Enhancing Malay Writing Proficiency Via 5e Inquiry-based learning among Chinese Secondary School Students

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.