FACULTAD REGIONAL MULDISCIPLINARIA FAREM-Estelí

Problem solving as a strategy to improve English speaking skill, in third grade student’s
high school Guillermo Cano during the first semester 2019.

STUDENT NAMES:
Br. Leydi carolina Gutiérrez.
Br. Hellen Marisela Martínez.
Br. Sobeyda Lisseth Peralta.

COURSE NAME: Applied Research

DEPARTMENT: Department of Education and Humanities

SUPERVISOR: Wilmer Lagos

Abstract
This research is focused on knowing the strategy problem solving skill in the English class.
It focused on the difficulties that students present in the English-speaking skill. This
research was support in the qualitative approach with a type of descriptive research which
allowed us to know more about the object of study. The results of this research managed to
pose problem solving in the English class, but in the methodology that the teachers apply,
find the solution to achieve better results.

1
 TABLA DE CONTENIDO
I. INTRODUCTION ......................................................................................................... 3

1.1. PROBLEM STATEMENT ................................................................................... 4

1.2. QUESTIONS OF INVESTIGATION .................................................................. 5

II. THEORETICAL FRAMEWORK ........................................................................... 6

2.1. IMPORTANCE OF THE PROBLEM ................................................................ 6

2.2. BACKGROUND AND SIGNIFICANCE ............................................................ 7

2.3. Some example of problem solving ........................................................................ 8

2.3.1. Brainstorm bonanza ....................................................................................... 8

2.3.2. Problem-solving as a group ........................................................................... 8

2.3.3. Clue me in ........................................................................................................ 8

2.4. Research Design and Methods .............................................................................. 9

2.5. Population and Study Sample. .............................................................................. 9

2.6. Colletion of Data. ................................................................................................... 9

2.7. Ethics and Human subjects issues. ....................................................................... 9

2.8. Significance for education in English teaching. .................................................. 9

III. REFERENCES ........................................................................................................ 11

IV. Interview address teacher ....................................................................................... 12

2
 I. INTRODUCTION
The ever-growing need for good communication skills in English has created a huge demand
for English teaching around the world. Millions of people today want to improve their
command of English or to ensure that their children achieve a good command of English.
And opportunities to learn English are provided in many different ways such as through
formal instruction, travel, study, abroad, as well as through the media and the internet.
(Richards, 2005)

Nowadays, many people show the necessity to improve communication skills in English
through different strategies; it means to get a lot of knowledge about techniques to teach.
Techniques are important to improve English language. In this research our purpose is to test
out the problem solving as strategy where students can develop the speaking skill by the
strategy of problem solving. The speaking skill is one of the most difficult to develop, on this
matter is necessary to make this research to analyze if problem solving can support the
weakness that students have with communication.

This research is focused in how effective the strategy problem solving is, in the speaking skill
of English language, because many students need improve their skills. Problem solving can
help students to learn English in an interesting way. The problems may be on real or
imaginary situations, and students are expected to find possible solutions for the problem,
with the problem solving strategy, students unconsciously acquire knowledge, they interact
with other and develop their critical thinking and communicative skills. Apply strategies to
teach English is important and necessary, because English turn out to be hard or boring for
some students, so with a new way to teach English in the class, it is possible to get a better
result.

3
 1.1. PROBLEM STATEMENT

According to Ampie (2017) “In Nicaragua the majority of teacher do not have supremacy in
the four skills, teachers still teach English with traditional methods, the teaching-learning of
English leads with technology and not every teacher has email”.

Another difficulty could be that they do not have dominance of social networks, the lack of
material inside the classroom. Some teachers have more than forty students and it affects the
teaching-learning or detachment to teach well; teachers do not look other way to teach; they
always use the same methods. On the other hand, students present diverse problems: the lack
of motivation for learning in the English class, they are not interested in learning for
themselves, they only hope for the teacher give them and the teacher just teaches grammar
and reading, so they cannot have a good communication, because they not practice the
speaking skill.

McKay (2003) argues that “when teaching English as an international language educator
should recognize the value of including topics that deal with the local culture, support the
selection of a methodology that is appropriate to the local education context”

That is mean to get a good teach is important recognize the context of the students, the
material to teach could be proper in the environment of them, the values also are included.

4
 1.2. QUESTIONS OF INVESTIGATION
How problem solving can help to improve speaking skill?

What importance has the problem solving strategy to improve English speaking skill?

