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Inquiry Based Teaching in Writing Classroom: the Effectiveness to the

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 JELTII
Journal of English Language Teaching and Islamic Integration
Vol. 3 No. 1, January 2020

JELTII
Journal of English Language Teaching and Islamic Integration
Vol. 3 No. 1, January 2020

Inquiry Based Teaching in Writing Classroom:

the Effectiveness to the Students’ Creativity
Fitria Wulan Sari
English Department
Khairun University
Ternate, Indonesia
[email protected]

First Received: Revised: Accepted: Published:

18 November 2019 3 December 2019 15 January 2020 31 January 2020

Abstract: The main objectives of the research are to find out whether
(1) Inquiry Based Teaching is more effective than Guided Writing to
teach writing skill; (2) Students having high creativity have better
writing skill than those having low creativity; and (3) there is any
interaction between teaching methods and students’ creativity in
teaching writing skill for students. The research applied in this
research was an experimental research. The teaching methods are
Inquiry Based Teaching and Guided Writing. Creativity as the
attributive variable was divided into high creativity and low creativity.
The population of the research was the students of junior high school
consisting of 176 students. The samples of this research were the class
8B as experimental class and 8A as control class that consisted of 22
students in each class. The result of data analysis shows that; (1)
Inquiry Based Teaching is more effective than Guided Writing to
teach writing skill; (2) Students having high creativity have better
writing skill than those having low creativity; and (3) There is an
interaction between teaching methods and students’ creativity to teach
writing skill for the students. Based on the research findings, it can be
concluded that Inquiry Based Teaching is an effective method to teach
writing skill, and the effectiveness is affected by the degree of
students’ creativity

Keywords: Inquiry Based Teaching, Guided Writing, writing skill,

creativity, experimental research

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Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity

INTRODUCTION

One of the aims of teaching English for junior high school students in Indonesia is
to develop communicative competence in oral and written form to achieve the
functional literacy level. Based on the competence standard, there are three scopes for
English subject in junior high school, two of them are (a) the ability in discourse, it is
the ability to comprehend and/or to produce oral text and/or written that realized in the
integrated-four language skills to achieve the functional literacy level; (b) the ability to
comprehend and to create various short functional texts, monologue and essay in the
form of procedure, descriptive, recount, narrative and report. The gradation of the
material appears in using the vocabularies, language order and rhetoric steps. Therefore,
writing skill is also important to be taught for junior high school students.

Byrne (1997: 1) states that writing is the act of forming letters or combination of
letters; making marks on a flat surface of some kinds. It is more than the production of
graphic symbols, just as speech which is more than the production of sounds. The
symbols have to be arranged according to certain conventions to form words, and words
have to be arranged to form sentences. Writing is putting words into sentences and
sentences into paragraphs, spelling words correctly, punctuating and capitalizing in
customary ways, and observing conventions in written form.

Writing is also one of the most difficult skills to master in both first language and a
second language. According to Byrne (1997: 4-5), there are three factors that cause
difficulties in writing. They are (1) Psychological problems. Writing is essentially a
solitary activity. The persons are required to write their own ideas, without the
possibility of interaction or benefit of feedback, so it makes the act of writing difficult in
itself. It is different from speaking in which it presents feedback from the other; (2)
Linguistic Problems. The writers have linguistic problems, such as the choice of
sentence structure, how the sentences are linked together and sequence. Different from
speaking, it is normally spontaneous and there is little time to pay attention either to
organize the sentence structure or for connecting the sentences. In other words,

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incomplete and even ungrammatical utterances can be tolerated. While in writing, they
cannot be tolerated; (3) Cognitive Problems. Learning to write is not similar to learning
to speak. Learning to speak grows up in normal circumstances that spend much in doing
it. Speaking appears without much conscious effort or thought and generally the person
talks because they want to know about matters which are of interest or relevant to them
socially or professionally. On the other hand, writing is learnt through a process of
instruction. The writers also have to learn how to organize their own ideas in such a way
that those ideas can be understood by a reader who is not present and perhaps by a
reader who is not known to us.

The success of teaching writing is influenced by some factors. The first, it is

influenced by the methods. Teaching methods are needed in teaching learning process,
especially in teaching writing. Method is specific instructional design or system based
on a particular theory of language learning; it contains detailed specifications of content,
roles of teacher and learners, and teaching procedures and techniques (Richard and
Rodger, 2001: 245). The teacher should be selective to use the appropriate method to
teach. A method is very useful for teachers in their work to transfer knowledge to their
students. Students also need teaching method as a tool to receive knowledge from their
teacher.

