In contrast with the statements above, the students of the class in which the inquiry-based learning is not applied they need more
explanation of the material. They answer the question given from the teacher by individually without any discussion. In this learning process,
students do their work by following the directionfrom the book. In this case, not all students have high motivation because the activities are
monotonous. The monotonous teaching and learning process sometimes makes students bored so that the improvement of their writing skill is
rather low. Based on the discussion above, the strategy that is good
recommended for teaching and learning process of writing is inquiry– based learning. Moreover, inquiry–based learning offers some benefits for
teachers, students, and teaching and learning process. The researcher expects that this strategy makes the learning process of writing effective
and it helps the students to improve their writing skill.
D. Hypothesis
There is a significant difference in students’ writing skill between students taught using inquiry-based learning strategy in the writing process
and those taught without it in the writing process.
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CHAPTER III RESEARCH METHODS
The previous chapter presents the theoretical review, relevant research studies, frame work of the study, and the hypothesis. In reference to the previous
chapter, the research presents a research method to determine the procedure and the result of the study. The methodology is presented as follows.
A. Research Design
This research is a quasi- experimental quantitative research study. The research design is a pre-test and post-test design. It involves a group of students
in the experimental group and a group of students in the control group. According to Bell 1999:15 “the principle of the experimental is that if two identical
groups are selected, one of which the experimental group is given special treatmnt and the other the control group is not, then any differences between the
two groups at the end of the experimental period may be attributed to the difference in treatment. The design of the research is visualized in Table 2.
Table 2: Design of the Research Pre-test
Treatment Post-test
Experimental group O1
X O2
Control group O1
- O2
Where: O1: pre-test X: treatment
O2: post-test
B. Population and Sample
1. Population
The population of the research was the eighth grade classes of SMP N 1 Prambanan Klaten that consist of seven classrooms and each class has about
32 students, so the total number of the population were 213 students for second grade.
2. Sample
The researcher chose the sample from two classes that have similar characteristics. They are class VIII D and VIII E, there are 32 students in each
class. One of the classes became be the control group and the other one became the experimental group. VIII E became the control group and VIII D
became the experimental group.
C. Variable of the Research
There were two variables used in this research. Those are:
a. The Independent Variable
Independent variable was the use of inquiry activity in teaching writing skills as the teaching strategy.
b. The Dependent Variable
Dependent variable was the result of using inquiry activity which can be defined as students’ writing ability.
