Problem Based Learning (PBL) in Teaching English for Students of Primary School Teacher Education Department

Abstract

One of the learning models that can be implemented in increasing the students ability in English language is using Problem Based Learning (PBL). Problem Based Learning is a learning model that focuses on giving the solution for students in learning process. PBL provides the chance for students to find their problem and also creating the alternative solution to deal with their problems in English language learning. The aims of this study, by using PBL can increase the students’ ability in mastering English language. The participant of this study chosen from primary school teacher education department (PGSD) faculty of educational sciences, Muhammadiyah University of Jakarta. There several consideration in choosing the department as the object of this study. First, the student of this department lack of interest in joining the English subject, the learning process becomes ineffective. Second, as the future candidate of teacher for elementary school students, they need to concern with the ability of English language. Third, the average ability of students in mastering English is weak. The method used for this study based on qualitative/interpretive paradigm. This method concern on viewing the focus and problems of this study in a comprehensive way. The finding, based on the result of the study it can be shown that the students ability in English language increased as the researcher targeted from the beginning. And the learning process becomes more active after the use of Problem Based Learning. So, it can be concluded that the use of Problem Based Learning (PBL) can increase the students’ ability in mastering English Language.

Developing Authentic Assessment Rubric for Assessing 5th Grade Elementary School Students at Buleleng Regency

“…After that, the teacher will help evaluate the results of the investigation together with the students. In the end, the independence, communication, and good thinking of students will be trained by the application of this method (Hadi & Izzah, 2019). 2.…”

The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review

“…Educators should encourage learners in making decision through problem-based learning in which they take responsibility for their own learning while enhancing their own self-directed learning skills (Abraham et al, 2016). Using problem-based learning approach, a study conducted by Hadi and Izzah (2018) reveals that the students become more open and comfortable to share their problems in learning English resulting in a better self-regulation by creating strategies and plans to improve their English collectively in both face-to-face and virtual classes.…”

Problem-based learning and 21st-century skills: Are they compatible?

“…Although the stimulus is the use of problems, problem-based learning develops students' problem-solving skills and other skills, especially 21st-century skills and attributes. Problembased learning allows students to discover their problems and finding alternative solutions to solve them (Hadi & Izzah, 2018).…”

“…Besides, students may obtain both theoretical and practical understanding of certain information. Problem-based learning allows students to discover their problems and finding an alternative solution to solve them (Hadi & Izzah, 2018). It will train students to be ready to face the future academic and professional challenges future in life.…”

“…Nevertheless, divided arguments regarding problem-based learning are found. Some studies found the strengths of problem-based learning for enhancing students' 21 st -century skills (Anazifa & Djukri, 2017;Bashith & Amin, 2017;Duff, 2008;Ghufron & Ermawati, 2018;Hadi & Izzah, 2018;Iswandari et al, 2017;Lapuz & Fulgencio, 2020;Keong & Mohammed, 2015;Munawaroh, 2020;Yuberti et al, 2019). On the other hand, some studies found the complexity and challenges in implementing problem-based learning (Blundell & Berardi, 2016;Ceker & Ozdamli, 2016;Ghufron & Ermawati, 2018;Iswandari et al, 2017;Kassem, 2018;Miner-Romanoff, Rae, & Zakrzewki, 2019).…”