Related to the importance of teaching method in teaching and learning above, this
research aims to investigate the effectiveness of two teaching methods, Inquiry Based
Teaching (IBT) and Guided Writing in teaching writing and also one of the
psychological aspects, creativity. Inquiry Based Teaching (IBT) is chosen because one
of the methods suggested in 2013 curriculum is Inquiry Based Teaching (IBT). Guided
Writing is chosen because it is the method that the teacher usually used in her teaching
writing of English.

LITERATURE REVIEW

In principle, Inquiry Based Teaching (IBT) is a method that focuses on ‘how we

know what we know’ (evidence). Because Inquiry is something that the students do, not

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Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity

something that is done to them (Inquiry and the National Science Education Standard
(in Stewart & Rivera, 1998: 4), so Inquiry Based Teaching emphasizes on the process of
learning (why we understand something), how deep we understand something rather
than how much knowledge we possess. Inquiry Based Teaching also places the teacher
as facilitator of learning (Stewart & Rivera, 1998: 4). In other words, teacher’s role on
Inquiry Based Teaching learning is as facilitator. Transferring knowledge is done
indirectly. Students are seen as a teacher partner in searching knowledge. It is in line
with Stewart & Rivera statement; Student’s role is as active, independent learner
(investigator) (1998: 4). From the explanation above it can be assumed that Inquiry
Based Teaching is not a method that centralizes on teacher but on students.

In contrast with Inquiry Based teaching, Guided Writing is a teaching method in

which the teacher demonstrates the process of writing a sentence or a paragraph using
proper English convention such as a particular aspects of text type, grammar,
punctuation or spelling, provides the model texts and helps the class to prepare the
written work, either through written or oral assistance (Simpson, 1998: 1). Students are
then given opportunities to apply the skills through independent writing. This method is
teacher-centered method. So, the student will be too dependent on their teacher. It will
make them not to be creative students.

Besides methods, the success of teaching writing is also influenced by the students’
creativity. The level of the students’ creativity is different among the students. In the
case of teaching writing, the differences of students’ creativity will affect the teaching
methods used to teach writing. Creativity means being able to come up with your own
clever ideas. Creativity is ideas that one has and uses them to do or create something. It
is a mental and social process involving the generation of new ideas or concepts or new
associations of the creative mind between existing ideas or concepts. The student’s
creativity in writing also influences the student’s capability in writing skill. The higher
creativity will make the students have higher capability in writing skill.

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Based on the background above, the writer formulates the problems in the form of
research questions as follows: (1) Is Inquiry Based Teaching more effective than Guided
Writing to teach writing?; (2) Do the students who have high creativity have better
writing skill than those who have low creativity?; (3) Is there any interaction between
teaching methods and students’ creativity to?

Writing is the mental and physical act of forming letters and words, but it is much
more than that, it is putting words into sentences, sentences into paragraphs, spelling
word correctly, punctuating and capitalizing in customary ways, and observing
conventions in written forms and more. Writing is not solely the product of an
individual, but is a social and cultural act (Weigle, 2002: 19)

According to Harmer (2004: 16), writing is a productive skill. Productive skill can
be defined as producing a sequence which is arranged in a certain order and linked
together in certain ways. The sequence may be very short-perhaps only two or three
sentences and they form a coherent whole which is called a text (Byrne, 1997: 17).
Writing is not a spontaneous skill or acquired easily, in fact, it is viewed as probably the
most difficult thing to do in language (Nunan, 1999: 271). Furthermore, he states that
writing is a complex, cognitive process that requires sustained intellectual effort over a
considerable period of time (Nunan, 1999: 273).

Huges (1996: 91) states aspects of writing are; (1) Grammar, that is an element of
writing which deals with a set of rules to have a writer constructs sentences that make
sense and acceptable in English, (2) vocabulary, it deals with a list of words and their
meanings, (3) mechanics, that is the convention in writing that is related to punctuation,
spelling, and capitalization; (4) fluency, which refers to the ease and style of the
composition; and (5) organization, that is the logical sequence and cohesion or the flow
of ideas being put into written language to make unified contribution to the whole
paragraph.

