Inquiry-Based Learning: An Attempt to Enhance Students’ Speaking Performance

Fatkhriyah, Riwayati Yanu

doi:10.17977/jptpp.v4i7.12633

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Guided inquiry, where teachers provided support and scaffolding for student learning, was found to be beneficial in developing language proficiency. Independent inquiry, where students worked collaboratively in small groups, was found to be effective in fostering critical thinking and collaboration (Fatkhriyah, 2019).…”

Section: Resultsmentioning

confidence: 99%

The Implementation of Inquiry Method to Improve English Skills by Procedure Text Learning for Junior High School Students

Triwiyanti,

Maliha,

Raudine

et al. 2023

EDU

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This article discusses the application of the inquiry method to improve English language skills in learning procedure texts for junior high school students. Procedure text provides step-by-step instructions for completing a task or process and plays an important role in language development. Inquiry methods that encourage active exploration, critical thinking, collaboration, and communication have proven to be effective approaches. By applying this method, students become active participants in the learning process, foster engagement and improve their language skills. This article highlights the benefits of applying inquiry methods, including enhanced language acquisition, development of critical thinking skills, and better communication. Practical strategies for implementation, such as pre-reading activities, guided and independent inquiry, and reflective discussions, are also provided. By incorporating the inquiry method, educators can empower students to become independent learners and improve their English skills through meaningful and contextual learning experiences.

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Section: Resultsmentioning

confidence: 99%

The Implementation of Inquiry Method to Improve English Skills by Procedure Text Learning for Junior High School Students

Triwiyanti,

Maliha,

Raudine

et al. 2023

EDU

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show abstract

“…After that, students did an assignment in writing descriptive text based on the topic. Last, the teacher gave reflection and conclusion of the materials (Fatkhriyah, 2019).…”

Section: Discussionmentioning

confidence: 99%

Using Inquiry Based Learning Strategy in Teaching Writing Descriptive Text

Amelia

Prystiananta²

2021

LEEA

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This research aimed to look at the effect of inquiry based learning strategy on students’ ability to write a descriptive text. The method of this research was quasi-experiment. The population of this research was eighth-grade students of MTsN Kota Solok. The total population was 65 students. The research results show that the pre-test means score in experimental and control classes was 46,8 and 44,4. The mean score of post-test in the experimental class was 55 and control class 51,6. Students’ ability in writing descriptive text analyzed by using t-test statistical which t calculated= 2,04 and t table (0,975: 38) = 2,02 with significant level t calculated > t table. In conclusion, the students who were taught using an Inquiry based learning strategy have better results in writing descriptive text than those who were taught without inquiry based learning. Keywords: Descriptive text, Inquiry Based Learning, Writing

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Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment

et al. 2021

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Introduction. The relevance of the problem of preparing prospective teachers of natural sciences for teaching in several languages is determined by the social need of society. Insufficient practical training of young specialists requires the search for effective methods to help solve the problem. The aim of the research was to study the impact of the integration of IBL and CLIL methods on the quality of prospective teachers’ preparation to teach science subjects (taking Chemistry as an example) in English. The integration of CLIL and IBL methods is proposed to prepare prospective teachers of natural sciences for teaching in English which serves as a foreign language in a multilingual environment. Materials and Methods.Using the methods of pedagogical experiment, observation, testing, analysis of lesson recordings, descriptive and mathematical statistics, prospective science teachers’ speech acts as indicators of effective training were analyzed during the period of pedagogical apprenticeship. The research was carried out before and after learning in two groups of students studying with application of the CLIL method (control group) and the integration of IBL and CLIL (experimental group). Results. Obtained results demonstrate the non-random pattern of the changes between the two groups of students. Experimental students expressed more directives. A significant increase was observed in high-level questions at the stages of lessons with the organization of independent student research. The types of directive acts have become more diverse than in the control group. The integration of the CLIL and IBL methods had a positive effect on the growth of indicators of the quality of student preparation. Discussion and Conclusion. The presented results can be used to prepare prospective science teachers for teaching subjects in any second language. The results will be relevant for university lecturers in European and CIS countries who are looking for effective ways to train multilingual teachers.

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Inquiry-Based Learning: An Attempt to Enhance Students’ Speaking Performance

Cited by 3 publications

References 12 publications

The Implementation of Inquiry Method to Improve English Skills by Procedure Text Learning for Junior High School Students

The Implementation of Inquiry Method to Improve English Skills by Procedure Text Learning for Junior High School Students

Using Inquiry Based Learning Strategy in Teaching Writing Descriptive Text

Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment

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