THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN TEACHING WRITING TO THE SEVENTH GRADE STUDENT OF The Implementation Of Inquiry-Based Learning In Teaching Writing To The Seventh Grade Student Of SMP Negeri 5 Boyolali In 2013/2014 Academic Year.

THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN
TEACHING WRITING TO THE SEVENTH GRADE STUDENT OF
SMP NEGERI 5 BOYOLALI
IN 2013/2014 ACADEMIC YEAR

PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department

by
ARIYANI WAHYU UTARI
A 320100202

SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014

I]NIVERSITAS MUHAMMADIYAH SURAKARTA
FAKULTAS KEGURUAFI DA}[ ILMU PENDIDIKAI\
JI. A. Yani Tromol Pos I

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Yang bertandatangan di bawah ini pembimbing skripsi:

Nama : Aryati Prasetyarini, M.Pd.

NIK

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Nama : Drs. Djoko Srijono, M.Hum.

NIP

: 19590601 198503 I 003

Telah membaca dan mencermati naskah artikel publikasi ilmiah, yang merupakan
ringkasan skripsi dari mahasiswa:
Nama

Ariyani Wahyu Utari

NIM

h 320n02a2

Program Studi Pendidikan Bahasa lnggris
JudulSkripsi

THE IMPLEMENTATION OF TNQUIRY.BASED LEARNING IN
TEACHING WRITING TO THE SEVENTH GRADE STUDENT OF
SMP NEGERI5

BOYOLALI

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Demikian persetujuan dibuat, semoga dapat digunakan seperlunya.

Surakarta, 25 November 2014

Pembimbing I
-4

,t{w
ati Frasetvarini . M.Pd.

NIK.725

Pembimbing

II

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Dfs-Di oko Srii ono" M.HUrg.
NrP. 19590601 198503 1 003

THE IMPLEMENTATION OF INQUIRY-BASED LEARNING IN
TEACHING WRITING TO THE SEVENTH GRADE STUDENT OF
SMP NEGERI 5 BOYOLALI IN 2013/2014 ACADEMIC YEAR
by
English Department, A320100202
Email: arianniutary@gmail.com
ABSTRACT
The objectives of this research are: (1) to know the implementation of Inquirybased Learning consisting the objectives of teaching writing, the materials, and
the the procedure of the Inquiry-based Learning (2) to describe the problem faced
by the teacher in teaching writing using the Inquiry-based Learning at the
seventh grade student of SMP Negeri 5 Boyolali. The writer uses descriptive
research. The subject of this descriptive research is the seventh grade student of
SMP Negeri 5 Boyolali in 2013/2014 academic year. The writer gets the data of
this research from event, informant, and document. The method of collecting data
are observation and interview about teaching writing using Inquiry-based
Learning. The result of the analysis shows that (1) the implementation of Inquirybased Learning in teaching writing at the seventh grade of SMPN 5 Boyolali that
is conducted into five inquiry cycle process in the 2013 curriculum such as

observing, questioning, collecting information or experimenting, associating or
information processing, and communicating. The implementation of Inquirybased Learning in teaching writing was totally full and appropriate with the
Inquiry-based Learning. But in the second and fourth meeting it was not totally
full all of the inquiry cycle. It didn’t pass the observing, questioning, collecting
information or experimenting, associating or information processing stage. The
teaching material is taken only from English book that was comprising such as
definition, social function, generic structure, and grammar. Then the objective of
teaching writing at the seventh grade student is to develop the student become
more creative, and active in writing skill. And specifically in order the students
can master in writing aspect: structure, spelling, punctuation, and vocabulary. 2)
The problem faced by the teacher such as classroom management, limited time,
strong students’ dominance, lack of teaching media, and the appropriate teaching
technique choice.
Key word: descriptive study, inquiry-based learning, writing

A. Introduction
In Indonesia, English is taught in junior high school, senior high
school, and elementery school even in kindergarten. Although English is
not the new thing for junior high school students, in fact they still have
many difficulties in studying English. As we know that English is not the

Indonesian native language. It is difficult for the students to remember all
the words in English and to understand when someone is speaking.
Because to be good in English the students showed not only master
speaking skill but also must master writing, reading and listening skill.
Communication can be done not only in speaking but also in
writing. Richard & Renandya (2002) in Fauziati (2010:45) state that
writing is the most difficult skill to master for foreign
language learners. This is due not only to the need to
generate and organize ideas using an appropriate choice
of vocabulary, sentence, and paragraph organization but
also to turn such ideas into a readable text.
It is hard to teach students how to write because the main focus of writing
activity is “to catch grammar, spelling, and punctuations errors” Leki
(1996:173) in Fauziati (2010:46).
In the teaching and learning process of writing, the teachers have
an important role. John (1997: 12) states that
teacher’s role is to help students develop viable strategies
for getting started (finding topics, generating ideas and
information, focusing and planning, structure and
procedure), for drafting, (encouraging multiple drafts of

