ISSN: 2226-6348
Open access
This study was conducted to examine the effects of the 5E inquiry techniques on the Malay Language writing skills of Second Language students and the problems faced by teachers who use the 5E inquiry technique approach (Involvement, Exploration, Explanation, Elaboration, Evaluation) in improving Malay essay writing skills. This paper highlights the challenges students face in developing effective writing skills, particularly in essay writing, within the context of learning the Malay Language such as issues of student motivation, ineffective teaching techniques, and an emphasis on results, dependence on teachers, and the overall quality of education. Addressing these challenges is crucial for enhancing students' writing skills and promoting critical and creative thinking in essay composition. This paper consists of three main research objectives. The research objectives are to: i. Assess the academic progress of students in the treatment group before and after exposure to the 5E inquiry technique approach (Involvement, Exploration, Explanation, Elaboration, and Evaluation).ii. Compare the pre-test and post-test performance of experimental group students utilizing the 5E inquiry technique approach (Involvement, Exploration, Explanation, Elaboration, and Evaluation). iii. Identify challenges faced by both teachers and students in implementing the 5E inquiry technique approach (Involvement, Exploration, Explanation, Elaboration, and Evaluation) to enhance Malay essay writing skills. A total of 35 form four students in one of the secondary schools were surveyed. The school to conduct the research was chosen according to the random probability sampling technique, and the respondents were determined by the school based on the equivalent academic achievement. Quasi-experimental method was used in this study. In this design, researchers measured participants' outcomes before and after the intervention, and any changes were attributed to the treatment. 5E steps can be taught simultaneously in two periods of language lessons. A pre-test was first given, and four weeks later, eight times intervention and post-tests were conducted on the students. Data were analyzed descriptively and inferentially. The inference made is based on the Paired Sample t-test. The findings show that there is a significant difference between pre-test and post-test means t (34) = - 16.709; p < 0.05 whereas the descriptive is based on the ATLAS.ti analysis. Findings also showed that students' writing skills improved and the students mastered the aspect of the selection of vocabulary which fulfilled the requirements of the question, the use of grammatical and varied compound sentences, appropriate language adjustment, and inclusion of interesting elements in writing essays. In conclusion, the main result of the study showed that the 5E Inquiry-Based Learning was effective in enhancing the students’ writing skills. This inquiry technique can be used to teach Science, Mathematics and History subjects. All language skills are worked on through a simple, systematic and cost-free technique. All all skills are learned through a technique that can produce a first class mind student to make national education a world-class education.
Abd Samad, N., Wan Ahmad, W. M. R., Harun, H., Amiruddin, M. H., Hashim, S., & Ja’apar, F. (2018). Bahan Bantu Mengajar (BBM) dalam Pengajaran dan Pembelajaran (P&P) di Sekolah Menengah Kebangsaan (SMK) Daerah Pontian. Online Journal for TVET Practitioners, 3 Special Issues: Multidisciplinary Research in Education, 152–161.
Abdol, Z., Lin, A. H., & Tarkep, L. (2019). Kurikulum Standard Sekolah Menengah Bahasa Melayu Tingkatan 4. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Abdullah, N. A., Mahamod, Z., & Shaid, N. A. H. (2016a). Faktor-Faktor yang Mempengaruhi Penulisan Karangan Bahasa Melayu Pelajar Sekolah Menengah. Jurnal Pendidikan Bahasa Melayu – JPBM (Malay Language Education Journal – MyLEJ) 6, 2(2180-4842), 1–9.
Ali, N. H., & Othman, Y. (2018). Strategi pembelajaran kemahiran menulis Bahasa Melayu sebagai bahasa kedua dalam kalangan pelajar Melanau daerah Daro. Jurnal Pendidikan Bahasa Melayu; Malay Language Education (MyLEJ) 8, 1(2180-4842), 33–41.
Apaydin, B. B., & Cenberci, S. (2018). Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers. World Journal of Education, 8(4), 36.
Bälter, O., Enström, E., & Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers & Education, 60(1), 234–242.
