THE IMPLEMENTATION OF PROBLEM BASED LEARNING MODEL IN TEACHING ENGLISH AT SMPN 2 BALONG PONOROGO
THESIS
By
MUHAMMAD KHOIRUL HUDA NIM. 204180157
ENGLISH EDUCATIONAL DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
2022/2023
ABSTRACT
HUDA, MUHAMMAD KHOIRUL. H, 2023. The Implementation of Problem Based Learning Model in Teaching English at SMPN 2 Balong Ponorogo. Thesis, English Education Department, Tarbiyah and Teacher Training Faculty, State Institute for Islamic Studies of Ponorogo. Advisor Fenty Andriani, M.Pd.
Keyword: Teaching English, Problem Based Learnig.
Problem Based Learning is a teaching model that is suitable for pedagogic activities. In this model, the students are required to be active in communicating pedagogical activities. By applying this model, students can express their opinions and their ideas. Problem Based Learning asks the teacher to act as a coach or facilitator of activities that are carried out by the students. The teacher does not easy to present information or directly control the learning process. Instead, the teacher provides the students with the appropriate problems to work on in the learning process, assists them in identifying material, and gives feedback and support during the problems solving process.
The purpose of this research is (1) To describe the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo. (2) To describe the students’
responses toward the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo.
This study used a qualitative approach and qualitative descriptive design to explore and understand the problems in a real-life environment at SMPN 2 Balong Ponorogo. In this study, the researcher explores the phenomenon directly at SMPN 2 Balong Ponorogo, then uses a variety of data from observation, interview, documentation, and questionnaire, then the researcher summarizes all the data taken.
The result of the research showed that (1) The implementation of Problem Based Learning Model in Teaching English at SMPN 2 Balong Ponorogo is effective due to the demand of Curriculum 2013, which requires teachers to use the scientific approach. It has advantages such as students becoming more active, more courageous to speak, and communicative with one another.
The steps in implementing the model are categorized into five steps: orienting students through questions, organizing them for study, assisting them in their investigation, developing and asking them to display their work in written reports, and analysing the results of the problem-solving process. (2) The students’ responses toward the implementation of problem-based learning model in teaching English were positive. In the interview section, students stated that the learning process is fun, everyone becomes active in the learning process, and they can understand the material. In the questionnaire section, most of the students agreed to the positive statement that has been given by the researcher about their responses to the implementation of the model. Based on the researcher's direct observation, students become active in learning process and confident to speak in English, and they enjoy the learning process. Overall, the students' cognitive, affective, and conative responses to the model were positive.
1 CHAPTER I
INTRODUCTION
The first chapter discusses the background of the study, research focus, statements of the problem, objectives of the study, significance of the study, and the organization of the thesis.
A. Background of the Study
Learning English is important because almost all of the things in our daily life use English, such as media, technology, politics, and business. Learning English would be helpful, especially in this globalization era. Through the English language, we could communicate with different backgrounds of people around the world. That’s because English is the most learned second language in the world and becomes the lingua franca.
English as lingua franca means that it is used as a medium of communication among speakers in which English is not their first language.1
Teaching English as a foreign language in Indonesia has so many challenges. There are always imperfect institutions, imperfect people, and imperfect circumstances which are called “adverse circumstances” to deal with.2 The challenges are from the teacher, and others. There are three main challenges commonly faced in teaching English as follows; a) teacher’s proficiency, b) classroom management, and c) government policy and curricula.3 To overcome those problems, teacher’s proficiency, classroom management, and curriculum by the government must be improved.
Teaching model is a pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher's actions.4 The effective
1 Barbara Seidlhofer, “10. Research Perspectives on Teaching English as a Lingua Franca,” Annual Review of Applied Linguistics 24 (2004): 209–39.
2 H Douglas Brown, Principles of Language Learning and Teaching, vol. 4 (Longman New York, 2000).
3 Fiona Copland, Sue Garton, and Anne Burns, “Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities,” Tesol Quarterly 48, no. 4 (2014): 738–62.
4 Bruce Joyce, Marsha Weil, and Emily Calhoun, “Models of Teaching,” 2003.
teaching required to integrate different teaching models depending on the students’ needs and characteristic. There are so many teaching models that are broadly used. Namely, discovery learning, cooperative learning, collaborative learning, project-based learning, and problem-based learning.
