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INQUIRY BASED LEARNING
(A Classroom Action Research in the VIIA Grade of SMPN 11 Kota Madiun in
the Academic Year of 2009-2010)
By: Mila Puji Lestari NIM: S890209122
A Thesis Submitted to fulfill One of the Requirements for Getting the Graduate
Degree in English Education)
ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY SURAKARTA
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IMPROVING STUDENTS’ WRITING ABILITY BY USING INQUIRY BASED LEARNING
(A Classroom Action Research in the VIIA Grade of SMPN 11 Kota Madiun in
Academic Year of 2009-2010)
By
Mila Puji Lestari
S890209122
This thesis has been approved by the Consultants of Graduate School of English
Education of Sebelas Maret University Surakarta, on . . .
Consultant 1
Prof. Dr. Joko Nurkamto, M.Pd NIP. 19610124 198702 1 001
Consultant II
Dr. Ngadiso, M.Pd NIP. 19621231 198803 1 009
Approved by
The Head of Graduate School of English Education
of Sebelas Maret University Surakarta
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IMPROVING STUDENTS’ WRITING ABILITY BY USING
INQUIRY BASED LEARNING
A Classroom Action Research in the VII/A Grade of SMP Negeri 11 Madiun in
the Academic Year of 2009/2010)
By
MILA PUJI LESTARI
NIM. S890209122
This Thesis has been examined by the Board of Thesis examiners of Graduate
School of English Education of Sebelas Maret University Surakarta on …………..
Board of Examiners Signature
Chairman : Dr. Sujoko, M.A ……….
Secretary : Dr. Abdul Asib, M.Pd ……….
Examiner I : Prof. Dr. Joko Nurkamto, M.Pd ……….
Examiner II : Dr. Ngadiso, M.Pd ……….
Surakarta, ……….2010
The Director of Graduate Degree of Education Program Sebelas Maret
University
Prof. Drs. Suranto, M.Sc., Ph.D
NIP. 19570820 198503 100 4
The Head of Graduate School of English Education Sebelas Maret
University
Dr. Ngadiso, M.Pd
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This is to certify that I myself write this thesis, entitled “Improving
Students’ Writing Ability by Using Inquiry Based Learning” (A Classroom Action
Research in the VII/A Grade of SMP Negeri 11 Madiun in the Academic Year of
2009/2010)”. It is not plagiarism or made by others. Anything related to other’s
works are written in quotation, the source of which is listed on bibliography.
If, it was proved that this pronouncement is wrong, I am ready to accept
any academic punishment, including the withdrawal or canceling of my academic
degree.
Surakarta, July 27th, 2010
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MILA PUJI LESTARI. Improving Students’ Writing Ability by Using Inquiry
Based Learning (A Classroom Action Research in the VIIA Grade of SMPN 11 Kota Madiun in the Academic Year of 2009-2010). Thesis. Surakarta. English Education, Graduate School, Sebelas Maret University, 2010.
This thesis is aimed at knowing whether inquiry based learning can improve students’ writing ability or not, how it can be implemented in the class, and the strengths and weaknesses of inquiry based learning when it is implemented to teach writing. The preliminary research showed that the students had problems in writing elements: organization, contents, grammar, spelling, punctuations, and mechanics, and vocabulary. They also did not know the process of writing.
The research was done in SMP Negeri 11 Madiun from December 2009 – June 2010. The subject of the study was the students of the VII A grade of SMP Negeri 11 Madiun consisting of 33 students. It was a classroom action research. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, the researcher applied several techniques including observation, interview, questionnaire, and test. The quantitative data were analyzed by using descriptive statistic. It compared between the scores of pre-test (before implementing inquiry based learning) and post-test (after implementing inquiry based learning), while the qualitative data were analyzed by using qualitative technique analysis which consists of four steps: data collection, data reduction, data display, and data conclusion.
In result, inquiry based learning can be implemented in teaching writing. It can be implemented effectively. The students were more highly interested and interactive in writing. Their writing improved in organization, content, grammar, spelling, punctuations, spelling, and mechanics, and vocabulary. This improvement influenced their scores from cycle to cycle, and based on the result of post-test, there was significant improvement between the students’ score in pre-test and post-pre-test. The students also knew the process of writing. For that reason, inquiry based learning was able to stimulate students to write well. In conclusion inquiry based learning is able to improve students’ writing ability. It stimulates students to be more creative and active to express their ideas.
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Thanks to the God who had given the writer strength to accomplish the
thesis entitled “Improving Students’ Writing Ability by Using Inquiry Based
Learning (A Classroom Action Research in the VII/C Grade of SMP Negeri 11
Madiun in the Academic Year of 2009/2010) successfully.
The writer’s immeasurable gratitude is addressed to Prof. Drs. Suranto,
M.Sc, Ph.D as the Director of Graduate School and Dr. Ngadiso, M.Pd as the
Head of English Education of Graduate School for their kindness in assisting and
facilitating the writer to finish this hard assignment. To the honorable thesis
consultants, Prof. Dr. Joko Nurkamto, M.Pd and Dr. Ngadiso, M.Pd for their
valuable guidance, encouragement, suggestions, and criticisms during the process
of this thesis accomplishment, so that the writer could finish this thesis smoothly.
The writer also would like to thank to the Headmaster of SMP Negeri 11
Madiun, Endang Liliek Utami, S.Pd., M.Pd, the researcher’s collaborator in doing
this research, Djumani, and the VII/A students of SMP N 11 Madiun who had
helped the writer so that the writer could finish this thesis well.
The writer realized that this thesis is far from being perfect. Therefore, the
writer hopes criticisms and suggestions from the reader to make this thesis better.
Finally, it is hoped that this thesis will be valuable and useful for the readers who
want to improve their writing abilities and want to improve their writing ability by
using inquiry based learning.
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C. Objectives of the Study ………..
D. Benefit of the Study ………
REVIEW OF RELATED LITERATURE
A. Theoretical Description
1. Writing Ability ………
2. Teaching of Writing ………
3. The Nature of Inquiry Based Learning………
4. The Nature of Effective Learning ………...
B. Rationale ………...……….
C. Action Hypothesis ………..
RESEARCH METHODOLOGY
A. The Setting of the Research
1. The Location of the Research ………...
2. The Time of the Research ………...
B. The Subject of the Research ………
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CHAPTER IVCHAPTER V
E. Techniques of Collecting Data ………
F. Techniques of Analyzing Data ………..
RESEARCH FINDING AND DISCUSSION
A. Research Findings ………...
B. Discussion ………...
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ………..
