The Effects of Problem-Based Learning Activities on Speaking Competence and Thinking Skills of Secondary School Students

This study investigated the impact of Problem-Based Learning Activities (PBLA) on Grade 11 students’ speaking competence and thinking skills at Sena Gimbi Secondary School. Using a mixed-methods approach, 24 students were divided into experimental and control groups. Data were collected through pre- and post-tests, questionnaires, interviews, and self-reflections. Results showed significant improvements in the experimental group’s speaking competence (from 64.75 to 84.65) and thinking skills (from 31.97 to 67.55), compared to smaller gains in the control group. Qualitative findings highlighted enhanced student engagement, motivation, and practical understanding through PBLA. Although teachers valued PBLA, they tended to assess lower-order thinking skills more frequently. The study underscores PBLA’s potential to develop linguistic and critical thinking skills in English education and recommends further research on aligning teacher training to foster higher-order thinking skills for comprehensive student development.