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All Journal EDUVELOP (Journal of English Education and Development) JUPE : Jurnal Pendidikan Mandala Rayah Al Islam : Jurnal Ilmu Islam Journal of Classroom Action Research International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal Of Economics Social And Technology International Journal of Business English and Communication (IJoBEC)
M. Tahir
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Religion Arts Humanities Automotive Engineering Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Unlocking Speaking Potential: The Power of the Problem Posing Approach Rina Asrini Bakri; Saiful; M. Tahir; Amra Ariyani; Andi Haeriati Alimuddin; Sumirna
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5212

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.
Co-Authors Amal, A. Israq Irgyanto Amin, Fatimah Hidayahni Amra Ariyani Andi Haeriati Alimuddin Ansari Abdillah ARIFUDDIN Baiq Niswatul Khair Bebi Davilla Nurwandari Darmawati Ginting, Ella Enjella Br Hakim, Habib Hutapea, Silvani Oktaris Ilham Sonata Korompot, Chairil Anwar Lely Novia Marwah Muhammad Adnan Murni Mahmud Nur M. Ridha Tarigan Nurmalasari Rina Asrini Bakri Saiful Seny Luhriyani Sunusi Simanjuntak, Wahyu Ramadhan Sumirna Tyssa Thinandra Putri Wanda Wahyu Melani