English teaching components include both the aspects of the language system (vocabulary, grammar, functions) and language skills that learners have to develop to be able to use the target language. English language skills namely listening, speaking, reading, and writing. Those four skills are very important to be learned to be fluent in English.
Speaking and writing are categorized as productive skills, which means the user is active to produce sounds or letters. While listening and reading are categorized as receptive skills, it means the user is generally passive when they receive the information through reading and listening.
Teaching English as a foreign language is kind of difficult because there always have problems. There are so many problems in teaching English faced by the teacher.
Namely, low motivation of the student, lack of practice, low vocabulary, pronunciation problems, teaching activity being boring, and others. To overcome those problems, the teacher or the learner should make or use an effective teaching model.
One of the models that is suitable for teaching English is Problem Based Learning.
Problem Based Learning asks the teacher to act as a coach or facilitator of activities that are carried out by the students. The teacher does not easy to present information or directly control the learning process. Instead, the teacher provides the students with the appropriate problems to work on in the learning process, assists them in identifying material, and gives feedback and support during the problems solving process.5
5 Julie Mathews-Aydinli, “Problem-Based Learning and Adult English Language Learners,” Retrieved November 17 (2007): 2012.
Problem Based Learning is a teaching model that is suitable for pedagogic activities. In this model, the students are required to be active in communicating pedagogical activities. By applying this model, students can express their opinions and their ideas.6 In Problem Based Learning model, the students are required to become more active.
Based on the previous research that has been conducted by Apriliadewi, P.A.R.
entitled “An Analysis of the Implementation of Problem Based Learning in Learning English at the XI Grade Science Class of SMA Negeri 1 Singaraja in The Academic Year 2015/2016”. Problem-based learning was proven effective in English teaching learning process. This research used qualitative approach and analyzed descriptively. The findings of this study reveal that: (1)Problem-based learning has been applied in the XI MIA 6 class of SMA N 1 Singaraja based on the phases of this model; (2)The problems encountered by the English teacher during the implementation of problem-based learning are that the teacher is unable to manage the learning time, determine the problem that is related to the students' characteristics, and cannot check all of the students' work due to the large number of students'; (3) The main problem encountered by the students during the implementation of this model was that they were unable to improve in collaborative learning in solving the problem. However, students are enthusiastic about the deployment of problem-based learning in their classroom.7
Based on the preliminary observation that has been conducted by the researcher at SMPN 2 Balong Ponorogo, most of the teachers at SMPN 2 Balong Ponorogo have been using the Problem Based Learning model, based on the instruction from The Ministry of
6 Zulida Abdul Kadir, “Enhancing Students’ Problem Solving Skills Using Problem-Based Learning as an Instructional Communication Approach,” 2013.
7 P.A.R. Apriliadewi, “AN ANALYSIS OF THE IMPLEMENTATION OF PROBLEM BASED LEARNING IN LEARNING ENGLISH AT THE XI GRADE SCIENCE CLASS OF SMA NEGERI 1 SINGARAJA IN THE ACADEMIC YEAR 2015/2016,” International Journal of Language and Literature 1, no. 1 (February 28, 2017): 11, https://doi.org/10.23887/ijll.v1i1.9613.
Education and Culture of Indonesia. Problem-Based Learning model at SMPN 2 Balong Ponorogo has been used since curriculum 2013. The teacher should use a scientific approach in the teaching process, and Problem Based Learning is one of the models that can be used.
SMPN 2 Balong Ponorogo known as Adiwiyata school. Adiwiyata school is concerned about a healthy environment, cleanliness, and a beautiful environment. In addition, the learning process might be comfortable and fresh. The teachers at SMPN 2 Balong Ponorogo made a lesson plan before teaching. The implementation of Problem Based Learning model at SMPN 2 Balong Ponorogo has some advantages, as stated by one of the teachers “students become more active, more courageous to speak, and communicative with one another”.8
Overall, considering those backgrounds, the researcher is interested in describing the implementation of Problem Based Learning model in teaching English in detail. Then the researcher intended to conduct a study entitled “The Implementation of Problem-Based Learning Model in Teaching English at SMPN 2 Balong Ponorogo”.
