The researcher has found a relevant to the previous study conducted by the previous researcher before, to assist this research. The previous research finding is taken from the previous journal.
The first previous study is a journal written by Bella Chiou (2019) in the Department of English Language & Literature, Chinese Culture University, Taipei,
49 Tiawati.
50 Anak Agung Putri Maharani and Luh Ketut Sri Widhiasih, “Respon Siswa Terhadap Umpan Balik Guru Saat Pelajaran Bahasa Inggris Di Sd Saraswati 5 Denpasar,” Jurnal Bakti Saraswati (JBS) 5, no. 2 (2016).
Taiwan, the title "The Application of Problem-based Learning Approach in English Grammar Instruction: A Pilot Study". This research describes the study incorporating the problem-based approach (PBL) in the English class with an attempt to enhance English low achievers' grammar competence about relative clauses and their motivation in learning English. This study adopts the pre-and post-test research design as well as a classroom observation checklist and two assignments. The results, the engagement level of the participants is increased by the scenario-based strategy and their grammar competence enhances under PBL instruction. The PBL approach exerts a positive influence on the performance of the participant.51
The second previous study is a journal written by Siti Khotimah (2014) in English Department, Faculty of Languages and Arts, State University of Semarang, Indonesia, with the title "The Use of Problem-Based Learning to Improve Students’ Speaking Ability”.
The objective of this study is to know the application of Problem Based Learning as a teaching method in improving students' speaking ability and students' achievement in speaking English. The action research was carried out in some steps. The result of the study showed that there were significant improvements in students' speaking ability after being taught Problem Based Learning. They also enjoyed the activities in the class by having a discussion, sharing, and cooperation with their friends. In addition, the students gave a positive opinion, response, and interest in the implementation of the Problem Based Learning method. Therefore, the students' speaking ability was increased. Based on the result above, it can be concluded that this method gave a positive contribution to the improvement of the student's speaking ability. This method is beneficial to help the students to learn to speak English more enjoyably.52
51 Bella Chiou, “The Application of Problem-Based Learning Approach in English Grammar Instruction:
A Pilot Study,” Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 446, https://doi.org/10.17507/jltr.1003.06.
52 Siti Khotimah, "THE USE OF PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' SPEAKING ABILITY,” vol. 3, 2014.
The third previous study is a journal written by Andi Wirantaka and Hanif Sultan Riyata Sukarno (2022) in English Language Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia, under the title
"Investigating the Implementation of Problem-Based Learning (PBL) in English Teaching and Learning”. This research has two objectives: to know the students' perceptions of the advantages of PBL and to learn about students' perceptions of the difficulties of PBL. The researcher employed a qualitative technique to learn about the students' impressions of the PBL approach as a teaching-learning approach. The researcher applied a descriptive qualitative method under the qualitative approach because this design can help the researcher characterize the events that occur and are related to the PBL approach. The researcher chose four students from the English Language Education Department (ELED) of a private university in Yogyakarta who had prior exposure with the PBL approach. As a data collection technique, the researcher used interviews. The findings related to the advantages of PBL are PBL improves students’ autonomy in learning, improves students’ understanding the material, improves students’ learning attitude, and improves students’ involvement in learning. The findings related to the challenges of PBL are the lack of self-confidence, challenges on group work which is related to group member and team work, and challenges in understanding the problem as material for learning.53
The next previous study is a journal written by Niswatul Chadziqoh (2018) in the International Journal Pedagogy of Social Studies, Universitas Pendidikan Indonesia under the title “The Implementation of Problem Based Learning Model in Developing Students’ Higher Order Thinking in Social Studies Learning (A Descriptive Study on Teacher in Smp Negeri 40 Bandung)”. This study aims to describe the implementation of
53 Andi Wirantaka and Hanif Sultan Riyata Sukarno, “Investigating the Implementation of Problem-Based Learning (PBL) in English Teaching and Learning” (International Conference on Sustainable Innovation on Humanities, Education, and Social Sciences (ICOSI-HESS 2022), Atlantis Press, 2022), 260–73, https://doi.org/10.2991/978-2-494069-65-7_24.