5
 II. THEORETICAL FRAMEWORK

2.1. IMPORTANCE OF THE PROBLEM

Learning a foreign language means getting closer to the community that speaks it, to contrast
the own experience with other people and observe how language acquires new dimensions.
It is very important to consider that English language is the great language of international
relations and therefore their knowledge is essential for oral and written communication.
(Duarte, 2010)

The main objective of this research is to test out problem solving, as a strategy to improve
the speaking skill of the English language, in students of third grade high school from
Guillermo Cano institute during the first semester 2019, as it has been mentioned.

This research aims to analyze what importance the problem solving has to improve oral
communication in the classroom, in order to help to the students, who need to improve the
speaking skill, putting into practice the learning obtained. The problem-solving strategy
contributes to a better teaching-learning process, because it manifests different ways of
innovating in the English class.

Using problem solving as a strategy allows the growth of a better motivation, and sustains a
good concentration in the students, it regulates their behavior, the idea is to avoid boring
classes and students learn in a natural way. The teacher will be able to apply activities that
can motivate the interest of the students. Problem solving changes de traditional methods.
Now a day, teachers need the use of strategies in the classroom to change the diary routine,
guiding the students to better environment of learning.

6
 2.2. BACKGROUND AND SIGNIFICANCE

In the present research the subject will be approached, using problem solving as strategy to
improve English speaking skill. This section develops the scientific basis related to the
theoretical aspects that support the information collection of different studies.

When the class works on the problem, the teacher assumes the role of guide, or facilitator.
The teacher sets the climate, helps students connect to the problem, sets up a work structure
visits the problem with students, revisits the problem, facilitates the production of product or
a performance, and encourages self-evaluation. Teacher using PBL face the difficult task of
guide without directing. Such work involves guide students though the process of developing
possible solutions (Delisle, 1997, p. 16)

The paragraph before describes the process of implementing strategies, to identify the
difficulties that students present. When the factor that inscribe in the learning, shows the
principle of a good teaching, keeping a good encourage; it allows to know the level of
students and they could answer their questions.

The activity problem solving can also be successfully in the English class, allowing to
develop the critical thinking skills.

In classroom where educators employ activity learning strategies students talk to each
other, not though the teacher, and they initiate and manage many of their own activities.
In this class the teacher serves as a guide to learning, providing room for students to
increase their independence and build their own creativity (Delisle, 1997)

Critical thinking is a learned skill that requires instruction and practice. Business education
instructors at both the secondary and post-secondary levels can enhance students critical
thinking skills by using instructional strategies that actively engage students in the learning
process rather than relying on lecture and rote memorization, focusing instruction on the
process of learning rather than solely on the content, and using assessment techniques that
provide students with an intellectual challenge rather than memory recall. Snyder (2008)

Several aspects can impede critical thinking instruction. Lack of training, limited resources,
partial preconceptions, and time constraints conspire to negate learning environments that

7
promote critical thinking. However, actively engaging students in project-based or
collaborative activities can encourage students to the critical thinking process, use effective
of questionnaires techniques, and guide students critical thinking process. Problem solving
is a mental process where students can to develop their abilities of solve different situations,
they can learn more and find solutions themselves for the problems and improve their
communicative skills.

2.3. Some example of problem solving

2.3.1. Brainstorm bonanza

Having your students create lists related to whatever you are currently studying can be a great
way to help them to enrich their understanding of a topic while learning to problem-solve.
For example, if you are studying a historical, current or fictional event that did not turn out
favorably, have your students brainstorm ways that the protagonist or participants could have
created a different, more positive outcome. They can brainstorm on paper individually or on
a chalkboard or white board in front of the class. ( Anonym, 2013)

2.3.2. Problem-solving as a group

Have your students create and decorate a medium-sized box with a slot in the top. Label the
box “The Problem-Solving Box.” Invite students to anonymously write down and submit any
problem or issue they might be having at school or at home, ones that they can’t seem to
figure out on their own. Once or twice a week, have a student draw one of the items from the
box and read it aloud. Then have the class as a group figure out the ideal way the student can
address the issue and hopefully solve it. (Anonym, 2013)

2.3.3. Clue me in
This fun detective game encourages problem-solving, critical thinking and cognitive
development. Collect a number of items that are associated with a specific profession, social
trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures
of items) that are commonly associated with the target answer. Place them all in a bag (five-
10 clues should be sufficient.) Then have a student reach into the bag and one by one pull out
clues. Choose a minimum number of clues they must draw out before making their first guess
(two- three). After this, the student must venture a guess after each clue pulled until they
guess correctly. See how quickly the student is able to solve the riddle. ( Anonym, 2013)

8
 2.4. Research Design and Methods
This research presents a qualitative research design, because it looks to identify the
comprehension of the observed phenome, it seeks to understand the role that educators play
in the innovate process of teaching English language. These effects must be assessed using
qualitative techniques. According to (sampieri, 2006, pág. 9) “the qualitative approach can be
defined as a set of interpretative practices that make the world visible. It became into a series
of representations in the form of observations” (P.9)

The type of research is descriptive, because it has a detailed description in each step of the research
looking for the finding and the respective analisys and giving an explanation about the different
aspects which will be considered during the process of researching.

