Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model

Abstract

This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.

Indonesian undergraduate students' perceptions of problem-based learning implementation in an ELT class: A small-scale survey

“…Other than improving students' self-directed learning, PBL can also enhance practical skills. Thus, it is common that PBL is implemented in language teaching courses to help students practically apply their English teaching knowledge, and that may be useful experience for the future (Hapsari & Kuswandono, 2020). This will make students used to teaching and not feel overwhelmed in the future as well as improve their communication skills.…”

“…This will make students used to teaching and not feel overwhelmed in the future as well as improve their communication skills. However, despite being commonly implemented in English teaching classes in Indonesia (Linda & Apandi, 2019;Hapsari & Kuswandono, 2020), little is known about how Indonesian students perceive their experiences in learning using PBL. To fill this gap, this study attempted to identify Indonesian undergraduate students' perception on PBL in an English language teaching class in a private university.…”