DEVELOPING STUDENTS’ WRITING ACHIEVEMENT BY USING INQUIRING MIND WANT TO KNOW STRATEGY AT THE EIGHTH GRADE OF MTs MUHAMMADIYAH 2 JENANGAN IN ACADEMIC YEAR 2014/2015

Key Words: Writing skill, Descriptive text, Inquiring Mind Want to Know Strategy Based on pre observation, the researcher got some problems in the teaching writing skill at MTs Muhammadiyah 2 Jenangan such as the students score in writing was low. Their thought was only focused in the text which already exist in the book and they could not develop their ability in writing skill. They also felt bored when followed teaching learning process in the class. The purposes of the study of this research were: 1) To describe the implementation of Inquiring Mind Want to Know Strategy improve students’ ability in writing descriptive text at the eighth grade of MTs Muhammadiyah 2 Jenangan in the 2014/2015 academic year. 2) To know whether the Inquiring Mind Want to Know Strategy improves students’ ability in writing descriptive text at the eighth grade of MTs Muhammadiyah 2 Jenangan in the 2014/2015 academic year. The subject of this research was the students of the eighth grade class VIII A of MTs Muhammadiyah 2 Jenangan in the 2014/2015 academic year, which consisted of 26 students. The research was started on October 13rd, 2014 until October 25th, 2014. This Classroom Action Research was conducted in two cycles and each cycle consists of three meeting. The researcher used three research instruments. They were: observation check list, questionnaire, and test. Based on the result of this research, the implementation of Inquiring Mind Want to Know Strategy could improve students’ writing skill at the eighth grade of MTs Muhammadiyah 2 Jenangan in the 2014/2015 academic year. It was seen from the improvement of students’ percentage test from 42.3% in cycle I up to 100% in cycle 2. The questionnaire result showed that the students were interested in this method. It was seen from the total of questionnaire I was 59.5% and questionnaire II was 79%. The observation check list result showed that the students become active during teaching learning process. It was seen from the total of observation checklist cycle I was 57.1% up to 89% in cycle II. Finally, the researcher gives suggestion that teacher should be creative in organizing the class. The students should practice to use English in daily activities. School also should support the teachers in developing their quality in teaching English. Last, the next researcher can develop this method by using various kinds of the media to get the better result in teaching learning proces