B. Implication ………...
C. Suggestion ……….. 52
52
54
115
121
122
123
BIBLIOGRAPHY ………...
APPENDIX ………. 125
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Analytical scale for rating composition ………..
The schedule of the research ………...
Post-test scores of cycle 1 from the 1st and 2nd corrector ….... Computation for passing grade in cycle 1………
Post-test scores of cycle 2 from the 1st and 2nd corrector ….... Computation for passing grade in cycle2……….
Post-test scores of cycle 3 from the 1st and 2nd corrector ….... Computation for passing grade in cycle 3………
Comparison of post-test score from preliminary observation
up to the third cycle ……….
Comparison of the number of students achieving passing
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Diagram 1Diagram 2
Diagram 3
The students’ progress from pre-test to cycle 1 ………
The students’ progress from pre-test to cycle1 and 2 …………
The students’ progress from pre-test to cycle1, 2, and 3……… 74
94
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Picture 1Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
The stages of writing process ………
The process of action research ………..
The student’s analysis about Sule’s physical appearance…..
One of the students’ products in cycle 1 ………...
One of the students’ products in cycle 2 ………...
The class situation when the students asked their friends’
hobby ……….
One of the students’ products in cycle 3 ………... 14
50
59
67
88
100
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Research permit letter from Sebelas Maret University………..
Research permit letter from SMP Negeri 11 Madiun……….
Questionnaire of students’ response on writing……….
The result of Questionnaire of students’ response on writing………
The script of interview to the students ... ……….
The script of interview to the teacher ……….
Lesson Plan of cycle 1...
Blue print of cycle 1...
Lesson plan of cycle 2...
Blue print of cycle 2...
Lesson plan of cycle 3...
Blue print of cycle 3...
Students’ scores ………...
The example of students’ products……….
Interview guide questions for the collaborator and students after
implementing inquiry based learning...
Students’ questionnaire of the implementing inquiry based learning
……….
The activity pictures during the implementation inquiry based
CHAPTER I
INTRODUCTION
A. Background of the study
The goal of studying English based on the curriculum is to develop
language skill in order that the students can communicate and make discourse
(spoken and written) in certain literacy. According to Well (Curriculum 2004: 3)
there are four literacy levels: performative, functional, informational, and
epistemic. At performative level, the students are hoped be able to read, speak,
and write by using the language symbols, while at functional level, they are hoped
be able to use language in order to fulfill their daily needs such as how to read
the sign. At the informational level they are hoped to be able to get and access
some knowledge. Finally, at the last/epistemic level they are hoped to be able to
transfer their knowledge that they get to the others by using the target language.
In this case the students of Junior high school are expected to reach the
second level or functional level. They are expected to communicate or participate
in creation of text in spoken or written in their daily life. In short, the students of
Junior High School are expected to learn daily expression to accompany their
action when they are joining the class or interacting with their teachers and friends
outside the class.
The purpose of teaching English for Junior High School is to develop
communicative competence in spoken and written to reach literacy level that can
be realized through four skills: listening, speaking, reading, and writing. The
and monolog text in the form of descriptive, report, narrative, recount, and
procedure. The texts consist of grammatical sentences, acceptable expression, and
culturally acceptable in the English culture (Depdiknas, 2004: 5).
In relation to learning English, there are four skills including listening,
speaking, reading, and writing that must be mastered by language learners.
Writing is placed on the last stage among them. It shows that the language
learners must be familiar with the first three skills. Richard (2002: 303) states that
there is no doubt that writing is the most difficult skill for L2 learners to master. It
needs many skills of language, such as structures, word orders, transferring ideas,
etc. It is not spontaneous and needs along process. The students need training
many times and hard effort for the ability to write is not a talent one is born with
(Oshima, 1997: xii).
Writing is a personal act in which writers take ideas or prompt and
transform them into “self-initiated topics” (O’Malley, 1996: 136). In other words,
in writing, a writer communicates his/her ideas by considering known and
unknown readers who will get their ideas and meaning in form of the written text.
In addition, the writer not only pays attention to the content of writing, but also
the readers who will read the text. It is stated by Oshima (1998: 2) that whenever a
writer writes, he/she must consider the audiences or the people who will read
what he/she has written. Knowing the audiences will help the writer to
communicate clearly and effectively.
Writing is indeed difficult. It not only transfers information to the readers,
not to make misperception and misunderstanding between the readers and writer
him/herself. The writer must pay more attention in selecting appropriate language,
organizing information, generating ideas, etc. They are crucial aspects since the
writer wants to be successful in sending message.
The students of SMP Negeri 11 Madiun face some problems in selecting
appropriate vocabulary, organizing information, generating ideas, making
grammatical sentences, and punctuation, spelling, and mechanics in writing.
Based on the observation conducted, it is found that the students’ writing ability is
still low or far from what is expected. Some of them write essay, with
ungrammatical sentences, their ideas move away from the topic and sometimes
there are not supporting details. They also have difficulties in using modifiers,
word choices, and punctuations. From the result of the students’ writing, their
average score is 58.55. This score is computed from the average score of each
element of writing. The worst average score is grammar that is only 54.12. The
average score of organization is 56.47 and followed by vocabulary 60.59 and
content which is 61.18. The last element is mechanics which has the average score
65.00. From the writing score there are only 26.47 % or 9 students who get
writing score above 65. It means they can fulfill the passing grade of writing.
While the others 25 students or 73.53% get score under 65. It means that they still
fail in writing English. The students’ scores show that most difficult element in
writing is grammar. Then, it is followed by organization, vocabulary, content and
The description above is also supported by the result of interview. The
interview is conducted to know students’ opinion about writing skill. When they
are asked about writing, most of them answer that writing is difficult. They get
difficulties in using right grammars, making good paragraphs, vocabularies,
content, and also punctuations. It can be seen from the following students’
answer:
“Tidak begitu suka, karna bahasanya beda dengan Bahasa Indonesia, dibolak-balik”.
”Susah, karna ada tensesnya, harus pake Verb 1, atau Verb 2”. ”Sulit bu, tidak tahu, bagaimana harus memulainya”.
