Judul Skripsi: The effectiveness of using inquiry method to improve the students' writing ability (An experimental research on the eighth grade students of SMP Negeri 2 Baraka Kabupaten Enrekang). How is the improvement of the students' writing ability to write descriptive text related to content through Inquiry Method in the Eight Grade students of SMP Negeri 2 Baraka Kabupaten Enrekang. Improving the Students' Writing Ability to Write Descriptive Text Related to Content Through Inquiry Method in the Eighth Grade Students of SMP Negeri 2 Baraka Kabupaten Enrekang.
Improving students' written ability to write a descriptive text related to mechanics using the inquiry method in eighth grade students. The scope of this research was limited to the use of inquiry method to improve the writing ability of students in the eight grades of SMP Negeri 2 Baraka Kabupaten Enrekang.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
The score of the students' post-test was greater than the average score of the. By seeing the effectiveness of the students' writing ability in content and mechanic in writing skill. Inquiry method improved the students' writing ability in content dealing with identifying unity and completeness.
REVIEW RELATED LITERATURE
Concept of Inquiry Method
Students were given data from different countries and asked to analyze the data to make generalizations and predictions about the people of the countries. The extent of teacher involvement in the implementation of inquiry is the primary difference between directed and open-ended forms. The directed inquiry form of the method is particularly suitable as a way of introducing the research process to students.
The teacher's role is to facilitate by assisting students through the stages of the process. This interpretation of the research method comes closest to the format of the open research form. Therefore, the teacher should help the students think about tentative explanations or solutions to the problem to guide the inquiry.
The phases of the inquiry method basically have their roots in the reflective thinking steps and reported in many other current references. Inquiry-based learning is a research-based strategy that actively involves students in exploring the content, issues, and questions surrounding a curriculum area or concept. Based on the purpose of the lesson and the students' abilities, teachers must decide how much guidance to give.
Regardless of how much help teachers provide, the fundamental goal of inquiry is student involvement in the learning process.
Concept of Writing
It is then understandable that language skills are meant as the ability to manipulate the rules of language conventionally, while extra linguistic system or knowledge of the world refers to what the writer knows about the subject to write. Moreover, writing is one of the tools or media of thought used to perform cognitive activities mentally, organize information strategically and make meaning of different forms of knowledge. 1981:31) to point out five important components in writing. The main idea is stated in the topic sentences and each or every supporting sentences and related to that idea of the topic sentences.
If a writer wants his writing to be uniform, he or she should not include sentences that do not support the main idea of the topic sentences. The most workable method of organizing essays is to state the main idea of the article in an opening paragraph and then dedicate a separate paragraph in the body to each main line of thought. If the purpose of the paragraph is to tell them something looks most effective, the organization pattern is usually spatial. When the writers write a description of a neighborhood, a room, or a business they want, the readers have a mental image of what they are describing. a house of building, they are likely to describe the exterior and interior of the building by moving systematically.
Good writing reflects the ability of writers to write persuasively for readers of interest because of the idea of what interesting and important idea is the heart of our work. Even with all good writing conveying the voice of someone speaking to someone else, the voice heard through writing must also be appropriate for the purpose and audience of the occasion. Good writing reflects the writers attitude to write clearly and unambiguously, to use sentence structure, language and example.
This section includes a description of the activities that led to the writing of the previous essay.
Concept of Descriptive Text
Graham and Perin's process of writing approach emphasizes activities that emphasize extended opportunities for writing. According to Gerrot and Wignel, descriptive text is a text that conveys the characteristics of something or someone in detail in order to get a clearer explanation. This is to say that identification is the opening of the descriptive text, while description is its body.
According to (Gerrot and Wignel state that descriptive text is characterized by definite participant, adjective and compound adjectives, linking verbs, simple present, action verbs and. The above conceptual framework shows the process of research to examine the improvement of students' writing ability using research method This conceptual framework , which represents the way a researcher uses a pre-experimental design that has one class.
null hypothesis (Ho); the use of inquiry method was not effective in improving the students' writing ability. Alternative Hypothesis (HI); the use of inquiry method was effective in improving the students' writing ability.