B. Research Focus
This research focused on the implementation of Problem Based Learning model in teaching English about “giving suggestion, stating rules and obligations”. This research was conducted at the eighth grade at SMPN 2 Balong Ponorogo.
C. Statement of the Problem
Based on the background and the research focus of the study, this research is guided by the following question:
8 Isminatun, S.Pd., Interview about the implementation of Problem-Based Learning model at SMPN 2 Balong Ponorogo, October 24, 2022.
1. How is the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo?
2. How are the students’ responses toward the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo?
D. Objectives of the Study
Based on the statements of the problems, the objectives of the study are:
1. To describe the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo.
2. To describe the students’ responses toward the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo.
E. Significance of the Study
This research is expected to give valuable contributions theoretically and practically.
1. Theoretically
The researcher hopes this study provides additional references for other researchers who are interested in the English language teaching method using Problem Based Learning. The findings of this study are also expected to give a contribution to English Language Education Department in the teaching process.
2. Practically
The results of this study can be used as additional information for the students and societies about Problem Based Learning model in learning the English language. This study is also expected to be useful for future researchers as a reference and knowledge about Problem Based Learning model in learning the English language.
F. Organization of the Thesis
To understand the content of the thesis easily, the researcher gives the organization of the thesis to the readers. It consists of five chapters:
CHAPTER I : INTRODUCTION
This chapter discusses the background of the study explains the reasons the researcher conducted this study, the research focus, statements of the problem, the objective of the study, the significance of the study, and the organization of the thesis.
CHAPTER II : REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical background. This chapter describes the theoretical concept of teaching, teaching model, English teaching components, theory of Problem Based Learning, steps in implementing of Problem Based Learning, advantages and disadvantages of Problem Based Learning, and previous research findings that are relevant to this study.
CHAPTER III : RESEARCH METHOD
This chapter covers the research design, researcher's role, research setting, data source, data collection technique, data analysis technique, and data validation that will be used in this study.
CHAPTER IV : FINDINGS AND DISCUSSION
This chapter is about the common data, the general description of SMPN 2 Balong Ponorogo, and the main data
analysis about the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo. Besides, it also discusses the students’ responses toward the implementation of Problem Based Learning model in teaching English at SMPN 2 Balong Ponorogo.
CHAPTER V : CLOSING
This chapter consists of the conclusion of the study and suggestions.
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical analysis of Teaching, English Teaching Concepts, Problem Based Learning, and the Previous Research Finding.
A. Review of Literature 1. Teaching
a. The Nature of Teaching
Teaching is an interactive process, primarily involving classroom talk which takes place between teacher and pupil and occurs during certain definable activities.1 Brown defines "teaching as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. Teaching is guiding and facilitating learning for the learner to learn, setting the conditions for learning. The teacher's understanding of how the learner learns will determine the philosophy, the teacher's teaching style, teacher's approach, method, and classroom techniques.2 Teaching is a quite serious task or activity undertaken by teachers to produce desirable changes in their students.
Teaching is an activity that is undertaken by the teachers to give changes for the students.3
It can be concluded that teaching is a serious task undertaken by the teacher, it's the process of helping someone by providing the knowledge to make the learner know and understand something. The teacher's understanding of how the learner learns will determine the teaching style, approach, method, and techniques.
1 Edmund J Amidon and John J Hough, “Interaction Analysis: Theory, Research and Application.,” 1967.
2 Brown, Principles of Language Learning and Teaching.
3 SK Mangal and Shubhra Mangal, Learning and Teaching (PHI Learning Pvt. Ltd., 2019).
b. Teaching Approach
The teaching approach is a set of assumptions dealing with the nature of language, learning, and teaching.4 An approach is a set of correlative assumptions dealing with the nature of language and the nature of language learning and teaching. The approach is the level at which assumptions and beliefs about language, language learning, and language teaching.5 An approach is a way of looking at teaching and learning.
Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learned. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn.6
There are so many approaches in teaching, broadly classified into two categories teacher centered-approach and student-centered approach.
1) Teacher-Centered Approach
The teacher-centered approach is generally defined as a style in which the teacher assumes primary responsibility for the communication of knowledge to students. From this view, because teachers command greater expertise about the subject matter, they are in the best position to decide the structure and content of any given classroom experience. Teacher-centered pedagogy is usually understood to involve the use of the lecture as a primary means of communication in the classroom. The goal of the classroom involves the dissemination of a relatively fixed body of knowledge that is determined by the teacher.