”Sangat sulit bu, harus ada ide pokok dan pendukungnya. Pokoke sulit”. ”Grammarnya itu lo bu, jamak atau tunggal, pokoke ribet.Banyak
aturannya”
“Contoh-contoh dan penjelasannya bu kurang banyak!”
”Mengarang pakai Bahasa Indonesia aja sulit bu, apalagi Bahasa Inggris”.
It means that students still regarded writing as a difficult task. Most of them
find difficulties in making grammatical sentences, word orders, and also choosing
appropriate words. Some of them don’t know the correct spelling of the words
they use in their writing. When the teacher gives the task back and asks them to
revise based on the clues given they still don’t know what must be corrected. They
never read their writing. It means that they never revise what they have written.
Writing is not only a product but also a process. It means that a piece of writing is
never complete, that is always possible to review and revise, and review and
revise again (Oshima, 1999: 3).
The result of questionnaire shows that 17 students feel that writing is very
difficult while nine students feel writing is difficult, five students feel writing is
more than 50%, are not interested when the teacher asks them to write. Eighteen
students seldom pay attention the vocabularies used in their writing. Most of
them, (twenty students) lose their ideas while writing for they are not accustomed
making outlines.
The interview is also conducted to the previous teacher in order to know the
students’ writing ability. He says that the students’ writing ability is low as he
says:
“Berdasarkan pengalaman selama ini, kemampuan mengarang anak-anak kelas VIIA rendah. Meskipun saya sudah menerangkan berkali-kali susunannya, grammar maupun kosa kata yang diperlukan mereka selalu saja masih salah. Alasannya lupa dan lupa”.
It is a long process for students to fulfill the expectation, since there are
many factual problems faced in writing classroom. The teacher only asks the
students to write a certain topic without any correct guidance. He doesn’t give the
right step/process in writing such as planning, drafting, generating ideas, editing,
etc. He is only product oriented. He doesn’t use varied strategies and deep
explanation about a text. He doesn’t compare the text given to other type in order
to make the students deeply understand the material. He just gives the model of
text, after they analyze it from the content to know their comprehension, he gives
new title which is in line with the topic and then asks them to make a new text by
imitating it, as what he said in the interview:
The teacher also says that most of students have low motivation to write.
They come from low input, for SMP Negeri 11 cannot choose better students
because the registration system has been stated by the government. The students
also have low awareness about the importance of English. It is understandable for
most of them come from the family which doesn’t have educational background.
Most of their parents are manual laborers, pedicab drivers, house maids, farm
hand, etc.
Dealing with the problem arising in the class room, the writer wants to
solve the problem by using inquiry based learning. It is a general process that has
been done by human being in order to find the truth (Trianto, 2007:135). Gulo (in
Trianto, 2007: 135) states that inquiry is series of teaching and learning processes
that involve all students’ ability maximally to search something logically,
critically, and systematically. He explains more deeply that inquiry is derived
from questions, hypothesis, collecting and analyzing data, and the last is making
conclusion. The inquiry process is started by delivering questions/problems. The
teacher delivers some questions to students to lead them to get the problem
presented. An inquiry based learning oriented teacher seldom tells but often
questions. This is so because by asking questions, the teacher assists the students
in using his mind (Sund, 1993: 110). After delivering the questions, he/she leads
the students to find the answers. The next step is collecting the answers and the
last is making conclusion based on the answers. In other words, inquiry is a
method that leads the students to fulfill their curiosity or understanding by using
and learning process will be more successful for the students to discover the
problems by themselves and they become thoughtful rational beings. They will
get new knowledge in high retention and depth understanding (Sund, 1993: 76). It
is also stated by Piaget in Sund (1993: 76) that there is no learning without
experience.
In this case the teacher will help the students maximally in order to make
them understandable in writing descriptive text by using inquiry based learning.
He/she will stimulate the students to understand descriptive text and be able to
produce it. He/she will help them by using questions during writing process to
generate and come up their ideas. He/she will manage the class and the learning
process as well as possible by guiding them to find definition of descriptive text
them selves and conduct them well without letting them to solve the problem
individually in order to get right and better understanding. He will be a good
manager and facilitator to encourage the students who have low ability to get the
same chance with the students who have high ability.
In this study, the writer tries to apply inquiry based learning during the
writing process because hopefully it can lead students to have new experience of
writing activity and give them understanding that writing is a mean of
communication. The writer also hopes the students will get better understanding
of descriptive text. It is indicated by increasing their scores more than the passing
B. Problem Formulation
Based on the background of the study above, the statements of the problem
are:
1. Can inquiry based learning improve the students’ writing ability at class
VIIA SMP Negeri 11 Madiun?
2. How effective is inquiry based learning to the teaching and learning
process at class VIIA SMP Negeri 11 Madiun?
3. What are the advantages and disadvantages of inquiry based learning to
the teaching and learning process at class VIIA SMP Negeri 11 Madiun?
C. Objectives of the Study
Generally, this study is proposed to improve the students’ writing ability of
class VIIA SMPN 11 Kota Madiun. Particularly, based on the problem
formulation above, the objectives of the study are:
1. To know whether inquiry based learning can improve students’ writing
ability at class VIIA SMP Negeri 11 Madiun.
2. To know the effectiveness of inquiry based learning to the teaching and
learning process at class VIIA SMP Negeri 11 Madiun
3. To know the advantages and disadvantages of inquiry based learning to
D. The Benefit of the Study
It is hoped that the study will be useful for:
1. Students
a. They will be motivated to write
b. Their English writing skill will improve
c. They will be aware of the importance of writing as means of
communication
2. Teacher
a. It encourages the teacher to develop his/her creativity to improve
teaching and learning process
b. It improves the teacher’s capability to conduct teaching learning
activity appropriately
3. School
a. It increases students’ achievement.
b. It develops learning strategies which stimulate students’ creativity
4. Researcher
It will be starting point in using inquiry based learning to improve
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Description
1. Writing Ability
a. The Meaning of Writing
Learning language means learning to communicate with each other, to
interact with them, to understand them, to talk to them, to read what they have
written, or to write to them. One way to communicate is through writing. Writing
is the act of forming symbols. The symbols have to be arranged, according to
certain convention, to form words, and words have to be arranged to form
sentences, and sentences to be arranged to form paragraph/text in particular order
and linked together in certain ways (Byrne, 1997: 1). In writing, the writer is able
to create his/her ideas, and transform them to the readers. It is stated by Grabe and
Kaplan (1998: 17) that writing requires composing skills which transform
information or transform the language itself. Lyon in O’Malley and Pierce (1996:
136) also states writing is a personal act in which writers take ideas or prompt and
transform them into “self-initiated topics”. In other words, writing is an activity in
which the writer shares his/her ideas to the other by using graphic symbols.
