have high level of motivation and engagement. 4 They learned strategies and skills transferable to other inquiry projects. Then the benefits for
teachers: 1 They share responsibility in the instructional team. 2 They share expertise of the team members. 3 They teach content and
information skills simultaneously. 4 They make brainstorming and plan with more creativity. 5 They can enhance of content areas of the
curriculum.
d. The Development of Inquiry-Based Learning Model
The University of Nothingham and the Open University 2008 are partners in developing a new approach of ‘Scripted Inquiry Learning’.
According to Conol, Scanlon, Kerawalla, Mullholland, anastopulou and Blake 2008 that the development of inquiry approach there are four
models for inquiry-based learning. It will explain as follow.
1. Peer, collaborative inquiry learning: where the emphasis of the
model is to facilitate and scaffold learners in dialog and discussion around the inquiry process. It beginwith a question or problem being
set. The students then work individually and collaboratively to tackle the question, coming together to synthesize their finding and finally
they collectively reflect on the process.
2. Hypothesis-driven inquiry learning: where the emphasis is on the
inquiry process beginning with a hypothesis and designing the methods to prove it right or wrong. The hypothesis model emphasizes
six main pedagogical approaches: orientate, hypothesis, design, investigate, interpret and analyze.
3. Multiple forms of representation: where the model helps guide the
learner in seeing data in different forms of representation. Edelson et al., 1999 propose a technology to support inquiry learning that
focuses on visualization of quantitative geographical data for learners. The pedagogical emphasis here is very much on representation and
interpretation. There are numerous tools which could be included in this model to aid different types of representations – graphical
software, mindmaping, 3-D visualization tools etc.
4. Modelling: where the model enables the learner to use modeling as
part of the process of investigation. This fits with the ‘adopting an evidence-based approach’ characteristic.
Teaching narrative writing by using inquiry-based learning with picture series as the media tool can be categorized in the multiple
presentation model. Where the picture series is as teaching media tool to support the students’ understanding on the story concept given.
e. Using Inquiry to Teach Writing in Junior High School
Graham and Perin 2007 in their bookWriting Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools
have conducted an analysis of selected research on teaching writing. They spell out principles of instruction found to be effective for helping
adolescent students learn to write well Graham and Perin,2007:4. The principles are writing strategies, incorporate specific goals, incorporate the
study of models, using collaborative writing, using inquiry activities in writing for content learning, and following a process writing approach.
From the previous statement,inquiry activities may be considered as one of the methods to help students in learning to write, solving the
question from the teacher and finding new knowledge from their investigation.
Perin and Graham 2007:27 also that state inquiry is the way to teach writing in junior high school. It is supported by Simon 2009: that
applied inquiry-based learning strategy in his teaching writing in junior high school. He makes some rules, such as giving brainstorming for his
students, then asking them to make some groups and asking them to answer the question from the teacher. While the students solve it by
discussing and changing their ideas to reach the result based on their investigation
4. Narrative Text a.
Definition of Narrative Text
A narrative tells a story by representing a sequence of events. A good written story lets the reader response to some event in the writer’s
life as if it were own. They not only understand the event, but they can almost feel it. The action, details, and dialog put the reader in these seem
