THE EFFECT OF INQUIRY BASED LEARNING METHOD ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.

THE EFFECT OF INQUIRY BASED LEARNING METHOD

ON STUDENTS’ ACHIEVEMENT

IN WRITING NARRATIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

IRDAWATI SIAGIAN

Registration Number 2113121033

ENGLISH AND LITERATURE DEPARTEMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

ii

ACKNOWLEDGEMENT

First of all, the writer would like to express her deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves, opportunity and strength given to the writer during her study and in completing this thesis which entitled: The Effect of Inquiry Based Learning Method on

Students’ Achievement in Writing Narrative Text. This thesis is aimed to fulfill one of the requirements for the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems and he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:

 Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, who took the role of being her Thesis Advisor I, who has given her support, advices, guidance and her precious time in the process of completing this thesis.

 Dra. Masitowarni Siregar, M.Ed., her Thesis Advisor II, who has given her support, advices, guidance and her precious time in the process of completing this thesis.

 Prof. Dr. Berlin Sibarani, M.Pd., as herreviewer and examiner, who has given his precious time, guidance, suggestions, and comments.  Dra. Meisuri, M.A.,herAcademic Advisor and also her reviewer and

examiner, who has supported herthroughout the academic years.  Dr. Zainuddin, DIP.TEFL., M.Hum., as her reviewer and examiner,

who has given his precious time, guidance, suggestions, and comments.

 All the lecturers of English department who have taught, guided, and advised her throughout the academic years.

 Soagahon Simanungkalit, S.H., as the Headmaster of SMA Negeri 17 Medan, for his permission and opportunities in allowing the writer to do observation and to collect the data needed for the thesis.

 Omega Simanjuntak, S.Pd., as the English teacher of SMA Negeri 17 Medan, for the supports, guidance, suggestions and motivationin the process of completing this thesis.And all the teachers and students at the school for the good cooperation.

 Her beloved parents, Alm. Buyung Salomo Siagian and Riani Mutiara, her lovely sister, Uliyanti Khatarina Siagian, A.Md her lovely brothers,Victor Anderson Hasudungan Siagian and Christian Hadinata Siagian, and for her big families whom she

inspiration, motivation, courage and everything that they have given to the writer during the process of completing the thesis.

 Her beloved closest friend, Grendi Waldison Simangunsong, for the love, pray, laughter, courage, motivation, help, and spirit during the completion of her thesis. Thank you for always staying beside her in all conditions.

 Her beloved friends, Era Enjelyna Lumban Raja, Dwi Suci Indahswari Tarigan, Yessi Van Carmelia Simbolon, Fibie Liona Pangaribuan, Lestaria Dolok Saribu, Evi Mariani Mungkur, Indah Pratama Prida, Intan Nilam Sari, Novia, Lestaria Doloksaribu for the courage, motivation, help and spirit during the completion of her thesis. Thank you for staying beside her when everything got rough.

 Her friends in Reguler Dik A 2011,for their love and togetherness throughout four years; Her friends in PPLT SMK Karya Pendidik Balige for the togetherness and the experiences shared.

The writer realizes that this thesis still has the paucity, she conveniently welcomes anysuggestions, comments critics, and advices that will improve the quality of this thesis. She hopes that this thesis would be useful for those who read and feel interested in the field of this study.

i

ABSTRACT

Siagian, Irdawati. 2113121033. The Effect of Inquiry Based Learning Method on Students’ Achievement in Writing NarrativeText. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.

This study deals with the effect of Inquiry Based Learning Method on students’ achievement in writing narrativetext. The objective of the study is to find out whether Inquiry Based Learning Method significantly affects the students’ achievement in writing narrativetext or not. This study was conducted by using experimental design. The population of the study was the students of grade X of SMA Negeri 17 Medan in the academic year 2015/2016, where there were 10classes of grade X and there were two classes were selected as the sample by applying random sampling. The sample was divided into two groups. The Experimental group (X-4) was taught by applying Inquiry Based Learning Method, while the control group (X-3) was taught by applying Direct Instructional Teaching method. The data of the study were obtained from the students’ score of writing test. To determine the reliability of the test, the writer used Pearson Moment Product formula. Based on the data calculation showed that the coefficient of reliability of the test was 0.86. It showed that the test was reliable and the reliability was high. There were two data used in this study. They were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (5.210) was higher than t-table (2.000) (t-observed > t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be concluded that applying Inquiry Based Learning method significantly affects on the students’ achievement in writing narrative text or in other words the hypothesis is accepted.