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Inquiry Based Teaching is a range of philosophical, curricular and pedagogical

method to teaching. Inquiry based teaching is a pedagogical approach that invites
students to explore academic content by posing, investigating and answering questions
(Sweetland; 2008: 1). Furthermore, Warner & Mayers (2011: 1) state that Inquiry-based
teaching is a teaching method that combines the curiosity of students and the scientific
method to enhance the development of critical thinking skills while learning. The
worlds of inquiry, curiosity, and wonder should be alive in classrooms everywhere.

The essence of inquiry based teaching is the learning environment to facilitate

students centered instruction and give sufficient guidance to ensure direction and
success in discovering concept 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 the orientation of an
inquiry based teaching is that the teacher seldom tells, but he/she 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 acts 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 the students
to ask questions and solve the problem independently; nevertheless, it is possible to do
these in pairs or group.

Ontario (2005: 51) defines guided writing as a method that gives students the
opportunity to review a recently taught writing skill in a small-group setting and then to
apply the skill through independent writing. Guided writing lesson is a method in which
the teacher demonstrates students the process of writing sentence or paragraph using
proper English conventions then students given opportunities to use these strategies in
their own work (Simpson, 1998: 1). Guided writing in further step of controlled writing
as Raimes stated as guided composition is a prolongation of controlled composition that
less controlled than the examples of controlled composition and it gives students some
but not all of the content they will use (Raimes, 1983: 103).

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Additionally, Reid (1993: 25) states that guided writing is free writing limited to
structuring sentences, often in direct answer to question, the result of which looked like
a short piece of discourse, usually a paragraph. Moreover, the exercises are language-
based, they are usually concentrated on vocabulary building, reading comprehension,
grammar, and even oral skills that culminate in a piece of writing. Meanwhile, Lan,
Hung, & Hsu (2011: 149) show that guided writing strategy is to provide instructional
materials or relevant media to help students in writing.

According to Boden (1995: 2), creativity is natural language. It means that creative
language is an unending source of novel sentences. But these sentences are novelties
which clearly could have happened before, being generated by the same rules that can
generate other sentences in the language. Any native speaker could produce novel
sentences using the relevant grammar. Munandar (2009: 68) states that creativity is as a
process that manifests itself in fluency, in flexibility as well as in originality of thinking.

METHODOLOGY

This research was conducted at one of junior high schools in Karanganyar. This
research is categorized as an experimental research. This experimental research is aimed
at observing whether there is an interaction between teaching methods and students’
creativity in teaching writing. There are two kinds of variables in this research:
independent and dependent variables. Independent variables are Inquiry Based Teaching
implemented in experimental group and Guided Writing implemented in control group.
The dependent variable is writing skill and creativity is a moderator variable. Each
group is classified into two different levels of creativity: high and low. A factorial
design was used to analyze the main effects for both experimental variables as well as
an analysis of the interaction between treatments. This research used a simple factorial
design 2x2, which was aimed at describing and proving the influence of Inquiry Based
Teaching and Guided writing in teaching writing viewed from students’ creativity.

In this research, the population was the eighth grade students who are divided into
eight classes. Each class consists of 22 students. The whole students were 176 students.

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Sample is a part of all representatives of a population that is analyzed. A sample is the

group from which information is obtained (Fraenkel and Wallen, 2009: 90). The sample
should represent the population since the research result will be generalized to the
population. Sample might be defined as a set of elements taken from a larger population
according to certain rules. In other word, it can be said that sample is representative
elements from a larger population taken using certain rules.

The researcher used cluster random sampling in which every class or unit had an
equal chance of being selected from the frame or list. In this research, the researcher
intended to take cluster random sampling in getting two classes. All of the classes had
similar chance. The researcher made eight lotteries that represented the class, A-H.
After that, the researcher picked two lotteries randomly. Then, the researcher got two
classes, class A and Class B. Then, the researcher made lottery again to determine the
experimental class and the control class. The experimental class was taught using
Inquiry Based Teaching while the control class was taught by using Guided Writing.
Finally, the researcher got class A as the control class and class B as the experimental
class.

There were two main instruments of test in this research, namely writing test and
creativity test. Furthermore, the writing test was used to identify the students’ writing
skill after being given treatment. The researcher conducted written test which evaluated
these aspects: content, organization, vocabulary, language use (grammar), and
mechanics. Before administering the test, the researcher should firstly check the
readability of the instrument using questionnaire.

