




































ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
  

 

 

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The Challenges of Using Treffinger Learning Model 
in Improving Speaking 

Rizqi Akbarani 

IAIN Ponorogo, Indonesia 

Rizqiakbarani@iainponorogo.ac.id 
 

Ni Made Anggi Arlina Putri 
IAHN-TP Palangka Raya, Indonesia 

nimadeanggi@gmail.com 
 
Abstract 

Treffinger learning model is one of the cooperative learning models, which 
allows students to creatively solve problems and encourages their interests in 
speaking. This research aims to unveil the challenges of using this learning 
model in improving speaking skill. Drawing on the qualitative data collected 
through interviews, and observations. This research found that unveiled that 
students’ lack of motivation, ability in English, teachers’ readiness, and time 
made it difficult for the application of the Treffinger learning model. 
 

Keywords: Treffinger learning model; teaching speaking; speaking skill 

 

INTRODUCTION 
English is an international language which has been spoken as a 

communication tool for many sectors such as education, technology, 
diplomacy, economic, and industry (Akbarani, 2019). English also important in 
globalization era. All people over the world learned English as their first 
language or second language. Speaking is one of the four English language 
skills. Speaking is also used by people in communication with others to 
achieve certain goals or to express their opinions, intentions, hopes, and 
viewpoints. (Richards, 2006) said that the mastery of speaking skills in English is 
a priority for many second or foreign language learners. Learners 
consequently often evaluate their success in language learning as well as the 
effectiveness of English course on the basis of how well they feel that they have 
improved their speaking skill. It can be said that encouraging speaking skill in 
language learning, especially in English is not easy thing.  

Burns & Joyce (1997) as cited in Torky (2006) defined speaking as an 
interactive process of constructing meaning that involves producing, 
receiving, and processing information. Its form and meaning are depended on 

mailto:Rizqiakbarani@iainponorogo.ac.id
mailto:nimadeanggi@gmail.com


ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
  

 

 

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the context in which it occurs, the participants, and the purposes of speaking. 
Similarly, Thornbury (2005) explained that speaking is a real-life activity that 
is carried out by speaker to express ideas to interact with listeners. The 
activities are unplanned and their continuity is based on situations. It means 
that speaking is the harder skill than writing, listening, and reading because 
speaking happens in real time and as communication toll with other. 

Based on the preliminary study, the researcher found that learners got 
difficulties in speaking. They felt that speaking learning was difficult. It was 
due to they seldom got speaking materials and practice speaking. The 
researcher found that the learners’ speaking skill were low. 

Furthermore, learners lacked motivation to speak. They were not active in 
learning. They were shy to speak. They realized that they did not have enough 
vocabulary to speak English. So, it makes teacher got difficulties to ask 
learners to speak English fluently. Indeed, they needed attention and 
motivation to make their speaking better. 

The factors which affected learners speaking skill not only come from 
learners but also come from teachers, media or techniques. The problems from 
teacher, teacher could not create learning situation that would stimulate 
students’ activity. Besides, media that was used by teacher in learning made 
some students bored. Teacher seldom used the other media such as video, 
picture, or audio. Furthermore, the technique of teaching was monotonous. 
Teacher stood in front of the class, read the material from book, gave some 
explanations, and then asked students to do the exercises. Teacher rarely made 
some work groups that could stimulate students to be more active in learning 
process. 

From the reasons above, it can be concluded that teacher needs an 
alternative learning model to teach speaking. Treffinger learning model is one 
of cooperative learning model that has concept of creative problem solving 
where Treffinger learning model is the revision from creative problem solving 
by Donald J. Treffinger. Treffinger learning model is good to build students’ 
interests in speaking learning. Treffinger learning model is one of the 
cooperative learning models, which allows students to creatively solve 
problems and encourage their interests in speaking (Akbarani, 2019). 
According to Al Hadad (2015) as cited in (Akbarani, 2019), Treffinger learning 
model enables students to express their ideas through speaking or writing. 
Hence, the researcher considers that using of Treffinger learning model will 
help students improve their speaking skill. Researcher intends to use Treffinger 
learning model in teaching speaking using a mixed-method action research. 
The researcher believes Treffinger learning model can improve the students’ 
speaking skill. This mixed-method action research aims to unveil to what extent 
Treffinger learning model can improve the students’ speaking skill; the 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
  

 

 

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classroom situation of using this learning model in improving students’ 
speaking skill; and the challenges of using this learning model in improving 
students’ speaking skill.  
 