Transferring ideas to others is not easy work, more over in writing, where the
writer has no knowledge of the readers’ background. In addition, the writer not
only pays attention to the content of writing, but also the readers who will read the
Writing is indeed difficult. It not only transfers information to the readers,
but also needs complex ways and strategies in transferring it such as choosing and
arranging words, designing text, etc. This is done in order not to make
misperception and misunderstanding between the readers and writer his/herself. It
is stated by Hedge (2003: 302) that writing is the result of employing strategies to
manage the composing process, in which one is gradually developing a text. It
involves a number of activities: setting goals, generating ideas, organizing
information, selecting appropriate language, making a draft, reading and
reviewing it, then revising and editing. It is a complex process which is neither
easy or nor spontaneous for many second language writers. Bell and Burnaby in
Nunan (1998: 36) point out that writing is an extremely complex cognitive
activity in which the writer is required to demonstrate control of number of
variables simultaneously. At the sentence level these include control of content,
format, sentence structure, vocabulary, punctuation, spelling and letter formation.
Beyond the sentence, the writer must be able to structure and integrate
information into cohesive and coherent paragraphs and texts.
b. Micro and Macro Skills of Writing
In order to be able to do such things in writing, learners need to acquire
micro and macro skills of writing. Brown (2004: 220) states that micro skills are
related to imitative and intensive types of writing task whereas macro skills are
1) Micro-skills:
a) Produces graphemes and orthographic patterns of English. b) Produce writing at an efficient rate of speed to suit the purpose. c) Produce an acceptable core or words and use appropriate word order.
d) Use acceptable grammatical system (e.g. tense, agreement,
pluralization), patterns, and rules.
e) Express a particular meaning in different grammatical form. f) Use cohesive devices in written discourse.
2) Macro skills
a) Use the rhetorical forms and conventions of written discourse.
b) Appropriately accomplish the communicative functions of written texts according to form and purpose.
c) Convey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
d) Distinguish between literal and implied meaning when writing.
e) Correctly convey culturally specific references in the context of the written text.
f) Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using prewriting device, writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
In writing, students will rely on at least four types of knowledge as stated
by Hillocks in O’Malley (1996: 136), they are:
1) Knowledge of content. In expressing it, the students conduct a memory search and call on prior knowledge and experience.
2) Procedural knowledge to organize the content, to group ideas, and to sequence the ideas in ways that match the purposes of the writing. 3) Knowledge of conventions of writing. The students must know the
discourse structures, syntactic form, and conventions of writing.
Based on theories above, besides focusing on micro and macro skill, the
writer should requires the range of knowledge, to produce a good written text.
Additionally, Nunan (1998: 373) states successful writing involves:
1) Mastering the mechanics of letter formation. 2) Mastering and obeying conventions of spelling.
3) Using the grammatical system to convey one’s intended meaning. 4) Organizing content at the level of the paragraph and the complete text to
reflect given/new information and topic/comment structures. 5) Polishing and revising one’s initial effort.
6) Selecting an appropriate style for one’s audiences.
Based on the definitions above it can be concluded that writing ability is a
way to communicate or share ideas by using paragraph or text. To produce good
paragraphs or texts, the writer must pay attention to contents, vocabularies,
grammar, punctuation and spelling, and also organization of them.
c. Process of Writing
Hedge (2003: 302) states the writing involves a number of activities:
setting goals, generating ideas, organizing information, selecting appropriate
language, making a draft, reading, and reviewing it, then revising and editing. It is
a complex process which is neither easy nor spontaneous for many second
language writers. Andrew and Gina state that the writing process is a creative act
of construction that seems to begin with nothing-a blank page and ends with a
coherent structure that expresses feelings, emotions, attitudes, prejudices,
values-the full range of human experience. The writing process is often compared to
Oshima and Hogue (1999: 3) say that there are four main stages in writing
process: prewriting, planning, writing and revising draft, and writing the final
copy to hand in.
Based on the definitions above, it can be concluded that there are three
stages in the process of writing, they are:
1) Prewriting (beginning): it consists of motivation, and setting goals.
2) Writing (middle): It consists of generating ideas, organizing
information, selecting appropriate language, and making draft.
3) Post writing (end): It consists of reading, reviewing/revising, and
editing.
In relation to this study, the more complete and detailed of process of
writing stages used are based on the concept proposed by Tribble (1996: 39)
which can be seen on the figure below:
Figure: 1. The stages of writing process
PREWRITING
COMPOSING/ DRAFTING
REVISING
EDITING
As can be seen from the figure above, the stages on writing process are:
prewriting, writing, revising, editing, and publishing. This writing model is not
fixed sequence, but it is dynamic and unpredictable process. This model is
appropriate under consideration that it shows how content, context, process, and
language knowledge interrelate each other and also shows how each of them can
be realized in the classroom activity. The more detail description or writing
process as follows:
1) Prewriting
Pre-writing, the first stage in the writing process, begins long before the
writer puts thoughts into writing. The experiences, observations, and interactions
that students have prior to entering the classroom have an impact upon what they
will write and how they will write it. Within the classroom, pre-writing consists of
some activities that help the learners to generate ideas (Oshima, 1999: 3).
Teacher-planned pre-writing activities, such as the samples that follow, give
students a place to start and make them become aware of places from which to get
ideas in the future. Students who have a place to start with will be more motivated
to continue developing their ideas and their own writing voices.