In administering a test, it was important to set and to determine an understandable

instruction. Related to the readability, the instruction of the test was then tested to some
students to know whether it was readable or not. Unreadable instructions were not
effective and did not function as they were supposed to. To check the readability of
instruction, it was tried out to some respondents. Before administering a test to the
students, the researcher should firstly check the readability of instrument. Dubay (2004:

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3) defines readability as the ease understanding or comprehension due to the style of

writing. The test could be said that it was successful if the students could understand it,
read it at an optimum speed, and found it interesting. In other word, the instruction of
the test should be clear and easy to understand. To know the readability of the writing
test, the researcher, firstly, asked the students who were not the members of
experimental or control group to read and understand the instruction of the writing test.
If 80% students understood the test, so it could be concluded that the test was readable.

To identify the students’ creativity, the students were given the creativity test
which used verbal creativity test from Munandar. A creativity test originally uses simple
tests of divergent thinking and other problem-solving skills, which are scored on four
scales: fluency, flexibility, originality, and elaboration. They involved subtest of
creativity test consisting of word initials, word creations, sentence formulation from
three letters, similar characteristics, extraordinary uses of words, and consequences or
effects (Munandar, 2012: 68). Before the test is used in this research, it was tried out to
identify the readability. The aim of it was to identify whether the instrument was
understandable or not.

The data of students was analyzed by using descriptive analysis and inferential
analysis. Descriptive analysis was used to know the mean, median, mode, and standard
deviation of the score of test, inferential analysis was used to know the normality and
the homogeneity of the data. The normality and homogeneity test were done before
testing the hypothesis using ANOVA test.

FINDINGS AND DISCUSSION

1. RESULT

The normality of the data that consists of columns, rows and cells can be stated
normal if Lo is lower than Lt at the level of significance α= 0.05. The result of normality
test can be seen at table 1

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Table 1. The Result of Normality Test

Based on the table above, the value of Lo from the data A1, A2, B1, B2, A1B1,
A1B2, A2B1, A2B2 are lower than Lt at level significance  = 0.05 (Lo<Lt). Therefore, it
can be assumed that the samples are in normal distribution. After analyzing the
normality, researcher did the next test that was homogeneity test. Homogeneity test was
conducted in order to know whether the data obtained from students’ writing scores
were homogeny or not. The result of students’ homogeneity test can be seen at table 2.

Table 2. The Result of Homogeneity Test

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Based on the computation result above, it can be seen that o2 (2.97) is lower than
t2 with the level of significance  = 0.05 (7,81) or o2 < t 2 (2.97 < 7,81). Therefore, it
can be stated that the data are homogenous. After finding out the normality and
homogeneity test, researcher did a further test in order to test the hypothesis using
ANOVA test. The result of ANOVA test can be seen in table 3.

Table 3. The Result of 2x2 Multifactor Analysis of Variance Test

After analyzing the hypothesis test, the researcher presented the summary of
mean scores. It can been at table 4.

Table 4. Mean Scores

Based on the table above, it can be concluded that: (1) Because Fo (4,53147) is
higher than Ft with the level of significance  = 0.05 (4.09), Ho is rejected and the
difference between column is significant. Thus, it can be concluded that Inquiry Based
Teaching significantly differs from Guided writing to teach writing to the eighth grade
students. In addition, the mean score of students taught using Inquiry Based Teaching
(85,45) is higher than that those taught using Guided Writing (83,82). Therefore, it can
be summed up that Inquiry Based Teaching is more effective than Guided Writing; (2)
Because Fo (52,042) is higher than Ft with the level of significance  = 0.05 (4.09), Ho

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is rejected and the difference between rows is significant. It can be concluded that
students having high creativity (87,41) is also higher than that of those having low
creativity (81,86). Therefore, it can be concluded that students having high creativity
have better skill in writing than those having low creativity; (3) Because F o interaction
(19,1469) is higher than Ft with the level of significance  = 0.05 (4.09), Ho is rejected
and there is an interaction between the teaching method and the students’ creativity to
teach writing to the eighth grade students.

The last step that the researcher did was to compare the means of every treatment
with the other means by using Tukey test. The result of Tukey test can be seen at table 5.