Brooks, G., & Wilson, J. (2014). Using Oral Presentations to Improve Students’ English Language Skills [Review of Kwansei Gakuin University Humanities Review]. Kwansei Gakuin University Humanities Review, 19, 199–212. Nishinomiya, Japan.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems, Factors and Suggestions. Journal of Education & Social Sciences, 4(2), 83–94.
Jalil, A. G. (2017). Tingkah Laku Dan Proses Semasa Menulis Karangan Respons Terbuka Murid Berprestasi Rendah. International Seminar on Generating Knowledge through Research, 1(2548-6160), 951–958.
Jamian, A. R. (2011). Permasalahan Kemahiran Membaca dan Menulis Bahasa Melayu Murid-Murid Sekolah Rendah di Luar Bandar. Jurnal Pendidikan Bahasa Melayu, 1(2180-4842), 1–12.
Lai, L. C., Ching, H. L., & Chew, F. P. (2017). Amalan Pengajaran Guru Bahasa Melayu Tingkatan Empat Dalam Penulisan Karangan Dari Aspek Kemahiran Berfikir Secara Kritis Dan Kreatif Serta Pembelajaran Kolaboratif. Jurnal Kepimpinan Pendidikan, 4, 1–12.
Lari, F. S. (2014). The Impact of Using PowerPoint Presentations on Students’ Learning and Motivation in Secondary Schools. Procedia - Social and Behavioral Sciences, 98, 1672–1677.
Lee, H.-Y. (2014). Inquiry-based Teaching in Second and Foreign Language Pedagogy. Journal of Language Teaching and Research, 5(6).
Mahalingam, S., sankar A. R., & Hamzah, M. I. (2016). Penggunaan Kaedah Inkuiri Penemuan dalam Kalangan Guru-Guru Sejarah Sekolah Menengah. Proceedings of the ICECRS, 1(1).
Mokhtar, M., Baki, R., & Abd Rahman, F. (2015). Amalan Penaksiran Dinamik Berasaskan Kurikulum Dalam Pengajaran Kemahiran Menulis Karangan Argumentatif: Penelitian Terhadap Dua Orang Guru Bahasa Melayu. In Jurnal Kurikulum & Pengajaran Asia Pasifik (pp. 1–12). Serdang: Universiti Putra Malaysia.
Othman, Y., & Baki, R. (2007). Aplikasi Komputer Dalam Pengajaran Bahasa: Penguasaan Guru Dan Kekangan Dalam Pelaksanaan. Jurnal Kurikulum & Pengajaran Asia Pasifik, 47–54. Serdang: Universiti Putra Malaysia.
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten Benefits of Testing and Their Applications to Educational Practice. In Psychology of Learning and Motivation (Vol. 55, pp. 1–36). Oxford: Elsevier.
Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29.
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1).
Yusoff, M., & Abdul Manaf, Z. (1997). Pengajaran Kemahiran Menulis Karangan Bahasa Melayu di Sekolah Menengah: Satu Penilaian Kualitatif. Journal of Social Sciences and Humanities Pertanika, 5(2), 65–71.
Yusop, R., & Mahamod, Z. (2015). Keberkesanan Peta Pemikiran (I-Think) Dalam Meningkatkan Pencapaian Penulisan Bahasa Melayu Murid Tahun 6. Jurnal Pendidikan Bahasa Melayu ; Malay Language Education (MyLEJ) 5, 2(2180-4842), 31–37.
Zamel, V. (1982). Writing: The Process of Discovering Meaning. TESOL Quarterly, 16(2), 195. https://doi.org/10.2307/3586792
(Ratnam et al., 2024)
Ratnam, K., Hamdan, A. R., Ariffin, A., Gengatharan, K., & Thanaraju, P. S. (2024). Enhancing Malay Writing Proficiency Via 5e Inquiry-based learning among Chinese Secondary School Students. International Journal of Academic Research in Progressive Education and Development, 13(1), 2096–2106.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode