Digital Visual Learning Materials and Their Impact on Students' English Language Skills: A Guided Inquiry Approach

Abstract

This study investigates the effect of the Guided Inquiry model assisted by Digital Student Worksheets (LKPD) on eleventh-grade students' English language skills, specifically writing creativity, reading comprehension, speaking proficiency, and learning independence. Employing a quasi-experimental design with a Nonequivalent Control Group, the study involved 187 students from SMA Negeri 1 Woha, Bima, West Nusa Tenggara, selected through proportional random sampling and assigned to either an experimental group (Digital LKPD-supported Guided Inquiry) or a control group (conventional instruction). Pre- and post-tests were administered across all four outcome variables, and data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and N-Gain tests. Results demonstrated statistically significant improvements in the experimental group across all four variables: writing creativity (t = 3.542; p = 0.001), reading comprehension (t = 3.215; p = 0.002), speaking skills (t = 3.611; p = 0.001), and learning independence (t = 3.214; p = 0.002). The MANCOVA revealed a simultaneous significant effect of the instructional model on all dependent variables (Pillai's Trace = 0.913; p < 0.001). N-Gain scores indicated moderate-to-high improvement in the experimental group (M = 0.65) compared to the control group (M = 0.35). These findings suggest that integrating digital visual learning materials within a Guided Inquiry framework functions not merely as a content delivery mechanism, but as a strategic instructional design component that promotes self-regulated learning, cognitive engagement, and holistic English language literacy development in 21st-century educational contexts.