Problem-Based Learning (PBL): How Does It Affect the Speaking Skills of Introvert and Extrovert Students?
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| Title: | Problem-Based Learning (PBL): How Does It Affect the Speaking Skills of Introvert and Extrovert Students? |
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| Language: | English |
| Authors: | Risnawati Risnawati, Arono Arono, Wisma Yunita |
| Source: | Journal of Problem Based Learning in Higher Education. 2025 13(1):184-200. |
| Availability: | Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Problem Based Learning, Speech Skills, Extraversion Introversion, Foreign Countries, Personality Traits, College Students, Religious Colleges, Islam, English (Second Language), Skill Development, Second Language Learning, Student Characteristics |
| Geographic Terms: | Indonesia |
| ISSN: | 2246-0918 |
| Abstract: | Problem-Based Learning (PBL) fosters student engagement and enhances the learning process through active problem-solving. However, limited research has explored its specific impact on the speaking skills of students with varying personality traits. This study investigates the influence of PBL on the speaking proficiency of introverted and extroverted students at Fatmawati Sukarno State Islamic University, Bengkulu. Using a comparative experimental design, 40 students were categorized as introverts or extroverts based on a validated personality questionnaire. PBL was implemented through structured group activities, including identifying real-world problems, researching solutions, brainstorming ideas, and presenting findings. These tasks targeted critical speaking skills such as fluency, confidence, organization, and clarity. Pre-test and post-test assessments of speaking performance provided quantitative data, analyzed using paired and independent t-tests. Results revealed significant improvements in speaking proficiency for both groups, with extroverted students showing greater gains than their introverted peers. The findings highlight the potential of PBL to improve speaking skills across personality types and underscore the importance of tailoring PBL activities to accommodate diverse learner traits. This study contributes to the literature by demonstrating the adaptability of PBL for optimizing speaking skill development in higher education contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492606 |
| Database: | ERIC |
| Abstract: | Problem-Based Learning (PBL) fosters student engagement and enhances the learning process through active problem-solving. However, limited research has explored its specific impact on the speaking skills of students with varying personality traits. This study investigates the influence of PBL on the speaking proficiency of introverted and extroverted students at Fatmawati Sukarno State Islamic University, Bengkulu. Using a comparative experimental design, 40 students were categorized as introverts or extroverts based on a validated personality questionnaire. PBL was implemented through structured group activities, including identifying real-world problems, researching solutions, brainstorming ideas, and presenting findings. These tasks targeted critical speaking skills such as fluency, confidence, organization, and clarity. Pre-test and post-test assessments of speaking performance provided quantitative data, analyzed using paired and independent t-tests. Results revealed significant improvements in speaking proficiency for both groups, with extroverted students showing greater gains than their introverted peers. The findings highlight the potential of PBL to improve speaking skills across personality types and underscore the importance of tailoring PBL activities to accommodate diverse learner traits. This study contributes to the literature by demonstrating the adaptability of PBL for optimizing speaking skill development in higher education contexts. |
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| ISSN: | 2246-0918 |
