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This research investigated students’ recount text writing by using inquiry – based learning. The objective of the research is promoting students’ recount text writing at the grade nine of SMPIT Insan Mubarak, West Jakarta. Based on the main problems, 1. What the contribution of IBL in teaching recount text?, 2. What are the difficulties faced by students when learning writing recount text using inquiry strategy?. Based on the research problems, the aims of this research are 1.to find out the roles of IBL in promoting students’ recount text writing, and 2. to find out the difficulties faced by students when learning writing recount text using inquiry strategy. The reseacher conducted the classroom action research, in which used two cycles. Classroom action research is done in several cycles which are repeated in the next cycle if the result is not satisfaction yet with revised lesson plan. Each cycle begin with planning, action, observation, and reflection determiner the next cycle. To collect the data, the researcher used survey, interview and the students’ writing recount text after the teaching is processes. The result of this research shows that the students’ score in each cycle is improved. In sum, the result of the first cycle is 1.182 and average is 70 with level is still low. In sum, the result of the second cycle is 1.363 and the average is 80 with the level is good. Based on the result of each cycle showed that the students’ writing recount text is improved, and the IBL is one strategy to teach writing english material that can promot students’ ability in writing especially in recount text. The influence of IBL makes students more active, participative, and more struggle to show their ability in learning writing English.