Key Words: Students’ Achievement, Writing, Narrative Text, Inquiry Based Learning Method.

TABLE OF CONTENTS

Page

ABSTRACT ... i

ACKNOWLEDGEMENTS ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I: INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 6

CHAPTER II: REVIEW OF LITERATURE ... 7

A. Theoretical Framework ... 7

1. Students’ Achievement ... 7

2. Skill ... 9

a. Writing Skill ... 10

b. Writing Process ... 12

v

3. Genre ... 20

a. Narrative Writing ... 22

b. Kinds of Narrative Writing ... 27

4. Method of Language Teaching ... 29

a. Kinds of Method ... 29

b. Inquiry-Based Learning Method ... 32

5. Assessment ... 41

B. Conceptual Framework ... 43

C. Hypothesis ... 45

CHAPTER III: RESEARCH METHODOLOGY ... 46

A. Research Design ... 46

B. Population and Sample ... 47

1. Population ... 47

2. Sample ... 48

C. The Source of Data and the Data ... 48

D. The Instrument for Collecting the Data ... 48

E. The Procedure of Collecting the Data ... 48

F. The Validity and the Reliability of the Data ... 53

G. The Technique for Data Analysis ... 55

CHAPTER IV : DATA AND DATA ANALYSIS ... 56

A. The Data ... 56

C. Testing Hypothesis ... 60

D. Research Findings ... 61

E. Discussion ... 61

CHAPTER V : CONCLUSION AND SUGGESTION ... 63

A. Conclusion ... 63

B. Suggestions ... 63

REFERENCES ... 65

vii

LIST OF TABLES

Pages

Table 1.1 Student’s Score of Writing Test ... 2

Table 2.1 Writing Assessment Rubric ... 41

Table 3.1 Research Design ... 47

Table 3.2 Experimental Group Activity ... 50

LIST OF APPENDICES

Pages

Appendix A. Pre - Test for Experimental and Control Group ... 68

Appendix B. Post - Test for Experimental and Control Group ... 69

Appendix C. The Tests Score of Experimental and Control Group ... 70

Appendix D. The Calculation of Reliability of the Test ... 72

Appendix E. The Calculation of Mean and Standard Deviation of Experimental and Control Group ... 75

Appendix F. The Calculation of T-test ... 79

Appendix G. T-table Distribution ... 80

Appendix H. Lesson Plans ... 81

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

One of the impacts of globalization is that the existence of English as the international language which affects people all over the world learn and use it as a means of communication to make them easier to do their business, cooperation, and many other necessities of life. English has been the language used in countries throughout the world, including Indonesia.

In order to compete with other countries in the globalization era, Indonesian people have to master English. Introduction to English language has been the first foreign language obliged to be taught at both Junior High School and Senior High School as determined by the central government policy. English is prioritised over other foreign languages such as French, Arabic, Chinese, and other languages taught in Indonesia.

Regarding that English is so important, students are taught of four basic skills in English as other languages also require. Two of them are the receptive skills (reading and listening skill) in which students have skills in receiving the information and the others are speaking and writing skill called as productive skills in which students have skills in producing information.

2

Basically, all English skills: listening, reading, speaking, and writing need to be mastered equally as it is a lingua franca to get involved in the global development. However in practice, Suherman (2012) observes that writing skill got less portion in the syllabus from the other skills. It is due to in Kurikulum Tingkat Satuan Pendidikan (KTSP), English has tendency called Text-based Learning Curriculum so that the teachers assume that writing is less important and students should get more portion on the other skills.

However, learning how to write in English is so important for students as language learners. Writing will help them mastering the other skills and of course mastering the language completely. Unfortunately, there are many problems found by students regarding the writing process. The problems can be seen from the academic achievement students got.

