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IMPROVING SPEAKING COMPREHENSION THROUGH A PROBLEM- BASED
APPROACH (FOR B1-B2 LEVEL LEARNERS)
Akhorxodjayeva Umida Ravshanovna
University of “Aniq va ijtimoiy fanlar”, Faculty of “Foreign Languages”,
2nd year master’s degree student
https://doi.org/10.5281/zenodo.15322529
Abstract:
Along with hearing, reading, and writing, speaking is one of the four talents
that one should become proficient in. Speaking is crucial in day-to-day living that is to directly
express someone's thoughts. It impacts a person's success in several elements, including
social, political, commercial, and instruction. A strong presentation is the result of a
competent presenter with the ability to communicate clearly in front of large crowds.
Keywords:
Problem-Based Learning, Speaking proficiency, Motivation, Student-
centered classroom
Encouraging students to speak English can be a challenging task for English teachers,
requiring a lengthy process of practice and learning. Foreign language learners often
recognize that their native language differs significantly from English, and they have limited
opportunities to learn and practice English in real-life situations. As a result, they require
additional practice to become proficient in speaking English.
Given the significance of speaking skills, the Indonesian government emphasizes that
students should achieve mastery in this area, focusing not only on the theoretical aspects of
speaking but also on practical application. The current curriculum, known as the 2013
curriculum, advocates for a scientific approach in the teaching and learning process. It also
recommends implementing teaching methods such as project-based learning, problem-based
learning, and discovery learning. These methods differ significantly from traditional
approaches, as they prioritize the learning process over the end results. In this framework,
students become the focal point of the learning experience rather than the teacher.
One of the methodologies highlighted in the 2013 curriculum is Problem-Based Learning
(PBL). According to Yew (2009:11), PBL is an educational approach designed to foster a
learning environment where students engage with meaningful problems, actively
constructing mental models, collaborating with peers to co-create ideas, and developing self-
directed learning skills. Consequently, PBL encompasses four key concepts: learning as a
constructive, self-directed, collaborative, and contextual activity.
The PBL curriculum was designed to engage learners, help them recognize the relevance
of their education to future endeavors, sustain their motivation at a high level, and encourage
a sense of responsibility. The application of PBL has broadened beyond medical studies to
encompass various fields of education, including science, law, mathematics, education,
economics, business, social studies, and engineering.
Problem-Based Learning utilizes “real-world problems and tasks as the primary focus
for constructing knowledge and enhancing the learning experience” (Tai and Yuan: 2007:1).
Additionally, Addalla and Gaffar (2011:1) note that “the PBL educational strategy is defined by
using real-life problems as a catalyst for students’ learning, enabling them to gain knowledge
of fundamental and clinical sciences related to those issues while developing problem-solving
skills.” PBL can be characterized as “an instructional approach where students tackle
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conceptually ambiguous problems and work towards finding meaningful solutions” (Rayne
and Symons 2005:6).
Using PBL to Improve Speaking In EFL context, several studies were conducted to assess
the effectiveness of the PBL approach in developing speaking skills, for instance, examined the
use of PBL approach in contrast with the traditional learning approach. Rosalina implemented
PBL approach in an EFL university speaking class in Indonesia. Her study revealed that
the use of PBL not only improved students’ speaking skills but also positively affected the
other relevant components such as grammar, pronunciation, and vocabulary.
Conclusion
In conclusion, problem-based learning in the student-centered classroom maximizes the
student's involvement in the learning process. Within a PBL student-centered classroom,
students are able to use the knowledge they have and apply it towards ameaningful problem.
Students start to see how the knowledge they learn helps them to solve problems in life,
therefore giving them a love for learning and turning them into lifelong learners.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Ahlfeldt, S. (2003). Problem-based learning in the public speaking classroom. Ph.D.
dissertation, North Dakota State University.
2.
Alajmi, N. (2014). Factors that influence performance in a problem-based learning
tutorial. Ph.D. dissertation, Bond University.
3.
Barrows, H. S. (1986). How to design a problem-based curriculum for the preclinical
years. New York: Springer Publishing Company, Inc.
4.
Doody, J. (2015). An evaluation of the effectiveness of using a hybrid PBL approach in
the teaching of the Java programming language to first year third level. Higher Education in
Transformation Conference, Dublin, Ireland,
5.
Li, D. (2013). Facilitating motivation: Implementing problem-based learning into the
science classroom. Master's thesis, State University of New York.
