Article Sidebar

Download
pdf
Statistic
Read Counter : 32 Download : 21

Downloads

Download data is not yet available.

Main Article Content

Abstract

The research explores about Problem Posing Approach in enhancing speaking skill at the second grade students at SMP Negeri 3 Mare in 2024/2025 academic year. Utilizing a pre experimental design featuring a single group with both pretest and posttest phases, the study focused on a population of 120 students distributed across four classes: 2A, 2B, 2C, and 2D. Through purposive sampling, class 2B was selected as the sample group, as most of its students were identified as having lower speaking proficiency. Initially, participants underwent an oral assessment to gauge their baseline speaking skills. This was followed by six instructional sessions applying the Problem Posing Approach, after which a post-test was administered. Speaking performance was assessed using several key indicators such as fluency, word choice, articulation, and overall clarity. The results indicated a notable enhancement in average performance scores, which increased from a mean score of 6.87 (SD = 0.71) before the intervention to 10.77 (SD = 0.62) afterward. A paired-sample t-test confirmed the statistical significance of this increase at the 0.05 level (t = 21.06; df = 29; critical t = 2.045). These results suggest that incorporating learner-formulated questions into classroom practice significantly enhances classroom dialogue, improves language production, and strengthens student confidence in speaking. The study concludes that the Problem Posing Approach is an effective pedagogical strategy for elevating speaking proficiency in EFL contexts where student participation is traditionally limited. Educators are encouraged to integrate structured problem formulation and peer dialogue into speaking curricula to cultivate both communicative competence and critical thinking.

Keywords

Problem Posing,  Approach, speaking skill, pre experimental design

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Rina Asrini Bakri, Saiful, M. Tahir, Amra Ariyani, Andi Haeriati Alimuddin, & Sumirna. (2025). Unlocking Speaking Potential: The Power of the Problem Posing Approach. Eduvelop: Journal of English Education and Development , 9(1), 142 - 164. https://doi.org/10.31605/eduvelop.v9i1.5212

References

  1. Aliakbari, M., & Jamalvandi, B. (2010). The impact of role play on fostering EFL learners’ speaking ability: A task based approach. Pan Pacific Association of Applied Linguistics, 14(1), 15–29.
  2. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.
  3. Alexander, R. (2020). A dialogic teaching companion. Routledge.
  4. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson Longman.
  5. Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
  6. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Rand McNally.
  7. Chen, L., Dooren, W. V., & Verschaffel, L. (2015). Enhancing the development of Chinese fifth graders’ problem posing and problem solving abilities, beliefs, and attitudes: A design experiment. In F. M. Singer, N. F. Ellerton, & J. Cai (Eds.), Mathematical problem posing: From research to effective practice (pp. 309–329). Springer. DOI: https://doi.org/10.1007/978-1-4614-9666-4_15
  8. Creswell, J. W., & Creswell, J. D. (2018). Research design: Quantitative, qualitative, and mixed methods approaches (5th ed.) SAGE. DOI: https://doi.org/10.4135/9781506326139
  9. Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence based perspectives for L2 teaching and research. John Benjamins. DOI: https://doi.org/10.1075/lllt.42
  10. Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428. DOI: https://doi.org/10.1177/1362168815627357
  11. Ellis, R. (2018). Reflections on task-based language teaching. Multilingual Matters. DOI: https://doi.org/10.21832/ELLI8991
  12. Evertson, C. M., & Weinstein, C. S. (2013). Handbook of classroom management: Research, practice, and contemporary issues. Routledge. DOI: https://doi.org/10.4324/9780203080407
  13. Fatemi, A. H., & Zoghi, M. (2011). The Effect of Problem Posing on EFL Learners' Speaking Proficiency. Journal of Language Teaching and Research, 2(4), 867–873. DOI: https://doi.org/10.4304/jltr.2.4.867-873
  14. Freire, P. (1970). Pedagogy of the oppressed. Continuum.
  15. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw Hill.
  16. Fulcher, G. (2014). Testing Second Language Speaking. Routledge. DOI: https://doi.org/10.4324/9780203122111
  17. Hamid, M. O. (2023). English language education in Asia: A critical overview. Asian Englishes, 25(1), 12–28. DOI: https://doi.org/10.1080/13488678.2022.2160409
  18. Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. DOI: https://doi.org/10.1017/S026144480999036X
  19. Hmelo-Silver, C. E. (2004). Problem based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. DOI: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
  20. Kemendikbud. (2022). National English Competency Index Report. Ministry of Education and Culture, Indonesia.
  21. Kopparla, M., Bicer, A., Vela, K., Lee, Y., Bevan, D., Kwon, H., … Capraro, R. M. (2019). The effects of problem-posing intervention types on elementary students’ problem-solving. Educational Studies, 45(6), 708–725. https://doi.org/10.1080/03055698.2018.1509785
  22. Luoma, S. (2004). Assessing speaking. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511732997
  23. Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design (2nd ed.). Routledge. DOI: https://doi.org/10.4324/9781315752204
  24. Mustafa, B. (2024). Classroom interaction patterns in Indonesian EFL high schools. TEFLIN Journal, 35(1), 55–72.
  25. McNamara, T. (1996). Measuring Second Language Performance. Longman.
  26. Nasser, R., & Abu-Naba’h, A. (2017). The Effect of Problem Posing on Students’ Speaking and Cognitive Skills. International Journal of Education, 9(1), 134–141. DOI: https://doi.org/10.5296/ije.v9i1.10942
  27. Nurkamto, J. (2003). Improving English Language Teaching in Indonesia: The Role of Research. TEFLIN Journal, 14(2), 223–231.
  28. Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139858656
  29. Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. DOI: https://doi.org/10.1111/lang.12078
  30. Rahimpour, M. (2011). The relationship between speaking tasks, interaction, and cognition. Procedia – Social and Behavioral Sciences, 29, 1305–1312. DOI: https://doi.org/10.1016/j.sbspro.2011.11.368
  31. Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667206
  32. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667305
  33. Samad, I. A., & Fitriani, S. S. (2022). Empowering EFL learners through problem posing in speaking classes: A case study. Indonesian Journal of Applied Linguistics, 12(2), 327–336. DOI: https://doi.org/10.17509/ijal.v12i2.46604
  34. Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247–264. DOI: https://doi.org/10.15639/teflinjournal.v26i2.247-264
  35. Silver, E. A., & Cai, J. (1996). An Analysis of Arithmetic Problem Posing by Middle School Students. Journal for Research in Mathematics Education, 27(5), 521–539. DOI: https://doi.org/10.5951/jresematheduc.27.5.0521
  36. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Lawrence Erlbaum. DOI: https://doi.org/10.4324/9780203341697.ch24
  37. Thornbury, S. (2017). How to teach speaking. Pearson Education.
  38. Tavakoli, P., & Hunter, A. (2018). Approaches to teaching spoken fluency for the EFL classroom. Routledge. DOI: https://doi.org/10.4324/9781351040887
  39. Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511667176
  40. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. DOI: https://doi.org/10.4159/harvardunivpress.9780674247604