To initiate thinking and generate possible writing topics, it is important -for
students to explore ideas for writing topics using a variety of pre-writing
strategies, such as the following:
a) Brainstorming
To brainstorm means to think, to mediate, to concentrate, and to come up
is finding ideas quickly and spontaneously. The purpose is to write down as many
ideas as possible, to create something new. It begins the creative process which
bursts of ideas that at first unrelated but which the mind explores, seeking order,
relationship, and continuity.
b) Free writing
The word free writing does not mean write any topic that learners please. It
is an activity in which writer writes freely about topic because he/she looks for
specific focus (Oshima, 1999: 6). It means writer writes freely and continually on
the topic chosen or have been assigned as a way of getting started. The purpose of
it is generating ideas without worrying about grammar, punctuation, logical order,
patterns development, consistency, or anything else. Free writing means letting
imagination run freely, and record the associations and connections that made by
brain automatically. - Interviewing a person knowledgeable about the topic.
c) Listing
Listing is another way to generate ideas in which the writer thinks about the
topic and quickly makes a list of whatever words or phrases come into the writer’s
mind. The purpose is to produce as many ideas as possible in a short time, and the
goal is to find a specific focus for the topic (Oshima, 1999:4). Listing is also
effective way to compare or contrast.
d) Clustering
Clustering is a type of free association listing. It begins with core word, a
word that acts as a mental stimulus to make the writer comes up with related term.
using circles, boxes, arrows, and lines. Here is the example of clustering
technique presented by Oshima (1999: 8), write a topic in the center of paper,
draw a balloon around it, and then write whatever ideas come in balloon around
the core. In other words, clustering is a good way to generate general unifying
categories as well as a way to come up with specific support.
2) Writing
After pre writing, learners begin to generate ideas and put a structure on
their writing. They put them together without worrying about grammar,
punctuations, or spellings. This is the first rough draft does not have to be
“perfect”. The goal of this stage is expressing main ideas clearly and developing
the content with many specific details. As mentioned before that writing is a
continuous process of discovery, the writer can think of new ideas that may not be
on brainstorming list or in outline. He/she can add new ideas or delete some
original ones in this process (Oshima, 1999: 11).
3) Revising
Revising means changing, rearranging, deleting, or adding in order to
improve the content. The writer can check it over for content, and organization,
including unity, coherence, and logic (Oshima, 1999: 11). For the first revision, it
does not revise the grammar, sentence structures, spelling, or punctuation. It
time, incorporating all of the necessary revisions. In this stage, the writer asks
help from their peer to become proofread of their writing.
4) Editing
The next stage is editing. In this stage, the teacher checks grammar,
punctuations, sentence structures, and spelling. After correcting, the learners apply
those all of the correctness in to their second writing (Oshima, 1999: 12)
5) Publishing
The last stage in writing is publishing. The learners may publish their
writing by sticking it on the wall magazine or on their file that stacked on the wall
around their classroom in order it can be seen and studied by others for comparing
and improving.
d. Types of Writing
Before writing, the English learners need clear specification of the purpose
in order to plan and compose a piece of writing. O’Malley (1996: 137) states that
there are three kinds of writing based on the purpose. First is expository or
informative writing. The purpose of it is to share knowledge and give information,
direction or ideas. This type includes describing events or experiences, analyzing
concepts, speculating on causes and effects, and a biography about well known
person, or someone from the writer’s life. Second is expressive or narrative
stories or essays. It is often based on observations of people, objects, places, and
may includes creative speculations and interpretations. This type is often used for
entertainment, pleasure, or as fun in writing. It can be in the form of poems, and
short plays. Third is persuasive writing in which the writer tries to influence
others and initiate action or change. This type is often based on background
information, fact, and examples to support the view expressed. In this type, the
writer uses high level cognitive skill such as analysis, and evaluation to argue a
particular point of view in convincing way. It can be in the form of evaluation of a
book, a consumer product, or controversial issue or problem.
In general, classifications of types of writing are based on the purposes, the
generic structures, and the language features (http//understandingtext.blogspot.
Com). In this case, the discussion will be focused on some types of text related to
the teaching learning process at SMP. Based on Standar Kompetensi Lulusan
(2006:8), there are fives types of text that students must master. They are
descriptive, report, narrative, recount, and procedure.
1) Descriptive
Descriptive text is designed to describe a particular person, place, or thing.
Its structures are: identification and description, while the language features are as
follows:
a) Focuses on specific participant.
b) Uses simple present tense.
c) Uses detailed noun phrases to inform subject.
e) Uses relating, thinking (feeling), and action verbs
f) Uses figurative language.
2) Report
Report is a text which describes the way things are, as a result of systematic
observation. It can be a range of phenomena, natural, cultural, and social
environment. The generic structures of it are; general classification, and
description. While its language features are:
a) Focuses on generic participant
b) Uses simple present tense
c) Uses specific languages
d) Uses relating and action verbs
3) Procedure
Procedure text is designed to describe how something is made or done
through sequence of steps or actions. The generic structures of it are; goal,
material (if any), and steps. The language features are:
a) Uses imperative verbs
b) Uses action verbs
c) Uses connectives to arrange the activities
d) Uses adverbials to show time, place, and accurate step
4) Narrative
Narrative text is designed to amuse, entertain, and deal with actual or
lead to crisis, and then resolution. The generic structures of it are orientation,
complication, and solution. While the language features are as follows:
a) Focuses on specific participant
b) Uses past tense
c) Uses time connectives and conjunctions such as; then, before that, soon,
etc
d) Uses saying verbs such as; said, told, promised etc
5) Recount
A recount is designed to describe a series of events. The focus of a recount
is on events rather than on character development and plot, as in narrative (Nunan,
1999: 284). He also states that recount can be:
a) Personal: it retells events in which the writer has been personally
involved, e.g. an excursion
b) Factual: it records details of an incident/event, e.g., news report or
historical account.
c) Imaginative: it retells events from an imaginary point of view, e.g.,
“How radium was discovered”
Therefore, it can be concluded that recount text can be presented in the
form of journal, diary, biography, trip report, etc. The generic structures are
orientation, series of events, and reorientation. The language features are:
a) Focuses on the participant
c) Uses conjunctions and time connectives such as and, but, then, after
that, etc
d) Uses adverbs and adverb phrases to show places, time, and way. For
example yesterday, at my house, slowly, etc.
Narrative and recount in some ways are similar. Both are telling something
in the past so narrative and recount usually apply past tense. The ways narrative
and recount told are in chronological order using time or place. Commonly
narrative text is found in story book: myth, fable, folklore, etc while recount text
is found in biography.
