Thayibah, Najihatun (2013) Using inquiry-based learning strategy to increase the students' score in opinion essays writing of the fourth semester student at English Department of IKIP Mataram / Najihatun Thayibah. Masters thesis, Universitas Negeri Malang.
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Thayibah 2013 Using Inquiry-Based Learning Strategy to Increase the Students Scores on Writing Opinion Essays of Fourth Semester Students at English Department of IKIP Mataram. Thesis. Graduate Program in English Language Education State University of Malang. Advisors (I) Dr. Gunadi Harry Sulistyo M.A. (II) Drs. Fachrurrazy M.A. Ph.D. Keywords inquiry-based learning opinion essays. 12288 12288 12288 12288 Based on the identified problem in the preliminary study this research aims at observing how the teaching scenario through inquiry-based learning strategy can increase the students achievement on writing opinion essays. 12288 12288 12288 12288 The present study is classroom action research encompassing four cyclic steps planning implementing observing and reflecting. The subjects of this study are class A students in the fourth semester at English Department of IKIP Mataram. This study was conducted in one cycle consisting of four meetings. To gather the quantitative data students essays on the writing practice and the writing test are analyzed. In addition the qualitative data were captured by means of field notes. 12288 12288 12288 12288 The research reveals that the implementation of inquiry-based learning in teaching opinion essays successfully increase all students scores in the writing practice and the writing test. 18 students are able to achieve a score equal to or higher than 70 points as the minimum passing grade of the criteria of success. Formerly the means score of writing practice was 77 8 points. The lowest score is 72 while the highest score is 88 points. Finally the writing test also shows identical results in which the mean score is 78 5 points. The lowest score is 70 while the highest score is 93. On the whole it can be determined that all students are able to achieve a score of 70 points or higher in both writing practice and writing test. The field notes description also justifies how the students are involved on the stages of asking investigating creating discussing and reflecting. The involvement is manifested when four group tasks in Worksheet 1 2 3 and 7are successfully accomplished. Other four individual Worksheets including 4 5 6 and 8 are also finished by 18 students. All members of six groups have the opportunity in shifting to share the groups answers in the classroom discussion. More importantly when the students are invited to publish their essays voluntarily many of them want to present their essay. Based on the findings described above this research concludes that the use of inquiry-based learning in teaching opinion essay successfully increase the students achievement on the writing practice and the writing test. At last the application of inquiry-based learning is recommended when a teacher wants to promote the students interaction and achievement in writing course particularly when a teacher needs to improve students content and ideas organization. Also this strategy is potential to be implemented further in other genre of text such as narration or process essay as well as other subjects such as reading and speaking classes with the bottom line that the researcher concerns on promoting the students interaction and language production by questioning.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 22 Jul 2013 04:29 |
| Last Modified: | 09 Sep 2013 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58657 |
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