Inquiry Based

Language Learning
1. Geraldin Melania Sekartaji (A320180184)
2. Auranissa Putri Riyadisty (A320180184)
3. Luthfi Salma Azizah (A320180186)
4. Halimah Riyan Febriani (A320180191)
5. Nynda Elvariana Devi (A320180197)

Class D
 CONTENTS

A Background of The Principles of The

Method 1 2 Method

Techniques of The The Applications in

Method 3 4 Indonesia
 01
Background
Educators nowadays believe that traditional educational system has worked in a way that discourages the natural
process of inquiry. Students have the tendency not to ask questions as they go through the grade levels as they
do not ask too many questions.

As educators certainly we are in charged with the great responsibility to develop students’ skills and knowledge
they need to function in today’s world. We need to provide chances for students move from being knowledge
receivers to become knowledge inquirers. There are some instructional methods which suit with this goal, and one
of them is inquiry-based learning. “inquiry” is defined as a seeking for truth, information, or knowledge by
questioning. The process of inquiring begins with gathering information trough applying the human senses: seeing,
hearing, touching, testing, smelling. Inquiry is not merely searching for the right answer, but finding appropriate
resolutions to questions and issues. For educators, inquiry-based learning gives emphasis on the development of
inquiry skills and nurture inquiring attiudes or habits that enable individuals to continue the quest for knowledge
throughout life.
 02
Principles
A key idea for inquiry-learning is that there is a cycle or
spiral of inquiry. Knowledge is not static and learners are
not an empty vessel whose job is to absorb pre-defined
as much as possible; learners are viewed as inquirers.
learning through work on meaningful problems in real
situations. Bruce and Davidson (1996) exemplify a cycle
of inquiry such as asking, investigating, creating,
discussing, and reflecting as means to find resolution.
This cycle is a process which engages students to ask
and aswer questions on the basis of collected information
and which should lead to the creation of new ideas and
concepts. The activity often finishes by the creation of a
document which tries to answer the initial questions.
 03
Techniques
As stated above that a key idea of Inquiry-learning is that there is a
cycle of inquiry. One type of inquiry cycle is the one designed by
Bruce and Davidson (1996) wich includes five steps : asking,
investigating, creating, discussing, and reflecting. Another type of
inquiry learning was developed by Karplus and Their in 1960s fully
conseptualized by Atkin and Karplus in 1962 known as Guided
Discovery.
This inquiry based learning is based on threee distinct phases of
instruction :

1. Exploration provides students with firsthand

experiences with science phenomena.
2. Concept introduction allows students to build
science ideas through interaction with peers, texts,
and teachers.
3. Concept application asks students to apply these
science ideas to new situations or new problems.
The most popular version is the 5-E that was proposed by Roger Bybee in 1997, which
comprises of Engage, Explore, Explain, Elaborate, and Evaluate.
1. Engagement
a. Object, event or question used to engage students.
b. Connections facilitated between what students know and can do.
2. Exploration
a. Object and phenomena are explored.
b. Hands-on activities, with guidance
3. Explanation
a. Students explain their understanding of concepts and processes.
b. New concepts and skills are introduced as conceptual clarity and cohesion are
sought.
4. Elaboration
Activities allow students to apply concepts in contexts, and build on or extend
understanding and skill.
5. Evaluation
Student asssess their knowledge, skills, and abilities. Activities permit evaluation of
student development and lesson effectiveness.
 04
The Applications
 Curriculum 2006
The application of Inquiry-Based Learning in foreign language teaching can be described as follows:
(1) Exploration phase is similar to the phase of Building knowledge of Text and Modeling of Text of the Genre-based Instruction. In
this phase, the teacher explores the students knowledge of the text covering the form, function, and message. This may include
review on the students' knowledge of language within the text studied (covering phonology, morphology, syntax, and semantics),
the generic structure of the text, the social function of the text, as well as the content or message. Thus, students develop and
validate the thorough information about the text studied as input for the next learning activities; (2) Elaboration phase is similar to
Join Construction of the Text in Genre-based Instruction. This is the Learning Cycle in which students work together with other
students and with the teacher so as to gain the language skills (i.e speaking, reading, and writing). In reading skill, for example, the
students have the capability to answer questions about the content of text, to identify the main idea, or detail information. In writing
and speaking skill, they can practice (orally and in written form) text similar to the one discussed in the initial phase. All activities
are under the teachers guidance; (3) Confirmation plus is similar to Individual Construction of Text in Genre-Based Instruction.
Here the students may work by themselves. The teachers' roles are as facilitators, giving feedback. They may analyze the errors
and mistakes the students make in their oral as well as written production of the text. The teachers are supposed to positive
reinforcement so that the students develop their language skills.
Thank YOU