is rejected. It means that the use of inquiry-based learning strategy shows significant difference on students’ writing ability seen from the result of the
post-test. In other words, the use of inquiry-based learning strategy had an influence on the student’s writing ability. Therefore, the hypothesis of “there
is a significant difference in writing ability between students who are taught using inquiry-based learning strategy and those are not taught by using
inquiry-based learning strategy” is accepted.
C. Interpretations
In this part, the interpretation of the findings was presented. The interpretation was concerned with the descriptive and inferential interpretations.
In this study, the pre-test and post-tests had been administered to both experimental and control class to find out the students’ writing ability before and
after the treatment. The data of pre-test and post-tests were gathered from the writing test. Then, the treatment of using inquiry-based learning in teaching and
learning process was only used in the experimental class. Therefore, the effect of using inquiry-based learning strategy on the students’ writing ability could be
identified through the result of ANCOVA test. Based on the descriptive analysis, it was found that the mean scores of the
post-test of both classes were higher than that of the pre-test. It means that both control and experimental classes had an improvement of the mean score. In
control class was 7.99. Meanwhile, the improvement of the mean score in
experimental class was 24.21. In brief, it seems that the improvement of the mean score in experimental class was higher than that of the control class.
The improvement of the mean score of writing test of the control and experimental classes is presented in Table 23.
Table 23: The Improvement of the Mean Score of Writing Tests of the Control and Experimental Classes
Variable Mean
The Impovement
Control Class Pre-test
58.10 7.99
Post-test 66.09
Experimental Class Pre-test
57.89 24.21
Post-test 82.10
Based on the result Table 23, it indicated that the students of the control and experimental classes had the same writing ability before the treatment given.
It could be seen from the score categorization of the pre-test scores in both classes. It indicated that the students’ pre-test scores in the both classes tended to
be classified into the fair category. Then, after the control and experimental classes were given a different treatment, the improvement of the mean in the
experimental class was higher than the control class. It could also be seen from table of scores categorization of both classes that the post-test scores of the
experimental class were classified into very good category while the post-test scores of the control class were classified into the good category.
The inferential analysis result indicated that all of the data had normal distribution and the ample variances were homogeneous. It could also be seen
from the result of the normality test of the both classes that the probability value of the pre-test data of the control and the experimental group was higher than
