimental Class 32
82.10 81.17
Control Class 32
66.09 64.77
Table 24 shows that the mean score of the post-test achieved by the experimental class taught using inquiry based-learning strategy is higher than the
mean score of the control class i.e. 82.1066.9. Then, because the means of the covariate or the pre-test were not exactly the same for the two classes, the means
of the dependent variable or the post-test had to be adjusted. The adjusted mean of the experimental class is also higher than that of the control class i.e. 81.17
64.77. Briefly, the means score of the experimental class is always higher than that of the control class whether it is adjusted for differences in the covariate or
not. In other words, it can be stated that the use inquiry-based learning strategy has a positive influence on the students’ writing ability. Thus, the hypothesis
proposed in this research is accepted.
D. Discussions
In this study, the pre-test and post test have been administered to both experimental and control classes to find out the students’ writing skills before and
after the treatment. The data of pre-test and post-test were gathered from writing test of narrative texts. Then, the treatment of using inquiry-based learning strategy
was only given to the experimental class. Therefore, the effect of using inquiry- based learning strategy on students’ writing ability can be identified through the
result of ANCOVA. The finding of the research proved that there was a significant difference
between the writing ability of the students who were taught using inquiry-based learning strategy and those who were not. Both of the techniques are effective but
inquiry-based learning strategy is more effective than the daily conventional method CLT which is used by the teacher.These findingsare supported by the
theories about the contribution of using inquiry-based learning strategy to students’ writing ability that the teaching and learning method is appropriate
technique to teach wrtiting in junior high school Graham and Perin, 2006:27. It means that inquiry-basedlearning strategy is the appropriate teaching writing
method which is used in the writing classso that it can help students to develope their writing ability.
Before the treatment was given, both classes were given pre-test which consisted of one writing narrative text. It was conducted to know whether there
was a significant difference in students’ writing narrative writing ability between the control and the experimental class or not. Pre-test in the experimental class
and the control class was conducted on February 13
th
, 2013. After the pre-test given, the computation of the mean score of experimental class on their writing
test was 57.89 while the mean score of the control class was 57.10. It can be interpreted that both of classes have the same ability in writing narrative text.
In the experimental class, students were treated by using inquiry-based learning strategy as a teaching method. The students were active and felt free in
expressing their ideas in some activities that the teacher gave.When the researcher conducted the research, she delivered narrative text as the teaching material. In the
teaching method, she used the development of inquiry based learning model to teach narrative writing. It called multiple representative model, where the inquiry
based learning strategy use media tools to help students to explore their understanding. Technology and media tools support in the inquiry learning
especially on the visualization like picture or graphic which guide the learner to seeing the data Edelson et al., 1999
Therefore, picture series were needed to help students to observe the story in the narrative text material. In the teaching and learning process the researcher