reading), for revising (adding, deleting, modifying and
1

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rearranging ideas), and for editing (attending to
vocabulary, sentence, structure, grammar, and
mechanics).
There are many kinds of long functional text such as narrative, descriptive,
explanation, recount, information, report, exposition, and argumentation.
And there are also any kind of short functional text such as, memo,
anouncement, advertisement (including brochure and poster), memo,
invitation, post card, and notice. The teacher must be able to facilitate
learners to achieve the instructional goals of teaching-learning process and
they can also be interesting.
To facilitate the students learning, the teacher needs to manage
learning process that can make students interested, active, creative, and
enjoy. As we know that the teacher is the only one as the facilitator in
teaching-learning. Teachers should be able to understand the students,
provide encouragement and support to enable the students to take

responsibility for what and how they learn. One thing, before the teachers
taught, teachers have to arrange the stage of their teaching-learning way
through a lesson plan. Lesson plan/course design in Indonesian widely
known as Rencana Pelaksanaan Pembelajaran (RPP) is an instructional
plan describing learning objectives, teaching-learning materials, teachinglearning methods and techniques, teaching-leaning media, learning
sources, and some means of assessments. Brown (1994: 396-398) in
Fauziati (79) proposes the essential elements of a lesson plan such as
goals, objectives, materials and equipments, procedures, evaluation, and

3

extra-class work. Goal is an overall purpose to be accomplished by the end
of the class period. Objective is the explicit statement of what the learners
can gain from the lesson. It includes the name of the lesson, the date of the
lesson, the objective the lesson focuses on, the materials that will be used,
and a summary of all the activities that will be used. A well-developed
lesson plan reflects the interests and needs of students.
Permendiknas No.41 Tahun 2007, about the Process Standard
states that every teacher should design Lesson Plans to foster the teaching
and learning process to be interactive, inspiring, joyful, challenging, and

motivating the students to participate actively, and giving enough
opportunities to them to be innovative, creative, and self-reliant according
to their talents, motivations, and physical as well as psychological
development. This activity is conducted systematically through observing,
questioning, collecting information or experimenting, associating or
information processing, and communicating. By considering the nature of
this teaching-learning process, that is called Inquiry-based Learning
teaching method. It is expected that the student can increase creativity,
independence, and problem solving skills, and improve the student
achievement through this learning.
The process of inquiring begins with gathering information and
data through applying the human senses; seeing, hearing, touching, tasting,
and smelling. Especially in writing skill, that skill has some aspects that
have to be mastered such as, structure, vocabulary, punctuation, and

4

spelling. Actualy, Inquiry-based Learning is a complex learning process
that have to be attracted the students attention in learning process
especialy in writing skill.

Inquiry-based Learning has been implemented by SMP Negeri 5
Boyolali for many years ago. With this teaching-learning process, the
English teacher implemented the process standard of teaching-learning
such as, observing, questioning, collecting information or experimenting,
associating or information processing, and communicating. But the
English teacher is not so suitable with that process standard especially
teach in writing skill. And in this junior high school, the writer found
many students who are still less interested in, creative, and active for
writing especially at the seventh grade students.
The writer analyzes how the implementation of Inquiry-based
Learning to the seventh grade student of SMP Negeri 5 Boyolali and the
problems faced by the teacher of SMP Negeri 5 Boyolali.
B. Research Method
In this research, the writer uses descriptive method to describe the
implementation of Inquiry-based Learning. Kutha Ratna (2009:53) states
that

descriptive

method

is

“metode

yang

dilakukan

dengan

mendiskripsikan fakta-fakta yang kemudian disusun, dan tidak sematamata menguraikan melainkan juga memberi penjelasan secukupnya” The
researcher builds a complex, holistic picture, analyzing words, observes

5

the present phenomena in terms of conditions, processes, reports detailed
views of informants, and reports the study in a natural setting.
Clearly the research conducts with describing the subject and
object of the research at the time based on the facts that be seen or how it
be there.
Doing descriptive research method is unlimited until on collecting
and arranging data, but such as analyzing and interpreting about the data,
besides that all that was collected may be the key toward what subjects are
researched.
The subject of the research is limited to teacher and te seventh
grade students of SMP Negeri 5 Boyolali , in D class.
The object of the research is the teaching learning process using
Inquiry-based Learning.
Data of this research paper are the implementation of Inquirybased Learning in teaching writing in SMP Negeri 5 Boyolali in
2013/2014 academic year. There are three resources of data such as the
first is from teaching learning process, the second one is information from
students and English teachers trough the interview in SMP Negeri 5
Boyolali and the last one is from English material used.
In doing this research, the writer used some method in collecting
data such as interview with English teacher and some students,
observation in the class, and analyzing document.

6

Then after collecting the data, the writer is doing analyze data
collected with using descriptive technique such as data reduction, data
display and the last one make conclusion and verification.

C. Result and Discussion
Based on the result of the observation, the writer knows the
implementation the implementation of teaching writing using the Inquirybased Learning at the seventh grade of SMP N 5 Boyolali, the objectives
of teaching writing, the materials, procedure, and the problem faced by the
teacher.
Besides that the writer do observation she also do interview. Then
based on the interview with English teacher the objectives of teaching
writing using the Inquiry-based Learning is purposed in order the students
become more creative, and be active in writing skill. And specifically in
order the students can master in writing aspect: structure, spelling,
punctuation, and vocabulary.
The lesson learns about descriptive and procedure text. Then both
lesson its materials only taken from the books English Focus BSE
Erlangga “ English in Focus 1” written by Artono Wardiman, Masduki B.
Jahur and M. Sukirman Djusma. The materials comprise such as
definition, social function, generic structure, and grammar.

