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All Journal Jurnal Pengembangan Profesi Guru dan Dosen JIM FTK UIN Ar-Raniry
Amiruddin
Universitas Islam Negeri Ar-Raniry Banda Aceh
Education Other

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The Transformative Impact of Inquiry-Based Learning on EFL Students’ Grammatical Mastery and Learning Engagement: An Experimental Study on Degrees of Comparison Amiruddin; Zahara A’Lia
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v2i2.101

Abstract

This research investigates the efficacy and reception of the Inquiry Learning Strategy (ILS) in an Indonesian English as a Foreign Language (EFL) context, focusing on a specific grammatical structure: the degrees of comparison. It aims to measure the strategy's impact on academic achievement and to comprehensively understand student perceptions regarding its influence on engagement, collaboration, and the overall learning environment. Employing a quantitative pre-experimental design, this study utilized a one-group pretest-posttest model. The participants consisted of 27 eighth-grade students from SMPN 9 Banda Aceh, selected through purposive sampling. Data collection spanned four meetings, integrating a diagnostic pretest, a structured ILS intervention conducted over two sessions, an evaluative posttest, and a detailed Likert-scale questionnaire. Statistical analysis was performed using descriptive statistics and a paired-samples t-test, while questionnaire data were analyzed using percentage-based thematic analysis.The findings demonstrate a statistically significant improvement in grammatical mastery. The mean score increased from 50.37 (SD = 14.54) in the pretest to 77.78 (SD = 12.89) in the posttest, with a t-test confirming significance (t(26) = -13.558, p < .001). Furthermore, questionnaire results revealed overwhelmingly positive student perceptions. Over 96% of respondents agreed ILS facilitated understanding and collaboration, while 63% strongly affirmed it increased their activeness and enthusiasm. The strategy was endorsed as enjoyable, motivating, and highly suitable for EFL learning.
Public Speaking Challenges Among EFL Learners: Evidence from an English Camp Experience Amiruddin; Ines Darasinta
JURNAL ILMIAH MAHASISWA Vol. 4 No. 1 (2026): Jurnal Ilmiah Mahasiswa Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry (In Progre
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jim.0010

Abstract

Public speaking in English presents significant challenges for EFL learners, particularly in Indonesian university contexts where opportunities for authentic oral communication remain limited. This study explores how university students navigate public speaking challenges through their participation in an English immersion camp. Using a qualitative approach with narrative inquiry design, data were collected through semi-structured interviews with six participants aged 21-23 years who had completed the Saree English Camp program in Aceh Besar, Indonesia. Thematic analysis was employed to examine participants' experiences before, during, and after the camp. The findings reveal that participants initially faced multidimensional challenges including psychological barriers (anxiety, fear of negative evaluation, low self-confidence), limited linguistic competence (vocabulary, pronunciation, grammar), and lack of supportive speaking environments. The English camp facilitated transformation through its immersive English-only environment, continuous speaking practice, and strong peer support, which collectively reduced anxiety, normalized mistakes, and increased confidence. Participants developed greater willingness to communicate, improved fluency, and more positive attitudes toward speaking English. However, sustaining these improvements post-camp remained challenging due to the absence of supportive English-speaking environments in daily life. This study contributes empirical insights into how immersive learning environments address both linguistic and psychological dimensions of public speaking development, while highlighting the need for sustained practice opportunities beyond intensive programs
Co-Authors Ines Darasinta Zahara A’Lia