Table 5. The result of Tukey Test

From table 5, it can be stated that;

1. Because qo between columns (3.010) is higher than qt with the level of significance
 = 0.05 (2.950), applying Inquiry Based Teaching significantly differs from
Guided Writing. Because the mean of A1 (85,45) is higher than A2 (83,82), it can
be concluded that Inquiry Based Teaching is more effective than Guided Writing to
teach writing.
2. Because qo between rows (10.202)is higher than q t with the level of significance 
= 0.05 (2.950), it can concluded that the students having high creativity and those
having low creativity are significantly different in their writing skill. Because the
mean of B1 (87,41) is higher than B2 (81,86), it can be concluded that the students
having high creativity have better writing skill than those having low creativity.
3. Because qo between cells A1B1 and A2B1 (9.199) is higher than qt with the level of
significance  = 0.05 (3.110), applying Inquiry Based Teaching significantly

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differs from Guided Writing to teach writing to the students having high creativity.
Ho is rejected and Inquiry Based Teaching significantly differs from Guided
Writing to teach writing to the students having high creativity. Because the mean
score of students having high creativity who were taught using Inquiry Based
Teaching A1B1 (89,91) is higher than those having high creativity who were taught
using Guided Writing A2B1 (84,91), it can be concluded that Inquiry Based
Teaching is more effective than Guided Writing to teach writing to the students
having high creativity.
4. Because qo between cells A1B2 and A2B2 (3.178) is higher than qt with the level of
significance  = 0.05 (3.110), implementing Inquiry Based Teaching significantly
differs from Guided Writing to teach writing to the students having low creativity.
Ho is rejected and Guided Writing significantly differs from Inquiry Based
Teaching to teach writing to the students having low creativity. Because the mean
score of students having low creativity who were taught using Inquiry Based
Teaching A1B2 (81) is lower than those having low creativity who were taught
using Guided Writing A2B2 (82,72). Therefore, it can be concluded that Guided
Writing is more effectively used to teach writing to the students having low
creativity than Inquiry Based Teaching.
Based on the result of the findings of number 3 and 4 of the Tuckey test, it is
obviously found that Inquiry Based Teaching is more effective than Guided Writing to
teach writing to the students having high creativity. Conversely, Guided writing is more
effective than Inquiry Based Teaching to teach writing to the students having low
creativity. Therefore, it can be concluded there is interaction between teaching methods
and students’ creativity. In addition, the effectiveness of the teaching methods depends
on the level of the students’ creativity.

2. DISCUSSION
Teaching writing using Inquiry Based Teaching is more effective than teaching
writing using Guided Writing. The result of hypothesis testing shows that there is
significant difference on the students’ writing skill between the students taught using

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Inquiry Based Teaching and those taught using Guided Writing because the finding of
ANOVA shows that Fo between columns (4,53147) is higher than Ft at the level of
significance  = 0.05 (4.09). Moreover, the finding of mean score between the students
taught using Inquiry Based Teaching (85,45) is higher than the students taught using
Guided Writing (83,82).
Inquiry Based Teaching is one of teaching methods to teach language skills which
one of them is writing. Inquiry based teaching is a student-centered method. It fosters
the teaching system centralizing the learning on the learners, while the teacher plays
roles as the facilitator and feedback provider. Inquiry-based teaching is a method in
which the process of constructing understanding is by questioning in which the students
and the teacher share responsibility for learning and they collaborate on constructing
new knowledge. This method can be used to teach writing in the English teaching and
learning process.
Warner & Mayers (2011: 1) state that Inquiry-based teaching is a teaching method
that combines the curiosity of students and the scientific method to enhance the
development of critical thinking skills while learning. In applying inquiry-based
teaching, the students are involved in their learning to formulate questions, investigate
widely, and then build new understandings, meanings and knowledge. The students
formulate the question to generate and develop their idea before doing their writing. The
question can be posed by the teacher or the students. Sund and Trowbridge (1993: 110)
state that one way to help students to do it is by questioning. Then the students can
investigate the questions to find the answers. They can do it by having discussion with
their group, sharing, and gathering information from any resources. This aims to help
the students generating and organizing their ideas. After the students collect the
information, they can make it as their draft of writing. Then they can start their writing.
After finishing their writing, they revise and edit it with their friends from another group.
The students present their writing in front of the class and the teacher and the students
give feed back to the writing that is presented. So, it is a student-centered method in
which teaching learning process focuses on the students. The teacher’s tasks are
facilitating and guiding the students to solve the problems and answering the question.

