THE EFFECTIVENESS OF PROBLEM-BASED LEARNING ON STUDENTS' CRITICAL SPEAKING SKILL (Quasi-Experimental Research at 12th Grade of Mambaus Sholihin Senior High School Students)

Keywords: Problem-Based Learning, Critical Thinking Skill, Speaking Skill.

This study investigates the effectiveness of Problem-Based Learning (PBL)
in improving students’ critical speaking skills, with the integration of
translanguaging as a supportive pedagogical approach. A quasi-experimental
design was employed involving a pre-test and post-test with two groups: an
experimental group taught using PBL and translanguaging strategies, and a control
group taught using conventional methods. The participants were 12th-grade
students at Mambaus Sholihin Senior High School, selected using purposive
sampling. Data were collected through speaking tests, questionnaires, and
documentation. The post-test results were analyzed using a One-Way ANOVA. The
analysis revealed an F-value of 29.180 and a significance level (p-value) of 0.000,
which is below the 0.05 threshold. This indicates a statistically significant
difference between the groups, leading to the rejection of the null hypothesis (H₀)
and acceptance of the alternative hypothesis (Hₐ). The results also showed that the
F-count exceeded the F-table values at both 5% and 1% significance levels. These
findings demonstrate that the implementation of PBL, supported by
translanguaging practices, significantly enhances students’ ability to think and
speak critically in English. Therefore, PBL combined with translanguaging is an
effective approach for developing critical speaking skills in EFL classrooms,
particularly in Islamic boarding school contexts.