2.5. Population and Study Sample.

Guillermo Cano high schools has a population of 9 teachers. Of this populations will be interviewed
a sample of 3 teachers who are teaching the English class during the first semester 2019 in
different ships. In this way will be possible to know through the questionnaire, the different
aspects.

2.6. Colletion of Data.

Yin, RK ( 2011). Say that “Data serve as the foundation for a research study, in a qualitative research,
the relevant data derive, from four fiel -based activities , interviwing, observing, collecting, and
examining”.

To elaborate the data collection, interview will be applied using a properly prepared format, that
answer the needs of the research; in this way will allow to collect the information for this research.

2.7. Ethics and Human subjects issues.

The research has an emphasis on the application of the strategy problem solving, because
there are different investigation , that show the need to apply new strageis in the classroom,
the lack of differenciated activities, could bring consequences in the teaching process of the
English class.

2.8. Significance for education in English teaching.

This research could be useful and necessary during the teaching- learning process. It has
many advantages. The adequate use of problem solving can be successfully at the English
class. It help students in their weakness and teachers in the learning process.

9
The research is oriented to provide tools for a better process in the English teaching,
improving the speaking English skill in students with more difficulties, promoting the active
participation in oral activities.

10
 III. REFERENCES
(s.f.). Problem-Based Learning (PBL, tps://citl.illinois.edu/citl-101/teaching-
learning/resources/teaching-strategies/problem-based-learning-(pbl).
(s.f.).
(2001 Octubre ). task based learning , 4.
(2015). aula planeta .
5 Problem-Solving Activities for the Classroom . (2013). A BLOG THE COONCORDY
UNIVERSITY PORLAND .
Ampie, S. (28 de 11 de 2017). Acerca de la ensñanza del ingles. Diario La Prensa.
Obtenido de laprensa.com.ni
armendaris, M. (2011). ense{anza del idioma ingles .
Armendaris, m. (2011). . enseñanza del idioma ingles .
Delisle, R. (1997). How to use problem-based learning in the classroom . Obtenido de
https://books.google.es/books?hl=es&lr=&id=9nZPZ6N27EEC&oi=fnd&pg=PR4&
dq=how+to+used+problem+based+learning+in+the+classroom+&ots=OUy_6HoX5
P&sig=8K_V
Duarte, d. a. (2010). estrategias metodologicas para el aprendizaje de la lengua extrangera
en el cuarto año de secundaria.
Hmelo-Silver, C. E. (2004). Problem-Based Learning. Educational Psychology Review, 16.
Obtenido de
https://link.springer.com/article/10.1023/B:EDPR.0000034022.16470.f3
Lisa Gueldenzoph Snyder, M. J. (2008). Teaching critical thinking and problem solving
skills. The Journal of Research in Business Education.
McKay, S. (april de 2003). Teaching English as an International Language: the Chilean
context. 57. Obtenido de https://academic.oup.com/eltj/article-
abstract/57/2/139/366528
Richards, J. C. (2005). communicative language teaching today. SEAMEO Regional
Language Centre. Obtenido de https://scholar.google.es/schhp?hl=es&as_sdt=0,5
sampieri, R. H. (2006). metodologia de la investigacion. mexico.
segura alons, R. (2012). the importance of teaching listening and speking skill. 19.
Teaching Espeaking Eskills 2 overcoming classroom problems. (s.f.). BRITHISH
COUNCIL. Obtenido de ttps://www.teachingenglish.org.uk/article/teaching-
speaking-skills-2-overcoming-classroom-problems

11
 IV. Interview address teacher
Name: optional

Objective; this interview is oriented to analyze if the strategy problem solving can be useful
in the classroom during learning process

What method of problem solving do you apply as an English teacher?

How do you evaluate the English-speaking skill in your students?
Do you think the problem solving is a good strategy to improve the English-speaking skill?
Why?
How will you prefer to apply this strategy, individual or in group? Why?
Why do you think students have weakness in English speaking skill?

12