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Meanwhile, guided writing is one of methods to help the students learn to write a
composition. In applying guided writing in the class, it has weaknesses which make the
process of teaching does not get maximum result. One of them is time consuming
because the teacher should guide, help, and monitor every student. Through Guided
Writing the students only imitate the model of text. Besides that, the students who do
not have knowledge and information before cannot follow the guidance of the teacher
and will be a passive in the class and they cannot write a text freely and individually.
It is supported by Gibson (2013: 5), guided writing is only temporary a small-group
teaching that a group of students most need to practice with immediate guidance from
teacher. He also adds that young and poor writers have limited control of methods in
writing. It means they cannot follow the guidance of the teacher if they do not have
knowledge and information before, so they cannot solve the problem in writing. Hyland
(2003: 4-5) adds that the emphasis of teaching writing using Guided Writing is the
students imitate the text model. By imitating the model, this not only hinders students
from developing their writing beyond a few sentences, but can also mislead or confuse
them when they have to write in other situation. From the statements above and the
result of the research; it can be concluded that Inquiry Based Teaching is more effective
than Guided Writing in teaching writing skill.
The students who have high creativity have better writing skill that those having
low creativity. The result of the second hypothesis testing shows that there is significant
difference on the students’ writing skill between those who have high creativity and
those who have low creativity because the finding of ANOVA shows that F o between
rows (52,042) is higher than Ft at the level of significance α = 0.05 (4.09). Moreover, the
finding of mean score between students having high creativity (87,41) is higher than the
mean score of students having low creativity (81,86).
Creative individuals have a great deal of energy. This great deal of energy makes
them energetic and always ready to do everything. They will see any kinds of things,
including the difficult one, as challenges to conquer. They like challenges and enjoy
every single activity. They like to explore their ideas and imagination and to think freely.
Furthermore, students with high creativity have a combination of playfulness, discipline,

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and also responsibility. They like to alternate between imagination and fantasy at one
end, and rooted sense of reality at the other. This kind of characteristics, in the end,
leads the students who have high creativity to get better writing score since they have
better flexibility, fluency, and originality of thinking which are important in producing a
piece of writing.
On the other hand, the students with low level of creativity will just write what he
sees, reads, and listens without being able to think what is beyond. They are unable to
come up with their own fresh ideas and opinions when learning. In classroom activity,
students with low creativity tend to be passive because they like something simple and
being guided by the teacher so they cannot do anything in complex. These are some of
the reasons why their writing scores are less than those having high creativity. Their low
creativity makes them unable to express their ideas into written form better.
Csikszentmihalyi (1996: 58-73) states that students with low creativity tend to be
passive. They do any kinds of tasks only based on the instruction given and do not
really like if they are asked to think beyond what is given. In addition, they will be
reluctant to do activities which require them to think creatively. They like something
simple and like being guided. Students with low creativity usually do not really like
activities because they like simple, guided, and straightforward activities which in turns
make the teacher should control them intensively.
From the elaboration above and the result of the research, it can be concluded that
the students who have high creativity get a better result in writing score than those who
have low creativity.
Based on the finding of hypothesis testing, there is interaction between teaching
methods and students’ creativity on the students’ writing skill. The result of ANOVA
shows that Fo columns by rows (19,1469) is higher than Ft (4.09). The finding of test
shows that the mean score between students having high creativity taught using Inquiry
Based Teaching (89,91) is higher than those taught using Guided Writing (84.91); and
the mean score of students having low creativity taught using Inquiry Based Teaching
(81.00) is lower than those taught using Guided Writing (82.72). It means that for