Based on the observation on SMAN 17 Medan, the researcher found that the ability of writing students have is very low. From the writing test conducted by the teacher, just few of students could pass the Minimum Completeness Criteria (KKM) which is described as follows:

Table 1.1

Students’ Score of Writing Test Class Total

Students

Minimum Completeness Criteria (KKM)

Criteria Score Percentage

X-3 40 students 75 Pass >75 25 %

3

The result of writing test students got shows that they face many problems in writing skill in English subject. Some students said the problems occur from the lack of vocabulary, lack of knowledge about writing, and the teaching method itself. They stated that the learning process forced them to memorize the information without knowing what to do with the information. The learning process in classroom tends to the ability of students memorizing the knowledge. Students are forced to remember and fill their brains with all informations without demanded to comprehend all the information they remember to relate to their daily life (Sanjaya, 2011).

In order to face such problems that students got, teacher may use many solutions including using the attractive media, using the most appropriate materials, and also applying the most appropriate teaching method. There are many teaching methods that most teachers use to facilitate their students in the learning process. As the alternative methods, teacher may use the methods most teachers use such as Problem-Based Learning, Project-Based Learning, Discovery Learning, Case-Based Teaching, and also Inquiry-Based Learning.

Inquiry-Based Learning, as one of the methods most teacher use, has meant a general position toward students-centred learning, and has referred to building most facets of education around the natural inquiry of students (Bruce, 1971). Learning through this method can create the situation in which students act as scientist so that they will really study. Students must observe and quetion about a phenomenon then they try to explain the phenomenon and make the summary.

4

Sanjaya (2011) states that Inquiry-based learning method is the most recommended method because it has many strengths, such as: (1) it is the method requires the development of students’ skills in cognitive, affective, and psychomotor so that the learning process will be much more meaningful; (2) this method gives them chance to express themselves through their own learning style; (3) this method is considered appropriate to the development of modern learning psychology which assumes learning is the process of changing the attitude through experiences; (4) this method can serve the students’ need who have the ability above average.

The beneficial aspects of the Inquiry-Based Learning Method have been found by a number of researchers. Lee (2014) conducted a research and found that inquiry-based learning effectively enhanced student’s classroom engagement and fostered an effective and meaningful experience. A questionnaire was

administered to assess students’ feedback on the effectiveness and preference of

this method. Students expreesed enthusiasm on inquiry-based learning and indicated thet this method reinforced their learning.

Furthermore, Friesen (2010) found that engaging students in disciplinary-based inquiry had a significant positive impact on students achievement on standardized provincial examinations. Designed and implemented by 26 elementary and secondary schools with 12,800 students in a school district in Alberta, he specifically found that the aggregate achievement scores of students in school designated as high inquiry schools significantly exceeded provincial achievement tests.

5

Realizing the problems on the failure of most teachers using appropriate method and knowing such effectiveness of applying the Inquiry-Based Learning Method in writing narrative, the writer decides to conduct a research in that way.

B. The Problem of the Study

Based on the background of the study, the problem of the study was formulated as follows:

“Is there any significant effect of applying Inquiry-Based Learning Method

on students’ achievement in writing narrative text?”

C. The Objective of the Study

In relation to the problem, the objective of this study was to investigate the

effect of applying inquiry based learning method on students’ achievement in

writing narrative text.

D. The Scope of the Study

This study spesifically focused on the effectiveness of Inquiry-Based Learning Method as the method in improving the students’ ability in writing narrative text.

6

E. The Significance of the Study

As this study concerned the use of inquiry based learning method to affect

the students’ achievement in writing, the findings of this study were expected to

be useful as :

1. Theoretically, the finding of this research was expected to be useful to enlarge the theory and knowledge of English learning process, especially in writing. In addition, the findings could be the reference for future research.

2. Practically, the finding of this research was expected to be useful for students who have problems in writing so that they can use the method in improving their writing ability and give contribution to the English teachers in teaching writing, because they can motivate their students in solving the problems of writing by applying this method.