The thing that makes narrative and recount different is the structure in
which they are constructed. Narrative uses conflicts among the participants
whether natural conflict, social conflict or psychological conflict. In some ways
narrative text combines all these conflicts. In the contrary, we do not find these
conflicts inside recount text. Recount applies series of event as the basic structure
2. The Teaching of Writing
a. Approaches to Teaching Writing
The writing activities should be structured in ways that help students learn
to produce cohesive and coherent discourse on their way to become self-sponsors
of their own writings. According to Raimes in http://www.
nadasisiland.com/ghaith.writing.html#nature as quoted by Ghaith, there are
1) The Controlled-to-Free Approach
This approach stresses on grammar, syntax, and mechanics. The
controlled-to-free approach in is sequential: students are first given sentence exercises, then
paragraphs to copy or manipulate grammatically by changing questions to
statements, present to past, or plural to singular. They might also change words to
clauses or combine sentences. With these controlled compositions, it is relatively
easy to for students write and yet avoid errors, which makes error correction easy.
Students are allowed to try some free composition after they have reached an
intermediate level of proficiency. It emphasizes accuracy rather than fluency or
originality.
2) The Free-Writing Approach
This approach stresses writing quantity rather than quality. Teachers who
use this approach assign vast amounts of free writing on given topics with only
minimal correction. The emphasis in this approach is on content and fluency
rather than on accuracy and form. Once ideas are down on the page, grammatical
accuracy and organization follow. Thus, teachers may begin their classes by
asking students to write freely on any topic without worrying about grammar and
spelling for five or ten minutes. The teacher does not correct these pieces of free
writing. They simply read them and may comment on the ideas the writer
expressed. Alternatively, some students may volunteer to read their own writing
aloud to the class. Concern for “audience” and “content” are seen as important in
3) The Paragraph-Pattern Approach
Instead of accuracy of grammar or fluency of content, the
Paragraph-Pattern-Approach stresses on organization. Students copy paragraphs and imitate
model passages. They put scrambled sentences into paragraph order. They
identify general and specific statements and choose to invent an appropriate topic
sentence or insert or delete sentences. This approach is based on the principle that
in different cultures people construct and organize communication with each other
in different ways.
4) The Grammar-Syntax-Organization Approach
This approach stresses on simultaneous work on more than one composition
feature. Teachers who follow this approach maintain that writing can not be seen
as composed of separate skills which are learned sequentially. Therefore, student
should be trained to pay attention to organization while they also work on the
necessary grammar and syntax. This approach links the purpose of writing to the
forms that are needed to convey message.
5) The Communicative Approach
This approach stresses the purpose of writing and the audience for it.
Student writers are encouraged to behave like writers in real life.
6) The Process Approach
In this approach, students are trained to generate ideas for writing, think of
the purpose and audience, and write multiple drafts in order to present written
products that communicate their own ideas. Teachers who use this approach give
drafts. In this case, writing becomes a process of discovery for the students as they
discover new ideas and new language forms to express them. Tribble (1996: 37)
says that process approach is approach in which stresses on a cycle of writing
activities which guide learners from generating ideas and collecting data until
finishing the text. Nunan (1999: 272) states that process approach focuses on the
steps involved in drafting and redrafting a piece of work. It focuses less on a
perfect final product than on the development of successive drafts of a text. Here,
the writers are engaged to get their ideas into a paper without worrying too much
about formal correctness in the initial stages. Then, they share their works with
others, getting feedback on their ideas, revising until finishing final product.
Besides what is mentioned above, there is inquiry based learning method
that can be used in teaching writing. It is a kind of contextual approach
components in which the students will create composing through some questions
(Nurhadi, 2003: 31). The teachers’ role is facilitators who help students to
generate their ideas by using questions as stimulus. In inquiry based learning
students are hoped to discover new knowledge themselves by using questions that
delivered by teachers not from drilling data.
To discover new knowledge such as a kind of text and its components by
using inquiry based learning, students must pass some steps as presented by
Sudjana in Trianto (2007: 142), he states that there are five steps in inquiry they
are: presenting problem to be solved, formulating hypothesis, collecting
b. Writing Assessment
1) The Definition of Assessment.
Assessment is popular and has many functions in teaching and learning
process. It plays an important role in determining each student learning problem
and progress, and end product after a period time. It is needed by teacher to
measure how far his/her program runs and to know how far is his/her students
reach his/her program. It is used as evaluator instrument for him/her as O’Malley
and Pierce say (1996: 3) that assessment is needed by administrators, teachers,
staff developers, students, and parents to assist in determining appropriate
program placements and instructional activities as well as in monitoring students
progress, while Brown (2001:.4) states that assessment is on going process that
encompasses a much wider domain, whereas tests are subset of assessment which
measure a person ability. Based on the definitions above that assessment is very
crucial in teaching and learning process. It has many functions such as to plan an
accurate program, instruction, and know the students progress/responds during
joining the program.
Accurate and effective assessment is essential to ensure that English
language learners gain access to instructional program that meet their needs, so it
cannot be separated from learning process. It is stated by Brown (2001: 420) that
assessment is an integral part of the teaching and learning cycle. He explains more
detail the relationship between them as follows:
a) Periodic assessment, both formal and informal, can increase motivation as
b) Assessment can spur learners to set goal for them selves.
c) Assessments encourage retention of information through the feedback they
give on learner’s’ competence.
d) Assessments can provide a sense of periodic closure to various units and
modules of curriculum.
e) Assessments can encourage students’ self-evaluation of their progress.
f) Assessments can promote students autonomy as they confirm areas of
strength and areas needing further work.
g) Assessments can aid in evaluating teaching effectiveness.
Assessments help teachers more to do their assignment in teaching and
learning process.
In relation to the teaching writing, O’Malley and Pierce (1996: 135) state
that writing assessment has to meet at least three purposes. First, writing
assessment in English or in the native language is used for identification and
program placement in English as Second Language or bilingual programs.
Moreover, English Language learners are typically reclassified as English
proficiency based on writing assessment when they are prepared for grade level
instruction. Second, writing assessment can be used to monitor students’ progress
and determine if changes in instruction are required to meet students’ needs. The
ongoing assessment of students’ writing enables review of student growth over
time and determination of the success of instructional approaches. A third purpose
of writing assessment with English Language Learners is accountability. Writing
assessment programs for all students. In some cases, students must attain a
minimum score for grade level advancement or for high school graduation.
