Interpretations RESEARCH FINDINGS AND DISCUSSIONS

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 gave narrative text in her teaching material by providing picture series of the story e.g. Snow White, Three Little Pigs etc.. In her teaching and learning process, firstly, she asked the students to make some groups and she gave them the picture series of a story. Then she asked them to gather information of the story such as content of story, characters, conflict, and solution of the story by discussing and observe the picture series with their group members. Secondly, she asked the students to make a draft by guiding them to guess what happen or even in the picture series. She let her students to wonder the story based on their ideas in the picture before they started to write the narrative text. After they could guess the event of the story, they tried to express their ideas of the story in the narrative writing. After they had the exercises done, the teacher gave them time to check their draft in the aspects of content of the story, grammar, vocabulary, punctuation and the organization of the story before the teacher asked them to swap their drafts. Thirdly, the teacher and the students discussed the story and she asked the students to check their friend’s draft and if they found mistakes they gave suggestion for the revision by taking note in the draft. The last, the teacher asked the students to return the draft to their own and revised and edited the draft and submitted to their teacher. During teaching and learning process the students became active, enthusiastic, happy and motivated to learn narrative text. Inquiry-based learning strategy made them so curious in trying to find ideas and express those ideas into the form of narrative text. As a result, when the teacher asked the students to write narrative text, they felt easy to generate their ideas and express their story to write narrative text. Meanwhile, in the control class, the teacher used the conventional teaching as a daily teaching technique and the students’ writing ability had not improved well. The teacher used communicative language learning in the teaching and learning writing process. In the process, the students just sit, listened to the teacher’s explanation and did some exercises from the textbook. Thus, the students were bored, some of them talked with their desk mate or did something else rather than listened to the teacher explaining the material. It made the students’ motivation and attentions in going the learning process were poor. When teacher asked the students in this class to write narrative text, they looked confuse to write and took long time to find the ideas and expressed it on writing narrative text. From the explanation above, it can be concluded that inquiry-based learning is appropriate to be employed as a good combination technique in teaching writing for the level of Junior High School. The students looked more interested in studying writing because in the learning process they often worked in group, so that for students who had not understood yet the material of the lesson they asked to their friends and they discussed, shared, thought together to solve the problem and got the result and agreement Leung,1998. After the treatment was given to the experimental class, the post-test was conducted in both classes. It aimed to know the improvement of those classes, especially for the experimental class which was taught using inquiry-based learning strategy. Based on the computation of the post-test result, the mean score of experimental class on their writing ability was 82.10 while the control class was 66.09. It can be interpreted that the mean score of the experimental class taught by using inquiry-based learning strategy was higher than that control class taught without it. The improvement of the writing skill could be seen from the mean scores of the post-test of experimental and control class. In fact, the students’ writing ability both classes was improving. However, the improvement of the students’ writing ability in the experimental class was higher than that the control class. It showed from the gain scores of pre-test to post-test that experimental class get 24.21 points for the improvement , while control class get 7.99 points for the improvement of the score writing test. Meanwhile, the students’ writing ability in control class which taught with conventional teaching as a daily teaching had not improved well. The teacher used communicative language learning in the teaching and learning writing process. In the process, the students just sit, listened to the teacher’s explanation and did some exercises from the textbook. Thus, the students’ motivation and attention during the learning process were poor. Besides, they got difficulties to write completely since they do not have appropriate learning technique which encouraged them to write effectively. In addition, the benefits of using inquiry-based learning strategy on writing ability could be seen from the students’ pre-test and post-test scores of the both experimental and control classes before and after the treatment given. From the result of the pre-test of both classes, it indicated that the students’ writing ability of both classes before the treatment tended to be equal because they were classified into the fair category.