The role of the teacher in PBLT is as a facilitator and instructor. Shehe should be able to make students keep on track while doing group discussing. They
also should help students to clarify and formulate their ideas and to use appropriate dialogues and interaction. According to Gregory, teachers can handle the class by
asking the following questions:
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For „clarity’:
Do you mean that.....? By.... do you mean....or....or maybe something else?
When you say.... are you supposingassuming that...?
For “exploring disagreement’:
Why do you think you are right? What makes you think she is wrong?
Can you justify your answer? Can you think of a better reason?
For „considering alternatives’:
Does anyone have different idea? How else could we look at this?
For „appealing to criteria’:
According to what criteria do you say that?
For „jumping to a conclusion”:
Can we be certain that just because of so-and-so, it must be the case that such and-such?
D. Previous Relevant Study
There are some previous studies that can be reference for the writer research. The first relevant study was done by by Shahini Gholamhossein and A. Mehdi Riazi in
2011. The title of the study is ”A PBLT Approach to the Teaching ESL Speaking,
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Gholamhossein Shahini A. Mehdi Riazi, A PBLT Approach to the Teaching ESL Speaking, Writing, and Thinking Skills, English Language Teaching Journal, Vol. 652, 2011, p. 176.
Writing, and Thinking Skills
”. The aim of the study is to introduce Philosophical
Based Language Teaching PBLT as a new approach to teach productive skills. The approach involves using philosophical questions and engaging students in dialogues
within a community of enquiry context. The writer used experimental research as their method to conduct this research. The participants of this research are 34
university students from one of the major universities in Iran – Engineering,
Sciences, and Humanities. They were randomly assigned to two groups: one experimental PBLT and the other control conventional. Results revealed that there
was a significant difference between the two groups. Students in the experimental group outperforming those in the control group on both speaking and writing tasks.
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The second previous study was conducted by Shahini Gholamhossein and Samani Siamak from Department of Foreign languages and Linguistics, Shiraz University
and Islamic Azad University in 2012. The title of the study is “The development of
L2 speaking skill and the related components: Insight from p hilosophical questions.”
The objective of this study is to find out if philosophical questions and dialogs effective or not to teach and develop speaking skill. The writer conducted the
research as quantitative method. 34 Iranian students were randomly assigned into two groups of experimental and control. There were 10 female and 7 male in experimental
group and 9 female and 8 male in control group. The experimental group was taught by using PBLT approach and the control group was taught by conventional teaching.
The results revealed that the students in experimental group superseded those in control group on speaking skill and all its related components except one accuracy.
The gain score of experimental group is 22.17 and control group is 11.70 shows that PBLT approach promotes better way to develop students‟ speaking skill.
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27
Gholamhossein Shahini A. Mehdi Riazi, A PBLT Approach to the Teaching ESL Speaking, Writing, and Thinking Skills, English Language Teaching Journal, Vol. 652, 2011, pp.
171 —175.
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Gholamhossein, Shahini Samani Siamak, The development of L2 speaking skill and the related components: Insight from philosophical questions, Procedia Social and Behavioral Sciences,
Vo. 5, 2010, p. 716.