As stated in the previous discussion that a writer needs four types of
knowledge in writing, they are knowledge of the content, procedural knowledge to
organize the content, knowledge of conventions of writing, and procedural
knowledge required to apply the three other types of knowledge in composing
written product. These four types of knowledge used in writing have at least two
implications for writing assessment. First, writing assessment should evaluate
more aspects of writing than just mechanics and grammar. Second, writing
assessment should capture some of the process and complexity involved in
writing so that teachers know in what aspects of the writing process students are
having difficulty (O’Malley and Pierce, 1996: 137)..
To do assessment is not easy job. When assessing students’ writing ability,
the objectives and criterions must be clear (Brown, 2004: 218). In addition, before
doing assessment teacher must state an objective of tests and its components such
as organization, content, grammatical correct, vocabulary, and spelling. By stating
the objectives and its components clearly, teacher can assess better and
maximally.
2. Kinds of Writing Assessment
a. Writing Assessment in Process Approach
As discussed before that writing is not only product but also process, the
Pierce (1996: 139) say that there are two components in authentic assessment of
writing: the nature of the writing task and the scoring criteria. It means that the
writing task must meet the students’ need and reflect the use of language as a
mean of communication. Whereas the scoring criteria show the writing task and
cover its entire element to be assessed in writing task.
To assess both of them in EFL writing class, there are five kinds of
authentic assessments, as follows:
1) Monitoring students’ progress in writing process
During writing process takes a place, teacher attempts to monitor what
students do while writing. The monitoring can be done during pre writing, writing
and post writing (O’Malley and Pierce, 1996: 148). To get complete and accurate
information, teacher makes observation. To collect data during observation,
teacher uses checklist. The process of writing checklist can serve as reminder of
some key components of process writing as well as point the way for adapting
instruction to the needs of individual students.
2) Writing-conferences
Another process assessment is conferences. They provide excellent
opportunities to ask students key questions about their writing process and to
provide students with personalized feedback on their writing. In this case, teacher
is able to ask students about their writing. The questions depend on the writer, the
purpose of writing, or instructional focus for any particular students (O’Malley
questions by listing them. Additionally, students should prepare themselves to
answer the possible questions given by the teacher.
3) Self-assessment
Self assessment on writing encourages students to think about how far they
gain the purpose and to reflect how much they have learned (O’Malley and Pierce,
1996: 151). It means that self assessment stimulates students to measure his
objectives and to monitor their progress. They may need scaffolded support in
learning to edit and revise their own work. Self assessment can be done by using
journals, learning logs, and also checklist.
4) Peer assessment
Students can evaluate each other’s writing through peer assessment as they
participate in conferences (O’Malley and Pierce, 1996: 156). This assessment
gives students opportunity to edit their peer paper. It helps teacher understanding
the students’ knowledge and progress. Sometimes students are reluctant to share
impression with their peer for fear of hurting the other person feelings. To
overcome this, teacher should make agreement about data that must be assessed
by others in general term, such as What do you like about the paper? What ideas
or fact could be added to the paper? What changes could be made to improve the
paper? By using standard assessment it will encourage students to do peer
assessment. No body will hurt and be hurt.
5) Portofolio assessment.
One way to see students’ progress is through portofolio. It illustrates the
(O’Malley and Pierce, 1996: 160). Furthermore, they state that portofolio is
focused reflection of specific learning goals that contain systematic collections of
students’ work, students’ self assessment, teacher assessment. All of students’
progresses from pre writing up to the best final product are collected in portofolio.
In other word, all of students’ progress can be seen in portofolio.
b. Writing Assessment in Product Approach
The goal of product approach is final product, as Nunan says that product
approach is approach that focuses on the end of writing activities or final product
(1999: 272). As mentioned before students’ product must meet some certain
criteria. In product approach teacher should measure of final product include
content, organization, vocabulary use, grammatical use, and mechanical
considerations such as spelling and punctuations. To measure the final product
scoring rubric as O’Malley and Pierce (1996: 139) state about the components of
writing can be used. All of them have been explained in the previous section. The
explanation about rubric will be discussed in the following section.
c. Types of Scoring
The scoring of authentic material should always be defined before exercises
and assessment procedures are developed. There are three types of rating scales
generally used in scoring writing: holistic, primary trait, and analytic scoring.
different information to teacher and students. The explanation of them will be
described as follows:
1) Holistic scoring
Holistic scoring uses a variety of criteria to produce a single score. The
holistic scoring system uses the total quality of written text is more than a sum of
its component. Writing is viewed as an integrated whole (O’Malley and Pierce,
1996: 142). Brown also states that each point on a holistic scale is given a
systematic set of descriptor, and the reader evaluator matches an overall
impression with the descriptors to arrive the score. Descriptors usually (but no
always) follow a prescribed pattern (2004: 242). In general teachers and test
designers lean toward holistic scoring only when they use for administrative
purpose, while for classroom activity, holistic scoring provides very little
information.
According to O’Malley and Pierce (1996: 142), the elements of holistic
scoring contains four dimensions, they are:
a) Idea development/organization: focuses on central idea with appropriate
elaboration and conclusion.
b) Fluency/structure: appropriate verb tense used with a variety of
grammatical and syntactic structures.
c) Word choice: uses varied and precise vocabulary appropriate for
purpose.
d) Mechanics: absence of errors in spelling, capitalization, and
2) Primary trait
A second method of scoring is primary trait. It focuses on how well students
can write within a narrowly defined range of discourse (Weigie, in Brown, 2004:
242). In means that this type of scoring emphasizes only on one goal of writing
task for example the purpose of writing task is to persuade the readers to do
something so the score for writing is only focused on its functions. The score will
rise or fall on the accomplishment of the “persuade” function and will ignore to
other feature. The advantage of this scoring allows both writer and evaluator focus
on function.
3) Analytic scoring
Analytic scoring separates the features of a composition into components
that are each scored separately (O’Malley and Pierce, 1996: 144). For classroom
writing task and evaluation of learning is best served through this scoring, in
which all writing elements are scored. This scoring enables students to learn the
weaknesses and to capitalize on strength. The point value for each element is not
same. The differences are based on the emphasis of the goal and students’ need.
Jacobs in Brown (2004: 246) suggests the point value in analytic scoring as
follows:
a) Organization 20
b) Content 30
c) Grammar 25
d) Mechanics 5
e) Vocabulary 20
Total 100.