RESEARCH METHOD
- Research Design
- Variables and Indicators of the Research
- Population and Sample
- Instrument of the Research
- Procedures of Data Collection
- Techniques of Data Analysis
The results of students' writing ability in mechanics, whose indicators are capital and punctuation in the pre-test and post-test, were presented in the table below. Based on the above data, we can conclude that using the inquiry method can improve students' writing ability in mechanics. This means that the unity score of the students was better than the perfection score.
It means that students' punctuation score was better than capitalization score. The students' post-test score was greater than the average students' pre-test score. It means that using Research Method in teaching writing skill can improve students' writing skill.
It was concluded that the Inquiry Method improved students' ability in the content and mechanics of writing. But the students' writing ability in the post-test, as the way of writing could be understood. The result of the calculation was the improvement of the students' writing ability in content 25% from the mean score of 4.69 in the pre-test to 5.87 in the post-test.
Inquiry method improved the students' writing ability in mechanical handling of identifying capital letters and punctuation marks.
FINDINGS AND DISCUSSION
Findings
The findings of the research found that the teaching of writing ability through Inquiry Method was effective in improving the students' performance in content writing and also effective in improving the students' performance in mechanical writing. The data on the table above shows the average score of the indicators of each variable in the students'. Besides, from data above, it can be seen that the significant improvement of the students' writing ability in terms of unity and completeness after being taught by Inquiry method.
To answer the research question in the previous chapter, the researcher conducted a test that was given to the students twice. The improvement of the students' writing ability in mechanics was 18% from the average score in pre-test 5.19 to 6.16 in post-test, where the students' average score of capital letters in pre-test is 5.26 to 6.12 in post-test. and punctuation in pre-test 5.11 to 6.19 in post-test. Besides, from data above, it can be seen that the significant improvement of the students' writing ability in terms of capitalization and punctuation after being taught by Inquiry method.
It can be achieved by improving the students' mechanics in writing, as the use of capital letters was 16%, punctuation was 21% and the average score was 18%. The effectiveness of using the Inquiry method to know the level of significant of the pre- and post-test, the researcher used t-test analysis at the level of significant (p) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of subjects (23 students), then the value of t-table is 1.717. The table above shows that the value of the t-test was higher than the value of the t-table.
The result of the calculation of t-test of the indicators in the students' t-test in content and mechanic in writing ability was greater than t-table (10.65 > 1.717).
Discussion
Based on the above findings using the inquiry method in the classroom, the data was collected through the test, as explained in the previous section of the findings, it shows that the students' writing ability in the content has improved significantly. The improvement in student uniformity was 27% and the improvement in student completeness was 22%. This is supported by the average post-test score of the students' writing ability on the content, which was higher than before the test.
Based on the results above using the Inquiry Method in the class, the data was collected through the test, which explained in the previous section on results shows that the students' writing ability in mechanics was significantly improved. The improvement in students' capitalization was 16% and the improvement in students' punctuation was 21%. It is supported by the average post-test score of students' writing ability in mechanics was higher than pre-test.
Based on the findings and discussion in the previous chapter, it can be concluded that learning to write through the inquiry method significantly improved the writing skills of the eighth grade students of SMP Negeri 2 Baraka Kab. The data in the findings indicated that the students' unity score improved by 27%, from the mean score of 4.62 at the pre-test to 5.90 at the post-test. The data in the findings indicated that the students' capitalization score improved by 16%, from the mean score of 5.26 in the pre-test to 6.12 in the post-test.
The researcher suggests the following researchers to conduct further research to see which strategies are more useful for the students in writing.
CONCLUSION AND SUGGESTIONS
Conclusions
The completeness score also improved by 22% from an average score of 4.76 in the pre-test to 5.83 in the post-test.
Suggestions
