Evaluating Inquiry-Based Learning as A Pedagogical Strategy in Achieving Outcome-Based Education Targets in EFL Writing
DOI:
https://doi.org/10.33096/tamaddun.v24i2.964Kata Kunci:
Inquiry-Based Learning, Outcome-Based Education, EFL WritingAbstrak
This study aimed to evaluate the effectiveness of the Inquiry-based Learning approach in achieving Outcome-based Education targets in teaching writing skills as a foreign language. A quantitative method was employed, using a one-group pre-test and post-test design. The participants consisted of 34 students, who participated in writing tasks with different topics administered at the pre-test and post-test stages. The data were analyzed using the Wilcoxon Signed Rank Test, due to the non-parametric distribution. The analysis revealed significant improvement in students’ writing skills, including paragraph structures, idea development, lexical precision, and academic language style. These findings indicate that Inquiry-Based Learning effectively fosters active student engagement, promotes self-directed exploration, and enhances the ability to strengthen written expressions. Based on the results, it can be concluded that Inquiry-based Learning is a relevant and effective strategy for achieving Outcome-Based Education goals in the context of EFL writing competencies.
Referensi
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An Anthology of Current Practice. Cambridge University Press.
Fadda, H. (2012). Difficulties in Academic Writing: from The Perspective of King Saud University Postgraduate Students. English Language Teaching, 5(3),123-130.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Spady, W. G. (1995). Outcome-based education : critical issues and answers. http://files.eric.ed.gov/fulltext/ED380910.pdf
Thangjai, N., & Worapun, W. (2022). Developing inquiry learning characteristics of Grade 7 students using integrated 5E’s of Inquiry-Based learning and Game-Based learning. Journal of Educational Issues, 8(1), 137. https://doi.org/10.5296/jei.v8i1.19547
Adhami, N., & Taghizadeh, M. (2022). Integrating inquiry-based learning and computer-supported collaborative learning into a flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning, 37(3), 521–557. https://doi.org/10.1080/09588221.2022.2046107
Wahono, S. S., & Zahro, I. H. N. (2021). Using inquiry-based learning to improve students' speaking skills. Journal of Language Intelligence and Culture, 3(2), 125–138. https://doi.org/10.35719/jlic.v3i2.55
Yeh, H. (2024). The synergy of generative AI and inquiry-based learning: transforming the landscape of English teaching and learning. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2024.2335491
Unduhan
Diterbitkan
Versi
- 2025-12-05 (2)
- 2025-12-05 (1)
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Siti Nurfadhilah Gani, Munir, La Sunra, Syarifuddin Dollah, Tahir
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Authors who publish with Tamaddun journal agree to the following terms:
1. Authors retain the copyright and grant Tamaddun the right of first publication. The work will be licensed under a Creative Commons Attribution License (CC BY 4.0), which permits others to share the work with proper acknowledgment of the authorship and initial publication in this journal.
2. Authors may enter into additional non-exclusive agreements for the distribution of the published version of their work (e.g., posting it to an institutional repository or including it in a book), provided that the initial publication in this journal is acknowledged.
3. Authors are encouraged to post their work online (e.g., in institutional repositories or on their personal websites) before and during the submission process. This can lead to productive exchanges and increase the visibility and citation of the published work.
