b. Complication rising action The complication is pushed along by a serious of events, during
which we usually expect some sort complication or problem to arise. It just would not be so interesting if something unexpected did not happen.
c. Sequence of even climax This is where the narrator tells how the character reacts to the
complication. It includes their feeling and what they do. The event can be told in chronological order the order in which they happen or with
flashback. The audience is given the narrator’s point of view. d. Resolutionfalling action
In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved although this is of course possible
in certain types of narrative which leaves us wondering ‘How did it end?”
e. Reorientation It is an optional closure of event.
c. Language Features
Anderson 1997:15 states that the language features usually found in narrative texts are.
a. Specific character. b. Time words that connect to tell when they occur.
c. Verbs to show the action that occur in the story. d. Descriptive words to portray the character and setting.
B. Relevant Studies
There have been a number of researchstudies on teaching writing to Junior High School students that use inquiry-based learning strategy.
The results of some research studies show the effectiveness of inquiry- based learning strategy in the teaching writing. One of the research studies
was done by Syakir 2003. In his research, he used the application of inquiry-based learning strategy to improve the students’ writing ability at
the second year students of SMP Lab. UM Malang. The research design used in this study is Collaborative Action Research. This study shows that
the strategy can improve the students’ writing skill and it makes the students more active and motivated in writing process.
In line with the application of inquiry-based learning strategy, Sholeh 2008 in his research study explainsthat inquiry-based learning
strategy can improve the students’ writing ability in writing descriptive paragraphs. The improvement can be seen from the mean score of the
students’ writing from pre-test, post-test 1, and post-test 2. In the pre-test, the students’ mean score on writing test is only 4.6. In the post-test 1, it is
5.9. Meanwhile, in the post-test 2, the mean score becomes 7.1. Although both studies have same strategy, they have differences in
some aspects, i.e. the terms of test, the way of scoring the students’ writing, the aspect of writing investigation, and the process of revising and
editing. The similarities and the differences of both studies then encourage the researcher to combine and choose some aspects that will be used in the
