Exploring a Case for IB DP English B Class Based on Narrative Theory

Abstract

This study aims to enhance students’ inquiry in IB DP English B classes. Therefore, the aim is to investigate the instructional design based on narrative theory to facilitate students’ genuine explorations. With the increasing number of IB candidates and accredited schools, there is growing interest in IB education. This study examines the key characteristics and essence of the IB DP in high schools and explores a reorganization plan for the English B unit plan based on Narrative theory. The aim is to move away from traditional education focused on exam preparation and towards a more student-centered approach that fosters self-directed learning, creativity, and critical thinking skills. The introduction of the International Baccalaureate (IB) program in public education is seen as an alternative, which leads to a consideration of the required changes in the field of education. Therefore, the aim is to guide students who are pursuing the IB DP to develop their own meaningful interpretations of experiences through the narrative theory in the English B curriculum, enabling them to form and reframe genuine inquiry questions and ultimately progress as lifelong learners capable of crafting insightful inquiries.