56

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis, it is concluded that applying inquiry based learning method has significant effects on the students’ achievement in writing narrative text. It can be seen from the data which had obtained in the post-test of experimental group were: the total score was 2004 and the mean score was 66.8, while the data in control group were: the total score was 1555 and the mean score

was 51.83. Thus, the students’ score in experimental group was higher than the

student’ score in the control group. The calculation of the data in the testing hypothesis showed that t-observed 5.21 was higher than t-table 2.000. It means that the alternative hypothesis (Ha) is acceptable.

B. Suggestions

This study showed that writing by using inquiry based learning method could improve the students’ achievement in writing narrative text. In relation above, some suggestions are offered as follows:

1. It is suggested to the English teachers to apply inquiry based learning method in guiding the students’ writing process as the alternative to the other teaching methods. It is caused by the inquiry based learning method which places students at the center of their learning so that they engage deeply with issues that they are investigating.

57

2. It is suggested to the students to learn about the inquiry process so that they can improve their writing ability through Inquiry based learning method.

3. Future researchers who intend to use inquiry based learning method are suggested to make this research as one of the references, so it will enrich the research to improve the students’ writing achievement.

65

REFERENCES

Alberta Learning.2004. Focus on Inquiry.Canada:Learning Resourch Centre

Ary, D., Jacobs. L.C. & Razavieh, A. 2002. Introduction to Research in Education (6th edition). USA: Wadsworth Thomson Learning

Ary, D., Jacobs. L.C. & Razavieh, A. 2010. Introduction to Research and Education (8th edition). Toronto: Wadsworth Thomson Learning

Boardman,Cynthia A., Jia Frydenberg.2008.Writing to Communicate. New York:Pearson Education Inc.

Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy.Second Edition. New York: Longman

Brown, H.D. 2004. Language Assessment: Principles and Classroom Practice. San Fransisco: Pearson Education

Elbow, Peter. 2000. Everyone Can Write. New York:Oxford University Press Inc. Folse, Keith S., April Muchmore – Vokoun and Elena Vestri Solomon. 2010.

Great Paragraph. Boston: Sherrise Roehr

Friesen, S. & Jardine, D. (2009). 21st century learning and learners. Calgary, AB: Galileo Educational Network. Retrieved from

http://education.alberta.ca/media/1087278/wncp%2021st%20cent%20learnin g%20(2).pdf

Friesen, S. & Lock, J. (2010). High performing districts in the application of 21st century learning technologies: Review of the research. Edmonton, AB: College of Alberta School Superintendents.

Grenville, Kate. 2001. Writing from Start to Finish. South Australia: Allen&Unwin

Harmer, Jeremy. 2004. How to Teach Writing. England:Pearson Education Limited

Hyland, Ken. 2001. Teaching and Researching Writing: Theory in Language Teacher Education

Imran, A. (2000, October 26). Keterampilan menulis Indonesia paling rendah di Asia. Pikiran Rakyat, p. 17.

Istarani. 2011. 58 Model Pembelajaran Inovatif. Medan: Media Persada

Jean, Clandinin, D., M. Shaun Murphy , Jenice Huben & Anne Murray Orr. 2010. Negotiating Narrative Inquiries : Living in Attention- Filled Midst

Joyce, Bruce and Marsha Weil. 1971. Models of Teaching. New Jersey: Prentice-Hall, Inc., Englewood Cliffs

Landmark and Horizon. 2002. Teaching Writing. United States of America:The Board of Trustees, Southern Illinois University

Larson, Diane. 2000. English Teaching Methodology. New York: Oxford University

Lee, Horng-Yi. 2014. Inquiry-based Teaching in Second and Foreign Language Pedagogy. Journal of Language Teaching and Research 5.6.1236-124.

Retrieved from

http://ojs.academypublisher.com/index.php/jltr/article/viewFile/jltr0506123 61244/10235

Leggo, Carl. 2008. Narrative Inquiry: Attending to the Art of Discourse

Mcrimmon, James M. 1984. Writing with A Purpose. United States of America: Houghton Mifflin Company

Memis, Esra Kabatas., and Muhittin Oz. 2014. The Impact of Inquiry Process on the Cognitive Process Dimensions of Nontraditional Writing. Mediterranean Journal of Social Science 5.20.2039-21137. Rome: MCSER Publishing.

