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Does the inquiry-based english module work? The experimental study at secondary school Kota Jambi

Proceedings Academic Universitas Jambi · Vol. 1 No. 3 (2025) · hlm. 1185–1189

DOI
10.22437/proca.v1i3.50474
Terbit
2025-12-16
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

This study aims to investigate the effectiveness of the Inquiry-Based Learning (IBL) English module in ELT at secondary school in Kota Jambi. It purposes to enhance students' language skills and critical thinking. This study uses an experimental design with a pre-experimental approach which involve a class at one of the secondary school in Kota Jambi. Data were collected through a set of tests and interviews to comprehensively address the research questions on the effect of using the IBL English learning module on students’ engagement, comprehension, and critical thinking. Data then analysed by using Paired Sample T-test. The participants were 30 11th-grade students. The finding revealed that there was significant improvement in students’ performance, as evidenced by the increase in the mean score from 7.7 in the pre-test to 8.13 in the post-test, indicating a significant effect of using the IBL English module on students’ English learning competence, especially in empowering their critical thinking. It is expected that this module might practically foster active students, lead them into critical thinking to support more meaningful English learning, and enhance the quality of English instruction, particularly at the secondary school in Jambi City. Recommendations for disseminating and implementing the module are provided for future research.

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RD. M. AliAfiliasi tidak diketahui3
Dony EfrizaAfiliasi tidak diketahui2
Nurdin NurdinInstitut Agama Islam Negeri Kendari1
Duty VolyaAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Does the inquiry-based english module work? The experimental study at secondary school Kota Jambi</dc:title>
	<dc:creator xml:lang="en">Triyana Safitri, Nyimas</dc:creator>
	<dc:creator xml:lang="en">Melati, Melati</dc:creator>
	<dc:creator xml:lang="en">Heryanti, Reny</dc:creator>
	<dc:creator xml:lang="en">Thabran, Yulhenli</dc:creator>
	<dc:creator xml:lang="en">Zafirah, Harizah</dc:creator>
	<dc:creator xml:lang="en">Anastasya Bilbina, Nuria</dc:creator>
	<dc:subject xml:lang="en">ELT</dc:subject>
	<dc:subject xml:lang="en">English module</dc:subject>
	<dc:subject xml:lang="en">IBL</dc:subject>
	<dc:description xml:lang="en">This study aims to investigate the effectiveness of the Inquiry-Based Learning (IBL) English module in ELT at secondary school in Kota Jambi. It purposes to enhance students' language skills and critical thinking. This study uses an experimental design with a pre-experimental approach which involve a class at one of the secondary school in Kota Jambi. Data were collected through a set of tests and interviews to comprehensively address the research questions on the effect of using the IBL English learning module on students’ engagement, comprehension, and critical thinking. Data then analysed by using Paired Sample T-test. The participants were 30 11th-grade students. The finding revealed that there was significant improvement in students’ performance, as evidenced by the increase in the mean score from 7.7 in the pre-test to 8.13 in the post-test, indicating a significant effect of using the IBL English module on students’ English learning competence, especially in empowering their critical thinking. It is expected that this module might practically foster active students, lead them into critical thinking to support more meaningful English learning, and enhance the quality of English instruction, particularly at the secondary school in Jambi City. Recommendations for disseminating and implementing the module are provided for future research.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-12-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50474</dc:identifier>
	<dc:identifier>10.22437/proca.v1i3.50474</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 3 (2025): English Education International Conference (EDUTICON); 1185-1189</dc:source>
	<dc:source>10.22437/proca.v1i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50474/22864</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Nyimas Triyana Safitri, Melati, Reny Heryanti, Yulhenli Thabran, Harizah Zafirah, Nuria Anastasya Bilbina</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>