Mastering Students’ Speaking Skill using Inquiry Online Project-based Strategy

Authors

  • Faizul Muna Institut Keislaman Abdullah Faqih
  • Imam Nur Aziz Institut Keislaman Abdullah Faqih

DOI:

https://doi.org/10.32585/ijimm.v3i1.984

Keywords:

Inquiry Learning, Project-Based Learning, Online Learning, Speaking Skill

Abstract

This study focuses on the use of an online learning research project focused on students' speaking skills. It is an innovative and practical approach that can develop students to solve a problem by thinking critically. This study aimed to determine the effect of using inquiry project-based learning on students' speaking skills. The research was conducted at MTs Mambaus Sholihin Gresik in class VII Q. To determine whether inquiry-project based online learning is effective or not, researchers used a pre-experimental method, where the statistical formula of the t-test calculates information. The research result is that the pre-test's mean was 83.9189, and the norm of the post-test was 88.5135. The results showed that inquiry-project based online learning projects had a positive effect on students' speaking achievement. It means that there is a large effect, with a substantial difference in student scores before and after treatment. Thus it can be concluded that inquiry-project-based online learning is recommended to promote students' speaking skills.

References

AL-Garni, S. A., & Almuhammadi, A. H. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72

Aziz, I. N., & Dewi, Y. A. S. (2020). The use of powerpoint as media of language teaching on students’ speaking skill. Humanities and Social Sciences Reviews. https://doi.org/10.18510/hssr.2020.8145

Bates, T. (1997). Restructuring the university for technological change. Murdoch University.

Bygate, M. (2012). Speaking. The Oxford Handbook of Applied Linguistics, (2 Ed.), July 2018, 1–14. https://doi.org/10.1093/oxfordhb/9780195384253.013.0004

Chang, V. (2016). Review and discussion: E-learning for academia and industry. International Journal of Information Management, 36(3), 476–485.

Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library and Information Science Research. https://doi.org/10.1016/j.lisr.2010.07.017

Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What Is Inquiry-Based Science Teaching and Learning? (O. E. Tsivitanidou, E. Rybska, C. P. Constantinou, P. Gray, & L. Louca (eds.); 5th ed.). Springer US. https://doi.org/10.1007/978-3-319-91406-0_1

Field, A. (2005). Discovering statistics using SPSS (2nd ed.). In Discovering statistics using SPSS (2nd ed.).

Field, A. (2013). Discovering statistics using IBM SPSS statistics. In Statistics.

Fischer, T., & Krauss, C. (2018). Deep learning with long short-term memory networks for financial market predictions. European Journal of Operational Research. https://doi.org/10.1016/j.ejor.2017.11.054

Johnson, S. A. (2016). The Effects of Inquiry Project-Based Learning on Student Reading Motivation and Student Perceptions of Inquiry Learning Processes The Effects of Inquiry Project-Based Learning on Student Reading. 13(1). https://doi.org/10.20429/ger.2016.130102

Johnson, S. A., & Cuevas, J. (2016). The Effects of Inquiry Project-Based Learning on Student Reading Motivation and Student Perceptions of Inquiry Learning Processes. Georgia Educational Researcher, 13(1). https://doi.org/10.20429/ger.2016.130102

Kayi, H., Bersuker, I. B., & Boggs, J. E. (2012). Pseudo Jahn-Teller origin of bending instability of triatomic molecules. Journal of Molecular Structure. https://doi.org/10.1016/j.molstruc.2012.03.072

Kim, J. S. (2005). The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review. https://doi.org/10.1007/BF03024963

Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers and Education. https://doi.org/10.1016/j.compedu.2010.02.023

Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT Journal of Online Learning and Teaching.

Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature. In International Journal of Information Management. https://doi.org/10.1016/j.ijinfomgt.2018.05.005

Park, C. W., & Kim, D. gook. (2020). Exploring the Roles of Social Presence and Gender Difference in Online Learning. Decision Sciences Journal of Innovative Education, 18(2), 291–312. https://doi.org/10.1111/dsji.12207

Rochmahwati, P. (2015). FOSTERING STUDENTS’ CRITICAL THINKING BY PROJECT-BASED LEARNING. Journal on English as a Foreign Language. https://doi.org/10.23971/jefl.v5i1.90

Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-011-9272-9

Saunders-Stewart, K. S., Gyles, P. D. T., Shore, B. M., & Bracewell, R. J. (2015). Student outcomes in inquiry: students’ perspectives. Learning Environments Research. https://doi.org/10.1007/s10984-015-9185-2

Silalahi, T. F., & Hutauruk, A. F. (2020). The Application of Cooperative Learning Model during Online Learning in the Pandemic Period. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 1683–1691.

Sirisrimangkorn, L. (2018). The Use of Project-based Learning Focusing on Drama to Promote Speaking Skills of EFL Learners. Advances in Language and Literary Studies, 9(6), 14. https://doi.org/10.7575/aiac.alls.v.9n.6p.14

Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2012). Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches. Assessment and Evaluation in Higher Education, 37(1), 57–72. https://doi.org/10.1080/02602938.2010.496531

Sutarsyah, C. (2017). An analysis of student’s speaking anxiety and its effect on speaking performance. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(2), 143–152.

Ul-Haq, Z., Khurram, B. A., & Bangash, A. K. (2017). Development of speaking skills through activity based learning at the elementary level. Egitim Arastirmalari - Eurasian Journal of Educational Research, 2017(69), 241–252. https://doi.org/10.14689/ejer.2017.69.13

Downloads

Published

2021-04-03

How to Cite

Muna, F., & Aziz, I. N. (2021). Mastering Students’ Speaking Skill using Inquiry Online Project-based Strategy. Indonesian Journal of Instructional Media and Model, 3(1), 1–8. https://doi.org/10.32585/ijimm.v3i1.984

Issue

Vol. 3 No. 1 (2021): May

Section

Artikel

License

Authors who publish with the Indonesian Journal of Instructional Media and Model agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.