Newmann, F., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence. Chicago, IL: Consortium on Chicago School Research.

Newmann, F., Marks, H., and Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280-312. Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi Richardson, L. 2005. Writing: A Method of Inquiry. In N.K.Denzin & Y.S.

Lincoln (Eds). Handbook of Qualitative Research (3rd ed., Pp. 959- 978). Thousand Oaks, CA: Sage

Richard, Jack and Rodgers, Theodoro. 1982. Method: Approach, Technique, and Strategies. TESOL Quarterly 16:153-68

67

Rusman. 2010. Model-model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: PT. Raja Grafindo Persada

Sanjaya, Wina. 2011. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta:Kencana

Sommers, Shirley Mthethwa. 2010. Inquiry Based Method: A Case Study to Reduce Levels of Resistance. International Journal of Teaching and Learning in Higher Education 22.1.55-63.

Suherman, A. (2012, October 11). Pola pembelajaran bahasa Inggris di Indonesia.

Suara Merdeka. Retrieved from

http://citizennews.suaramerdeka.com/index.php?option=com_content&task =view&id=1669

Warigan. (2005). Implementasi life skills dalam pembelajaran menulis. In Wiedarti (Ed.), Menuju budaya menulis (pp. 20-28). Yogyakarta: Tiara Wacana.

Weinboum, Alexandra., David Allen and Catherine Rubin. Teaching As Inquiry. New York: Teachers College Press

Wright, Gloria Brown. 2011. Student-Centered Learning in Higher Education. International Journal of Teaching and Learning in Higher Education 23.392-97.

6

E. The Significance of the Study

As this study concerned the use of inquiry based learning method to affect the students’ achievement in writing, the findings of this study were expected to be useful as :

1. Theoretically, the finding of this research was expected to be useful to enlarge the theory and knowledge of English learning process, especially in writing. In addition, the findings could be the reference for future research.

2. Practically, the finding of this research was expected to be useful for students who have problems in writing so that they can use the method in improving their writing ability and give contribution to the English teachers in teaching writing, because they can motivate their students in solving the problems of writing by applying this method.

56

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis, it is concluded that applying inquiry based learning method has significant effects on the students’ achievement in writing narrative text. It can be seen from the data which had obtained in the post-test of experimental group were: the total score was 2004 and the mean score was 66.8, while the data in control group were: the total score was 1555 and the mean score was 51.83. Thus, the students’ score in experimental group was higher than the student’ score in the control group. The calculation of the data in the testing hypothesis showed that t-observed 5.21 was higher than t-table 2.000. It means that the alternative hypothesis (Ha) is acceptable.

B. Suggestions

This study showed that writing by using inquiry based learning method could improve the students’ achievement in writing narrative text. In relation above, some suggestions are offered as follows:

1. It is suggested to the English teachers to apply inquiry based learning method in guiding the students’ writing process as the alternative to the other teaching methods. It is caused by the inquiry based learning method which places students at the center of their learning so that they engage deeply with issues that they are investigating.

57

2. It is suggested to the students to learn about the inquiry process so that they can improve their writing ability through Inquiry based learning method.

3. Future researchers who intend to use inquiry based learning method are suggested to make this research as one of the references, so it will enrich the research to improve the students’ writing achievement.

65

REFERENCES

Alberta Learning.2004. Focus on Inquiry.Canada:Learning Resourch Centre

Ary, D., Jacobs. L.C. & Razavieh, A. 2002. Introduction to Research in Education (6th edition). USA: Wadsworth Thomson Learning

Ary, D., Jacobs. L.C. & Razavieh, A. 2010. Introduction to Research and Education (8th edition). Toronto: Wadsworth Thomson Learning

Boardman,Cynthia A., Jia Frydenberg.2008.Writing to Communicate. New York:Pearson Education Inc.

Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy.Second Edition. New York: Longman

Brown, H.D. 2004. Language Assessment: Principles and Classroom Practice. San Fransisco: Pearson Education

Elbow, Peter. 2000. Everyone Can Write. New York:Oxford University Press Inc. Folse, Keith S., April Muchmore – Vokoun and Elena Vestri Solomon. 2010.

Great Paragraph. Boston: Sherrise Roehr

Friesen, S. & Jardine, D. (2009). 21st century learning and learners. Calgary, AB: Galileo Educational Network. Retrieved from

http://education.alberta.ca/media/1087278/wncp%2021st%20cent%20learnin g%20(2).pdf

Friesen, S. & Lock, J. (2010). High performing districts in the application of 21st century learning technologies: Review of the research. Edmonton, AB: College of Alberta School Superintendents.

Grenville, Kate. 2001. Writing from Start to Finish. South Australia: Allen&Unwin

Harmer, Jeremy. 2004. How to Teach Writing. England:Pearson Education Limited

Hyland, Ken. 2001. Teaching and Researching Writing: Theory in Language Teacher Education

Imran, A. (2000, October 26). Keterampilan menulis Indonesia paling rendah di Asia. Pikiran Rakyat, p. 17.

66

Istarani. 2011. 58 Model Pembelajaran Inovatif. Medan: Media Persada

Jean, Clandinin, D., M. Shaun Murphy , Jenice Huben & Anne Murray Orr. 2010. Negotiating Narrative Inquiries : Living in Attention- Filled Midst

Joyce, Bruce and Marsha Weil. 1971. Models of Teaching. New Jersey: Prentice-Hall, Inc., Englewood Cliffs

Landmark and Horizon. 2002. Teaching Writing. United States of America:The Board of Trustees, Southern Illinois University

Larson, Diane. 2000. English Teaching Methodology. New York: Oxford University

Lee, Horng-Yi. 2014. Inquiry-based Teaching in Second and Foreign Language Pedagogy. Journal of Language Teaching and Research 5.6.1236-124.

Retrieved from

http://ojs.academypublisher.com/index.php/jltr/article/viewFile/jltr0506123 61244/10235

Leggo, Carl. 2008. Narrative Inquiry: Attending to the Art of Discourse

Mcrimmon, James M. 1984. Writing with A Purpose. United States of America: Houghton Mifflin Company

Memis, Esra Kabatas., and Muhittin Oz. 2014. The Impact of Inquiry Process on the Cognitive Process Dimensions of Nontraditional Writing. Mediterranean Journal of Social Science 5.20.2039-21137. Rome: MCSER Publishing.

Newmann, F., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence. Chicago, IL: Consortium on Chicago School Research.

Newmann, F., Marks, H., and Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280-312. Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi Richardson, L. 2005. Writing: A Method of Inquiry. In N.K.Denzin & Y.S.

Lincoln (Eds). Handbook of Qualitative Research (3rd ed., Pp. 959- 978). Thousand Oaks, CA: Sage

Richard, Jack and Rodgers, Theodoro. 1982. Method: Approach, Technique, and Strategies. TESOL Quarterly 16:153-68

67

Rusman. 2010. Model-model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: PT. Raja Grafindo Persada

Sanjaya, Wina. 2011. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta:Kencana

Sommers, Shirley Mthethwa. 2010. Inquiry Based Method: A Case Study to Reduce Levels of Resistance. International Journal of Teaching and Learning in Higher Education 22.1.55-63.

Suherman, A. (2012, October 11). Pola pembelajaran bahasa Inggris di Indonesia.

Suara Merdeka. Retrieved from

http://citizennews.suaramerdeka.com/index.php?option=com_content&task =view&id=1669

Warigan. (2005). Implementasi life skills dalam pembelajaran menulis. In Wiedarti (Ed.), Menuju budaya menulis (pp. 20-28). Yogyakarta: Tiara Wacana.

Weinboum, Alexandra., David Allen and Catherine Rubin. Teaching As Inquiry. New York: Teachers College Press

Wright, Gloria Brown. 2011. Student-Centered Learning in Higher Education. International Journal of Teaching and Learning in Higher Education 23.392-97.