The explanation for writing element in analytic scoring can be seen on the
, modals,
In analytic scoring, scores in five elements will help to call the students’
and teachers’ attention to areas of needed improvement. For students, it provides
feedback on specific aspect of their writing, while for teachers; it gives diagnostic
information for planning the following instruction.
3. The Nature of Inquiry Based Learning
a. The Meaning of Inquiry Based Learning
In teaching and learning process inquiry is one of contextual approach
designs teaching and learning process as naturally as possible. He/she tries to
present a real life into teaching and learning process and asks students to relate it
with their knowledge and experience. It is a really students- centered. He/she
designs the class as a team that enables students to work together to construct
something new/information by themselves. The result of teaching learning process
is hoped to be more useful to solve problems, thinks critically, do observation, and
make conclusion in their long life. The teacher’s role is a facilitator and program
designer than informer. In order to do this, inquiry is used. Inquiry has meaning as
complex idea that means many things to many people in many contexts. Inquiry is
questioning. It is not only questioning but more than it. A good questioning must
relate to the subject that is being discussed. The question must be able to be tested
and meaningful.
Gulo (in Trianto, 2007: 135) states that inquiry is series of teaching and
learning processes that involve all students’ ability maximally to search something
logically, critically, and systematically. He explains more deeply that inquiry is
derived from questions, hypothesis, collecting and analyzing data, and the last is
making conclusion. Sund and Trowbridge (1993: 62) state that inquiry occurs
when an individual is involved mainly using his mental process to
mediate/discover some concept or principle. In other word, inquiry leads students
to how develop concepts or to learn them, how to build theories, memorize
information, solve problems, and learn skill. They learn how to solve problem
independently rather than receive direct instruction on what to do from the
The other definition of inquiry is a general process that has been done by
human being in order to seek the truth (Trianto, 2007:135). Through inquiry,
students construct much of their understanding for inquiry implies “a need to
know”. The inquiry process is started by delivering questions/problems. The
teacher delivers some questions to students to lead them to get the problem
presented. By questioning, individuals have a need or want to know information
and knowledge that leads them to understand both clearly. The process of inquiry
is similar to infants observing faces that come near, grasping object, putting things
in their mouth, and turning toward voices. They begin to make sense of the world
by inquiring (http:www.thirteen.org/edonline/concept2class/inquiry/index.html).
The essence of inquiry based learning is arranging the learning environment
to facilitate students centered instruction and give sufficient guidance to ensure
direction and success in discovering concepts and principle. Teacher uses
questioning in order to help students to understand them. Sund and Trowbridge
(1993: 110) state that one way to help students to do it is by questioning. They
also explain that an inquiry based learning oriented teacher seldom tells but often
questions. In other word it needs teacher’s capability to design question. This is so
because by asking questions, the teacher assists the students in using their mind.
Teachers act as facilitators of learning, not those who always give information or
instruction to their students and teach as if they are single source of knowledge.
They motivate students to ask questions and solve the problems independently;
From the ideas above, it can be concluded that inquiry based learning is a
method in which the process of constructing understanding is done by
questioning. The concept of inquiry, curiosity, and wonder should be alive in
classroom everywhere. Inquiry based learning try to settle the scientific thinking
basic in students minds in order they are able to learn and enlarge their creativity
in problem solving. They are really placed as learning subject. The teachers’ role
is facilitator who chooses the problem to be solved, and guides them to solve it.
His/her guidance is needed but his/her interventions to solve the problem should
be lessening. . The students and teacher share responsibility for learning and they
collaborate in constructing new knowledge.
b. The Process of Inquiry Based Learning
The teaching and learning process will be meaningful if the students are
given a lot of chances and involved actively to construct the concept by teacher’s
guiding. To make teaching and learning process runs well, teacher has to prepare
everything he/she needs and does some steps through inquiry. According to
Eggen and Kauchak in Trianto (2007: 141) that there are six steps in inquiry, they
are: presenting questions/problem, making hypothesis, designing an experiment,
doing an experiment to seek information, collecting and analyzing data, and
making conclusion, while Sund and Trowbridge (1993: 63) state that the steps of
inquiry are: asking insightful question, formulating problems, formulating
hypotheses, designing investigative approaches including experiments, carrying
include: objective, curious, open-minded, desirable and respectable theoretical
models, and the last is responsible. The other process is presented by Nurhadi,
Yasin and Senduk (2003: 43), they state that there are 6 cycles in inquiry, they
are: observation, questioning, hypothesis, gathering information, analyzing data,
and drawing conclusion. The complete description about the process of inquiry
can be seen as following chart.
Based on the definition above, it can be concluded that the steps in inquiry
are presenting problem through questioning, formulating hypothesis, gathering
information by using investigation, experiment, analyzing data and making
conclusion. All of the steps above are under the teacher’s guidance and control.
He/she will not let the students to do everything individually and freely, but
he/she always conduct them to do the process and sometimes he/she collaborates
when needed.
Draw conslusions
Observing
Questioning
Inquiry Process
Data analysis
Gathering Iation
Other inquiry process is presented by Sudjana in Trianto (2007: 142), he
states that there are five steps in inquiry they are: presenting problem to be solved,
formulating hypothesis, collecting information and data needed, making
conclusion, and applying the conclusion.
1) Presenting problem
In this step, teacher leads students to identify the problem. He/she delivers it
by using some questions to lead them think what is being discussed. He/she tries
to discover their knowledge, confirm what they have been known, and lead them
to something in which they don’t know before. Questioning is an important role
for it has many functions in teaching and learning process as Cooper in Nurhadi
(2003: 45) states that to question well is to teach well. In the skillful use of
question more than anything else lays the fine art of teaching; for in it we have the
guide to thought, the incentive to action. What’s in question, you ask?
Everything. It is the way of evoking stimulating response or stultifying inquiry. It
is in essence, the very core of teaching. The art of questioning is … the art of
guiding learning. By using questioning, teacher knows how far students’
understanding the material is discussed.
In this case, teacher asks some components in a text that is presented
include the generic structures, language features, and the purpose of text.
2) Formulating hypothesis
The students discuss their ideas based the data that they get in the previous
step. Based on the answers at the first step, students make hypothesis what text it