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students who have high creativity, Inquiry Based Teaching is better method to teach
writing than Guided Writing.
Inquiry based Teaching is a teaching method to develop the students’ ability trough
their curiosity by asking and finding the answers. Inquiry Based Teaching emphasizes
on the use of students’ critical thinking to formulate questions and answer them
independently. In inquiry-based teaching, the teacher’s tasks are facilitating and guiding
the students to solve the problems and answer the questions. The students are involved
in their learning to formulate questions, investigate widely, and then build new
understandings, meanings, and knowledge.
This method can help the students in generating and developing their idea before
doing writing. The students who have high creativity can think deeply how to make a
good written text. They can also share their ideas in writing the text together or
separately through the process of writing, editing another’s work, and peer reviewing. It
is clear that inquiry based teaching is student centered. The students who have high
creativity can be seen from their ability to produce or create something new and solve
the solution when they face problems in writing. Because of the activities in inquiry-
based teaching is rather complex, so Inquiry Based Teaching is more effective to teach
writing for students with high creativity.
Meanwhile, Guided Writing emphasizes on teaching and learning process on
teacher-centered. The students will be provided some information by the teacher in
writing process. The teacher controls everything in the class. The students have to
accept what the teacher gives passively. The students who have low creativity will just
write what they see, read, and listen without being able to think what is beyond. They
are unable to come up with their own fresh ideas and opinions when learning. They are
unable to produce many ideas fluently, produce various points of view in solving
problems, and produce unusual responses.
Based on Sternberg and Williams’ opinion (1996: 11), students who are less
creative often make mistakes in encouraging ideas and solution. Therefore, the students
who have low creativity will be more suitable to be taught by using guided writing
because students who have low creativity have some difficulties in composing the

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Inquiry Based Teaching in Writing Classroom: the Effectiveness to the Students’ Creativity

project of writing. Besides, the students do not need to think hard because the teacher
has prepared them with the models to follow. Every activity has been guided by the
teacher in which students do not need to think creatively. So, it can be concluded that
Guided Writing is more effective for students with low creativity.
Based on the elaboration of the two teaching methods and high and low creativity,
it can be concluded that Inquiry Based Teaching is more effective to teach writing to
students having high creativity. On the other hand, Guided Writing is more effective to
teach writing to students having low creativity.

CONCLUSION

Based on the result of the data analysis, the research findings are IBT is more
effective than Guided Writing in teaching writing for grade eighth students. It is
supported by the result of the finding in which the mean score of Inquiry Based
Teaching (85,45) is higher than the mean score of Guided Writing (83.82). Furthermore,
the result of ANOVA test between columns showed that there is significant difference
in which Ft with the level of significance  = 0.05 (4.09) is lower than Fo (4.53147).
Moreover, the students who have high creativity have better writing skill than those
who have low creativity for grade eighth students. It is supported by the result of the
finding in which the mean score of students having high creativity (87,41) is higher than
students having low creativity (81,86). In addition, the result of ANOVA test between
rows showed that there is significant difference in which F t with the level of
significance  = 0.05 (4.09) is lower than Fo (52,042)
Furthermore, there is an interaction between teaching methods and creativity to
teach writing for grade eighth students. Based on the research findings, the effectiveness
of using the teaching methods is determined by the level of students’ creativity. The
students having high creativity are more effectively taught using Inquiry Based
Teaching, while students having low creativity are more effectively taught by using
Guided Writing. The mean score of the students having high creativity taught using
Inquiry Based Teaching (A1B1) is 89.91, while the mean score of students having high
creativity taught using Guided Writing (A2B1) is 84.91. In addition, the mean score of

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Vol. 3 No. 1, January 2020

students having low creativity taught using Inquiry Based Teaching (A1B2) is 81, while
the mean score of students having low creativity taught using Guided Writing (A2B2) is
82.72). Therefore, it can be finally concluded in general that Inquiry Based Teaching is
an effective method to teach writing to the eighth students.
The result of the research imply that Inquiry Based Teaching relying on group
learning gives different touch when Guided Writing are not effective anymore in the
teaching process. Inquiry Based Teaching has been able to make students become more
active to participate in the writing classroom learning. Inquiry Based Teaching as a
student-centered method has changed the students’ way of thinking and acting in which
students as the learning agents must be aware that the learning can be successful and
meaningful in the class as a result of their active involvement in that learning process. In
addition, the strength of students’ psychological aspects, creativity, has also affected the
teaching methods to work maximally on the students in learning. This has been proved
by low creative students tend to learn in passive situation with the teacher which is
supposed to be more active to teach and guide the students’ activities in the learning.
Meanwhile, high creative students are open to student-centered learning to solve their
learning difficulty and enhance their learning achievement.

Considering the HIS needs and abilities, the HIS can learn English but within their
standard. Visualization plays the important role to bridge the gap on their hearing loss.
Moreover, basic life skills are crucial to be taught because their parents keep feather
bedding them. It blocks them to learn new things. If they never try they will never learn .

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