Drawing upon Cicchelli, Hancock, Bray, and Nason define the teacher- centered approach as follows:
4 Anthony, "Approach, Method, and Technique."
5 AG Setiyadi, “Teaching English as a Foreign Language,” 2020.
6 “Approach,” Teaching English, accessed November 4, 2022, https://www.teachingenglish.org.uk/article/approach.
a) The teacher is the dominant leader who establishes and enforces rules in the classroom.
b) The teacher structures learning tasks and establish the time and method for task completion states.
c) The teacher explains and models the lesson objectives and actively maintains student on-task involvement.
d) The teacher responds to students through direct, right/wrong feedback, uses prompts and cues, and, if necessary, provides correct answers.
e) The teacher asks primarily direct, recall-recognition questions and a few inferential questions.
f) The teacher summarizes frequently during and after a lesson; and signals transitions between lesson points and topic areas.7
2) Student-Centered Approach
The students-centered approach is based on the idea of an active student.
From this view, the teacher does not function as the primary source of knowledge in the classroom. Instead, the professor is viewed as a facilitator or coach who assists students who are seen as the primary architects of their learning.
Hancock, Bray, and Nason describe the learner-centered approach as follows:
a) Teachers are a catalyst or helpers to students who establish and enforce their own rules.
7 Michael F Mascolo, “Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation,” n.d., 27.
b) Teachers respond to student work through neutral feedback and encourage students to provide alternative/additional responses.
c) Teachers ask mostly divergent questions and few recall questions.
d) Students are allowed to select the learning task and the manner and order in which it is completed.
e) Students are presented with examples of the content to be learned and are encouraged to identify the rule of behavior embedded in the content.
f) Students are encouraged to summarize and review important lesson objectives throughout the lesson and the conclusion of the activity.
g) Students are encouraged to choose new activities in the session and select different topics for study.
h) Students signal their readiness for transition to the next learning set.8 c. Teaching Method
The teaching method is an overall plan for the systematic presentation of language based on the selected approach.9 The term teaching method refers to the general principles, pedagogy and management strategies used for classroom m instruction.10 Teaching method is an overall plan in presenting a learning process based on the selected approach.11 Method is created based on needs, so each method is formed as function with different implementations and different goals. Therefore, a teacher should know what the appropriate methods and strategies to apply in a classroom to
8 Mascolo.
9 Anthony, “Approach, Method and Technique.”
10 “Teaching Methods,” CORP-MAT1 (TEACH) (blog), accessed November 10, 2022, https://teach.com/what/teachers-know/teaching-methods/.
11 Natalia Edisherashvili, Communicative Language Teaching in Georgia: From Theory to Practice (Netherlands Graduate School of Linguistics, 2014).
help students. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets.12
d. Teaching Models
Teaching model is a pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher's actions.13 Teaching models are a set of (theoretical) specifications, rules and regulations for how the teaching will take place in education. In essence, they take into account the conditions that cause the learning (from learning theories) and determine their type and order actions to be taken to create the appropriate learning conditions.14
The researcher conclude that the teaching model is a set of a plan and regulations that order action to be taken in teaching and learning process. Appropriate teaching model could lead thhe success of teaching and learning.
2. Teaching English a. Teaching English
Teaching a language has many different features. A teacher does not only teach and pay attention to students' language skills, such as reading, writing, listening, and speaking, but also helps, facilitates, and encourages students to have enthusiasm, good attitude, and motivation towards English. Furthermore, teachers have to understand what students learn, how and why such learning influences them, and how lessons could be beneficial for them in the future.15
12 Dara Fitria Munzaki, Lilis Suadah, and Risdaneva Risdaneva, “Teaching Methods Used by Students of Department of English Language Education of Uin Ar-Raniry in Teaching English at English Course,” Englisia:
Journal of Language, Education, and Humanities 4, no. 1 (2016): 10–26.
13 Joyce, Weil, and Calhoun, “Models of Teaching.”
14 Dimos Savvas Charidimou, “Organizational, Administrative Support, Networking, and Computer Architecture for Deploying Web-Based Educational Audiovisual Services,” in Advanced Technologies and Standards for Interactive Educational Television: Emerging Research and Opportunities (IGI Global, 2020), 104–33.
