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Research remains limited on how PBL specifically affects speaking skills among learners with different personality traits. This study examines the impact of PBL on the speaking proficiency of introverted and extroverted students at Fatmawati Sukarno State Islamic University, Bengkulu. A comparative experimental design with 40 validated-participant groups applies PBL via real-world problem identification, solution research, idea brainstorming, and presentation tasks targeting fluency, confidence, organization, and clarity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/problem-based-learning-pbl-how-it-affects-speaking-skills-of-introvert-and-extrovert-students/579842/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/problem-based-learning-pbl-how-it-affects-speaking-skills-of-introvert-and-extrovert-students/579842.png","ImageObject",300,407,{"name":92,"@type":93},"Asher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does Problem-Based Learning (PBL) improve speaking skills?","Question",{"text":112,"@type":113},"PBL enhances speaking skills by engaging students in structured group activities such as identifying real-world problems, researching solutions, brainstorming ideas, and presenting findings. These tasks target fluency, confidence, organization, and clarity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What personality traits were compared in the study?",{"text":117,"@type":113},"The study compared introverted and extroverted students. Participants were categorized using a validated personality questionnaire.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key results of applying PBL to both groups?",{"text":121,"@type":113},"Both introverted and extroverted groups showed significant improvements in speaking proficiency. Extroverted students demonstrated greater gains than their introverted peers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579842,1792295360,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","VOL 13 • 1  \nProblem-Based Learning (PBL)  \nHow does it Affect the Speaking Skills of Introvert and Extrovert Students?  \nRisnawati Risnawati * │ State Islamic University of Fatmawati Sukarno Bengkulu , Indonesia  \nArono Arono │ Universitas Bengkulu, Indonesia Wisma Yunita │ Universitas Bengkulu, Indonesia  \nAbstract  \nProblem-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  \nimprovements 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.  \nKeywords: Problem-based learning; Speaking skills; Personality traits; Introverted students; Extroverted students  \nIntroduction  \nTeaching methods play a very important role in shaping the learning process by creating environments that promote academic growth and equip students with the skills needed for lifelong learning. Effective instructional approaches not only inspire learners but also enable them to achieve specific educational goals. As Jeronen et al. (2016) describe, teaching methods are structured processes facilitating knowledge exchange between educators and students, with the ultimate aim of fostering meaningful changes in learning outcomes.  \nAmong various instructional strategies, Problem-Based Learning (PBL) has gained prominence as a dynamic approach to education. Hmelo-Silver (2004) characterizes PBL as a method that engages students in solving authentic, realworld problems, integrating knowledge across disciplines to develop critical thinking, adaptability, and informed decision-making. The emphasis on practical application makes PBL particularly relevant in English Language Learning (ELL), where developing both linguistic proficiency and real-world communication skills is paramount.  \nExtensive research underscores the benefits of PBL in enhancing speaking proficiency and cultivating positive attitudes toward ELL. For instance, Hasnawan (2020) found that PBL improves students’ speaking skills and fosters cognitive, behavioral, and emotional engagement. However, studies like Nurhazizah et al. (2022) present mixed results, attributing limited success to contextual factors such as implementation techniques and learner participation. Despite these inconsistencies, Sutrisna and Artini (2020) highlight the value of PBL in promoting speaking proficiency and fostering a favorable attitude toward language learning.  \nIn addition to instructional methods, individual learner differences, particularly personality traits, significantly influence language acquisition. Ellis  \n(1994) proposed that extroverts, with their inclination for interpersonal communication, often excel in spoken language, while introverts, known for their reflective and cognitive","cbCaitpydT9X91oM","https://ap.wps.com/l/cbCaitpydT9X91oM","pdf",335179,17,"English","# Abstract\n# Introduction\n# Literature review\n## Overview of Problem-Based Learning (PBL)","[{\"question\":\"How does Problem-Based Learning (PBL) improve speaking skills?\",\"answer\":\"PBL enhances speaking skills by engaging students in structured group activities such as identifying real-world problems, researching solutions, brainstorming ideas, and presenting findings. These tasks target fluency, confidence, organization, and clarity.\"},{\"question\":\"What personality traits were compared in the study?\",\"answer\":\"The study compared introverted and extroverted students. Participants were categorized using a validated personality questionnaire.\"},{\"question\":\"What were the key results of applying PBL to both groups?\",\"answer\":\"Both introverted and extroverted groups showed significant improvements in speaking proficiency. Extroverted students demonstrated greater gains than their introverted peers.\"}]","Problem-Based Learning (PBL) - How It Affects Speaking Skills of Introvert and Extrovert Students | PDF",1792036452,43]