learning PBL model to develop students’ higher order thinking ability. The method used in this study is descriptive method with the subject of research is social studies teacher and students of class IX-D SMP Negeri 40 Bandung, consisting of 30 students. Data collection techniques used to obtain the data on the implementation of PBL model to develop students' higher order thinking ability is observation. The results showed that the implementation of the PBL model can develop students' higher order thinking skills. This is supported by observational data on students' higher order thinking activities developed through the PBL model at the first and second meetings that showed improvement in each of the higher order thinking level areas i.e. analysis, evaluation, and creation.54
The last previous study is a journal written by Andrian Mochamad Pratama (2018) in English Education Department, Language and Art Faculty, Surabaya State University, Indonesia, under the title “Problem-Based Learning in Teaching Writing Hortatory Exposition Text to Eleventh Graders”. The qualitative descriptive method was used in this study, with field notes and written outcomes serving as instruments. The purpose of this study is to describe how teachers implement problem-based learning in the classroom and how students work toward the implementation of problem-based learning in the classroom. The subjects of this study were English teachers and eleventh grade students from SMA Muhammadiyah 10 Surabaya. The findings of this study suggest that the problem-based learning paradigm can engage students in active learning. However, the teacher, as a guide, was unable to raise issues in student work. There are no groups for work results that are classified as poor or extremely poor. The problem-based learning methodology can be used in the classroom to teach exposition and hortatory writing. The problem-based learning model can be implemented in teaching exposition hortatory
54 Niswatul Chadziqoh, “THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL IN DEVELOPING STUDENTS’HIGHER ORDER THINKING IN SOCIAL STUDIES LEARNING (A Descriptive Study on Teacher in SMP Negeri 40 Bandung),” International Journal Pedagogy of Social Studies 2, no. 2 (2018):
72–76.
writing. The problem-based learning model as a learning model is able to motivate students to join the learning process in class and is able to get students interested in writing.55
The similarity and differences from the above previous research are presented in the table below:
Table 2. 1 Similarity and differences of the thesis
No Researcher's name, research year, research title, and institution.
Similarity Differences 1 Bella Chiou, 2019, Department of
English Language & Literature, Chinese Culture University, Taipei, Taiwan “The Application of Problem-based Learning Approach in English Grammar Instruction: A Pilot Study”.
Using the same theme
"Problem Based Learning".
Pilot study was applied as design. In this thesis qualitative descriptive applied as the research design.
2 Siti Khotimah 2014, English Department, Faculty of Languages and Arts, State University of Semarang, Indonesia, “The Use of Problem Based Learning to Improve Students’ Speaking Ability”.
Using the same theme
"Problem Based Learning".
Observing students' achievement. while this thesis observing students' responses.
Using action research as design. In this thesis qualitative descriptive applied as the research design.
3 Andi Wirantaka and Hanif Sultan Riyata Sukarno 2022 English Language Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta, Yogyakarta, Indonesia, "Investigating the Implementation of Problem-Based Learning (PBL) in English
Teaching and Learning”.
Using the same theme
"Problem Based Learning”.
Using the same design (descriptive qualitative).
Investigated the perception of students towards the PBL, while this thesis observing the implementation of PBL and students' responses toward PBL.
4 Niswatul Chadziqoh (2018), International Journal Pedagogy of Social Studies, Universitas Pendidikan Indonesia, “The Implementation of Problem Based Learning Model in Developing Students’ Higher Order Thinking in Social Studies Learning (A
Using the same theme
“Problem Based Learning”.
Using the same design
Observed PBL model to develop students’
higher order thinking ability, while this thesis observed students' responses toward PBL.
55 Andrian Mochamad Pratama, “Problem-Based Learning in Teaching Writing Hortatory Exposition Text
to Eleventh Graders,” RETAIN 6, no. 1 (July 12, 2018),
https://jurnalmahasiswa.unesa.ac.id/index.php/43/article/view/24046.
Descriptive Study on Teacher in Smp Negeri 40 Bandung)”
descriptive study.
5 Andrian Mochamad Pratama, 2018, English Education Department, Language and Art Faculty, Surabaya State University, Indonesia, “Problem-Based Learning in Teaching Writing Hortatory Exposition Text to Eleventh Graders”.
Using the same theme
"Problem Based Learning".
Using the same design
“descriptive qualitative”
Observed Problem-Based Learning in Teaching Writing Hortatory Exposition Text, while this thesis observed students' responses toward PBL.
Based on the previous research above, this study found that there are several differences that form the basis of this research. Starting from the type of research, methodology, variables, to the results. The researcher also inspects the implementation of Problem Based learning model in teaching English. However, what made the differences is the place, time and direction taken by the researchers more on the implementation of Problem Based learning model in teaching English. This can be the strength of this research.
36
CHAPTER III
RESEARCH METHOD
The research method covers the research activity of the researcher, such as research design, research role, research setting, data source, data collection technique, data analysis technique, and data validation.