METHODS 

In this research, researcher used two techniques to collect the data, such 
as interviews and observations, which were video and audio-recorded. The 
data consisted of qualitative data. In this research, the researcher interviewed 
the teacher and students to obtain the information from the teacher and 
students’ opinion about using Treffinger learning model in speaking learning. 
Researcher wanted to know the students’ and teachers’ point of view about 
using Treffinger learning model, their opinion about the activities, and their 
opinion about advantages and disadvantages of Treffinger learning model. 
Researcher did observation as ways of finding out more about the students’ 
responses, students’ behaviors, and students’ activities during the teaching and 
learning process.  

 
FINDING AND DISCUSSION 

This research aims to describe the difficulties and challenges of using 
Treffinger learning model in improving speaking skill. This research found 
that Treffinger learning model was not easy to be implemented where time, 
students’ motivation, students’ ability, and teacher readiness affected the 
learning process. Based on findings, students’ motivation affected the learning 
process where not all students were active in discussion. Some of students 
talked to their friends loudly and did not do the tasks together. To solve this 
problem, teacher should more active in monitoring as well as motivating, 
assisting, and guiding each group carefully. 

Intani said that there are some obstructions in the implementation of 
Treffinger learning model included limited time, students’ lower motivation, 
students’ dfferent ability, inadequate training for teacher (Intani, 2015). 
Treffinger learning model needed long time to be applied. It was happened 
because the students had different skill level, interest, motivation, and 
experience. The students’ thinking speed also affected the students’ work where 
the time limit and the topic were given by teacher are the one of the reasons 
which influenced the thinking speed. It was relevant with Shoimin (2014) that 
time allocation to implement Treffinger learning model was longer than the 
other learning model. 
 
CONCLUSSION AND SUGGESTION 

This research implies there are the difficulties that occur in implementing 
Treffinger learning model in improving students’ speaking skill. In the 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 1, 2022  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
  

 

 

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process, there were also some difficulties that I encountered such as: (1) The 
students’ motivation affected the learning process where not all students 
were active in discussion. Some of the students talked to their friends loudly 
and did not do the tasks together. In this case, the teacher should more active 
in monitoring as well as motivating, assisting, and guiding each group 
carefully. (2) Treffinger learning model needed a long time to be applied. In this 
research, the time which was given to group was relatively short. In the 
beginning, I implemented Treffinger learning model, many students 
complained about the time setting. Students needed more time to observe and 
understand the information and do the assignments. Besides, every student 
has the different skill level, interest, motivation, and experience which affected 
the process in implementing Treffinger learning model. 

 
REFERENCES 

Akbarani, R. (2019). How to Improve Speaking Skill using Treffinger Learning 

Model? Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 3(2), 143–150. 

https://doi.org/10.26858/eralingua.v3i2.10066 

Intani, F. S. (2015). Implementasi pembelajaran Pendidikan kewarganegaraan melalui 

model pembelajaran creative problem solving Treffinger untuk membentuk 

kemampuan berpikir kritis siswa (studi pada sekolah menengah pertama negeri 16 

surakarta). 

Richards, J. C. (2006). Developing classroom speaking activities: From theory to 

practice. Guidelines, (RELC, Singapore), 28, 3–9. 

Shoimin, A. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. Yogyakarta: 

Ar-Ruz Media. 

Thornbury, S. (2005). How to teach speaking. London: Pearson Education 
Limited 

Torky, S., & Fattah, A. E. (2006). The Effectiveness of a Task- Based Instruction 
program in Developing the English Language Speaking Skills of 
Secondary Stage Students. Retrieved from Ains Shams University, 
website: https://eric.ed.gov /fulltext/ED523922.pdf 

 

 