7

The teacher goes through the process that consist of five steps:
observing,

questioning,

collecting

information

or

experimenting,

associating or information processing, and communicating with process
standard . The teacher didn’t always implement Inquiry-based Learning. In
the second and fourth meeting the teacher did not implement Inquirybased Learning totally appropriate with the process. The lesson didn’t pass
the observing, questioning, collecting information, and associating stage
because of limited time. The lesson directly passed the communicating
stage where the students presented their final works in front of the class.
But in the first and third meeting the lesson totally full implement the
inquiry cycle from observation stage where the students made in some
group discussion until communicating stage where the students presented
their work in front of the other friends with guess what game.
Based on the observation and interview , the writer indicates the
problem faced by the teacher are classroom management, limited time,
strong students dominance, lack of teaching media, and choosing the
appropriate technique. Classroom management, the teacher cannot manage
the students become condusive because there still find the students made
noisy in the classroom. Limited time, this problem is still connected with
problem before. The teacher cannot abbreviate the limited time in order to
reach all the plan activites. Strong students dominance, In every question
just some student that was active and that was the same students. This is
make teacher have to work harder in order to make low ability student also

8

be active to asking question or answered like others. Lack of teaching
media, the teacher needs to go laboratorium if she wants to use the LCD
proyektor. Unless the LCD doesn’t use. Choosing the appropriate
teachnique, the teacher must be able to choose the right technique for
teaching that was appropriate with the skill concerned in teaching learning
process.

D. Conclussion
Based on analyzing data of the implementation of Inquiry-based
Learning in teaching writing at the seventh grade student of SMP Negeri 5
Boyolali, the writer concludes this study as follows:
1. The teacher implemented Inquiry-based Learning through the stage :
The teacher goes through the process that consist of

five steps:

observing, questioning, collecting information or experimenting,
associating or information processing, and communicating with
process standard . The teacher didn’t always implement Inquiry-based
Learning. In the second and fourth meeting the teacher did not
implement Inquiry-based Learning totally appropriate with the process.
The lesson didn’t pass the observing, questioning, collecting
information, and associating stage because of limited time. The lesson
directly passed the communicating stage where the students presented
their final works in front of the class. But in the first and third meeting

9

the lesson totally full implement the inquiry cycle from observation
stage where the students made in some group discussion until
communicating stage where the students presented their work in front
of the other friends with guess what game. Then the teaching materials
only taken from the books English Focus 1 in every meeting. The
materials comprise such as definition, social function, generic
structure, and grammar. Then the objective of the teaching writing in
SMPN 5 Boyolali overall has reach, that is to develop the student
become more creative, and be active in writing skill. And specifically
in order the students can master in writing aspect: structure, spelling,
punctuation, and vocabulary.
2. The problems faced by the teacher are such as classroom management,
time limited, strong student dominance, lack of teaching media, and
the appropriate teaching technique choice.

10

BIBLIOGRAPHY

Al Hikami, Muhammad Waston . 2012 . Inquiry Based Learning Management .
Surakarta : Muhammadiyah University of Surakarta.
Fauziati, Endang. 2010. Teaching English as a Foreign Language. Surakarta:
Muhammadiyah University Press.
Fauziati, Endang. 2012. Teaching English as a Foreign Language. Surakarta:
Muhammadiyah University Press.
John, Ann. M. 1997. Text, Role and Context. Australia: Cambridge University
Press.
Kumalasari, Fajriyah . 2012 . The Inquiry-Based Teaching to Improve the
Students’ Reading Comprehension. Surakarta : Muhammadiyah of
University Surakarta.
Meyers, Allan. 2005. Gateways to Academic Writing: Effective Sentences
Paragraph and Essay. New York: Longman.
Palmer, Barbara. C. 1994. Developing Cultural Literacy through the Writing
Process. America : Longwood Professional Book.
Ratna, Nyoman Kutha. 2008. Teori, Metode, dan Teknik Penelitian Sastra.
Yoggyakarta: Pustaka Pelajar.
Reid, Joy M . 1993. Teaching ESL Writing. New Jersey: Prentice Hall Regents.
Silberman, Melvin L. 2009. Active Learning. Bandung : Nuansa.
Sudibyo, Bambang. 2007 . Permendiknas No.41Tahun 2007. Jakarta: BSNP.

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VIRTUAL REFERENCES

Colburn, Alan (2000, March). An inquiry primer. Science Scope (special
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February 9th, 2014.
Khan and O’Rourke. 2004. Characteristics of Inquiry-based Learning.
http://www.ebl.bbam.ac.uk/info/EBL_characteristics_fundamentals
approaches.pdf. Accessed on February 10th, 2014.
Moore, David Ricard (2006, December 22). The technology/ inquiry typology,
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