The Inquiry-Based Teaching and Learning Management Results by Using 6A Cycles on Japanese Society and Culture Course

Abstract

This article aims to 1) compare second-year Japanese major students’ learning achievement in Japanese social and culture before and after using 6A teaching and learning cycle Lesson plans, 2) study students’ satisfaction of learning Japanese social and culture by using 6A teaching and learning cycle Lesson plans. This study used one group pretest-posttest design. The population was 23 second-year Japanese major students at a university in southern Thailand. Research tools were 10 6A teaching and learning cycle Lesson plans, learning achievement test, and a satisfaction questionnaire. Statistics used for data analysis were percentage, mean, standard deviation, and t-test. The study found that 1) scores after learning Japanese social and culture by using 6A teaching and learning cycle lesson plans were higher than pretest scores at the level of .01 significant difference, 2) students had satisfaction with learning Japanese social and culture by using 6A teaching and learning cycle lesson plans at the highest level. It can be concluded that the inquiry-based teaching and learning method, 6A teaching and learning cycle lesson plans, are effective in encouraging learners to learn Japanese social and culture systematically. Learners understand the content better by knowing how to ask questions and practice critical thinking with their peers in the group. However, instructors should analyze the content on each topic carefully to ensure the appropriate amount of content for the learner.