15 Ali Derakhshan and Marjan Shirmohammadli, “The Difficulties of Teaching English Language: The Relationship between Research and Teaching,” International Journal of Linguistics 7, no. 1 (2015): 102.
The researcher concluded that teaching language such English not only teaches about the student's language skills such as listening, writing, speaking, and writing, but the teacher also have to encourages the students' motivation, and use a suitable approach, method, and model depending on the characteristic of the students.
b. Methods in Teaching English
The teaching method is an overall plan for the systematic presentation of language based on the selected approach.16 Teaching methods can be defined as a way that is used to implement the plans that have been drawn up in the form of real and practical activities to reach the teaching objectives.
There are so many methods of teaching English, such as the Direct method, Grammar translation method, Audio Lingual method, and Communicative language teaching.
1) Direct method
The direct method is a method of teaching language directly establishing a direct or immediate association between experience and expression, between the English word, phrase, or idiom and its meaning through demonstration, and dramatization without the use of the mother tongue.17
2) Grammar Translation method
There are two main goals to grammar-translation classes. One is to develop students’ reading ability to a level where they can read literature in the target language.18
3) Audio Lingual method
16 Anthony, “Approach, Method and Technique.”
17 Hemavathi S Naik, “Content Cum Methodology of Teaching English,” Sapna Book House, 2013.
18 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching (Cambridge university press, 2014).
The Audio-Lingual method is a style of teaching used in teaching foreign languages. The audio-lingual method advised that students be taught a language directly, without using the student's native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar.19
4) Communicative Language Teaching
Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as the means and the goal of learning a language.20 Both interaction from the student and the teacher are needed in this approach.
c. Problems in Teaching English
There are so many problems in teaching English such as follows:
1) Crowded class
One of the most often mentioned problems encountered by English teachers is
"overcrowded classes and the effect of such condition can have on teaching and learning”.21 The teacher can’t control the students carefully if the class is too crowded.
2) Lack of vocabulary.
One of the most challenging tasks students encountered in mastering vocabulary.22 Choosing the correct vocabulary will impact our speaking mastery.
19 Siska Aris Nita and An Fauzia R Syafei, “Involving Audio-Lingual Method (ALM) and Communicative Language Teaching (CLT) in Teaching Speaking Skill at Junior High School,” Journal of English Language Teaching 1, no. 1 (2012): 65–73.
20 Nita and Syafei.
21 Helen Emery, “A Global Study of Primary English Teachers’ Qualifications, Training and Career Development,” ELT Research Papers 12, no. 08 (2012).
22 LNK Hasan, "The Effect of Lack of Vocabulary on English Language Learners' Performance concerning English Departments Students at Salahaddin University-Erbil,” n.d.
To master speaking skills, the teacher should teach a lot of vocabulary to the students.
3) Lack of English exposure
The lack of English purposes demotivates students to practice and understand English due to students’ insufficient background knowledge of English.23 If the students don't know the purpose of learning English, they are not interested in English.
4) Limited resource accessibility
Lack of facilities and equipment hinders teachers to embody an effective teaching process.24 Good facilities and equipment will help the teaching and learning process.
5) Linguistic problems
The specific problem connected to pronunciation, stress, and intonation becomes a problem for students.25 Some students become stressed, shy, then demotivated because they were afraid of making mistakes in pronunciation and intonation.
6) Psychological problems
The challenging difficulty in teaching English as a foreign language is meeting students’ awful attitude in practicing English.26 Some students feel awful when trying to speak using English, it’s because of their habit were not using English in their daily life.
23 Intakhab A Khan, “Challenges of Teaching/Learning English and Management,” Global Journal of Human Social Science 11, no. 8 (2011): 69–80.
24 Oluwayemisi Florence Fatiloro, "Tackling the Challenges of Teaching the English Language as Second Language (ESL) in Nigeria," IOSR Journal of Research & Method in Education 5, no. 2 (2015): 26–30.
