This research aims to find out: (1) there is a difference in the ability to write
exposition text between groups of students given learning using inquiry models
with groups of students given learning using conventional models; (2) whether or
not the ability to write exposition texts in groups of students given learning using
inquiry models better than groups of students given learning using conventional
models; (3) there is a difference in the ability to write exposition text between
groups of students with often reading habit with groups of students with rare
reading habits; (4) whether or not the ability to write text exposition of groups of
students with often reading habit better than groups of students with rare reading
habits; (5) there is interaction between the provision of learning models and
reading habits in influencing students' ability to write exposition texts; and (6)
whether or not the ability to write exposition text in groups of students given
learning using inquiry models with often reading habits better than the other three
groups. The research method used is a 2x2 factorial design experimental method.
The sampling technique of this study used cluster random sampling, which is
random sampling from groups based on groups. The study took the population of
class X students at SMA Negeri 1 Ajibarang. The sample consisted of 2 classes,
namely the control class and the experimental class randomly selected to see the
effect of the learning model and the habit of reading on the ability to write
exposition text. The technique used to analyze research data is analysis of
covariance (ancova). The results obtained from this study are: (1) obtained F
count = 46.54 > F table 4.02 at the significance level α = 0.05 so the null
hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted; (2) the
average estimate of experimental class group posttes is 84,035 > control class
group of 75,298, so the group of students given learning using inquiry models
have the ability to write exposition text better; (3) obtained F count = 27.47 > F
table 4.02 at the significance level α = 0.05 so the null hypothesis (Ho) is rejected
and the alternative hypothesis (Ha) is accepted; (4) obtained an average estimate
of posttest groups of students who have often reading habits of 83,529 > groups of
students who have rare reading habits of 74,804, so groups of students who have
often reading habits have the ability to write exposition text better; (5) obtained F
count = 6.68 > F table 4.02 at the significance level α = 0.05 so the null
hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted; and (6)
obtained the average posttes of groups of students given learning using the inquiry
model with often reading habits (A2B2) of 88.33 greater than the other four
groups (A1B1 = 65.67, A1B2 = 83.00, and A2B1 = 79.67).