25 Khan, “Challenges of Teaching/Learning English and Management.”
26 Fatiloro, “Tackling the Challenges of Teaching English Language as Second Language (ESL) in Nigeria.”
3. English Teaching Components
Language teaching components in an English language curriculum include both language system features and the abilities that learners must develop in order to utilize the target language. The course's linguistic component comprises understanding of vocabulary, grammar, and language functions. Furthermore, the course must involve learners in building receptive and productive abilities.27
a. System
Understanding a language's structure is necessary before being able to use it. This means that learners must learn its linguistic aspects, such as vocabulary, grammar, and functions.
1) Vocabulary
In contemporary English language courses, the vocabulary instruction section is typically positioned at the start of each unit. Additionally, it is delicately incorporated into other elements like reading, listening, and writing.
When teaching vocabulary, one must consider what the students must learn about a particular word. Knowing a lexical term as above.
Its pronunciation
Its denotation or meaning.
Its connotations, its associated or secondary meaning. This may be
something suggested or implied by a word. For example, the words resolute and stubborn have similar denotations, but resolute has a more positive connotation.
How it collocates with other words.
27 Mohammed Rhalmi, “What Are The 7 Components Of an English Language Course You Should Know?
- My English Pages,” April 5, 2022, https://www.myenglishpages.com/blog/what-are-the-7-components-of-an- english-language-course/.
How it associates with other words:
Its synonyms and antonyms.
Its hyponyms (terms used to designate a particular member of a broader class – e.g., a cat is a hyponym of the broader category:
animals) and hypernyms or superordinate terms (the term animal is a hypernym to which belongs all examples of animals:
cats, dogs, lion, tiger).
2) Grammar
Grammar, or the rules of usage that combine the words of a language to produce correct utterances, must be taught to learners. Most textbooks sequence grammar points based on the needs of the learners, on the one hand, and the ease of instruction, on the other. Thus, teaching simple constructions comes before teaching complex ones. For example, teaching the past perfect does not begin until the students have already encountered the past simple and past participle forms.
Similarly, teaching complex grammatical structures and using a lot of metalanguage to very young learners is meaningless. Grammar lessons must be adapted to the requirements and interests of the students, as well as their expectations and attitudes.
The grammar component of an English language education must include activities that are simple to perform and efficient in terms of time. These activities must also be congruent with good learning principles (e.g., attention, comprehension, and restructuring).
Grammar teaching often follows a certain order according to the approach adopted.
Either it begins with a fluency activity - a task - and finishes with an
emphasis on accuracy, closing the gap between the learners' production and the desired outcome. This is the order that has been adopted by Task-based Instruction (TBI).
Alternatively, it begins with accuracy-oriented activities in which
the teacher introduces the target structures and invites students to practice their use and ends with fluency-oriented activities in which the emphasis is on free production in the target language (as in the present, practice, and produce procedures -PPP).
3) Function
Functions describe the reason why utterances are made. Language elements may have different purposes or functions depending on the context in which they are employed, in addition to their literal meaning.
Here are some examples of functions:
Asking for opinion
Agreeing and disagreeing
Suggesting
Asking for clarification
Making a request
Making a complaint
Asking for and giving advice
Talking about the past
b. Skills
Knowing the system is not enough; learners must use the system to effectively interpret and produce language. They must improve their reading, listening, speaking,
and writing abilities. It is worth emphasizing that a person may know the system very well but may not have developed all of the necessary linguistic abilities.
1) Receptive skills
Reading and listening are two examples of receptive skills. English language classes frequently focus on teaching reading and listening methods to assist students decode and understand spoken or written output. These are the deliberate and explicit behaviors that assist readers in comprehending texts.
Reading and listening strategies includes:
Skimming
Scanning
listening/reading for gist
Previewing,
Setting a purpose,
Predicting,
Asking questions,
Connecting to background knowledge,
Paying attention to text structure
Guessing words from context
In addition to the mentioned tactics, courses must include appropriate reading and listening activities that address the needs and interests of the students.
2) Productive skills
Teaching productive skills, such as speaking and writing, entails presenting a model output, such as a text or a conversation. This output is typically a genre
sample. Students must comprehend and research this genre before attempting to create one of their own.
In a writing lesson, students are given a writing prompt and invited to engage in the writing process after studying the model text:
Outlining
Drafting
Revising
Editing
Publishing
After exercising the model discourse in a speaking lesson, students work in groups or pairs to prepare a response to a similar situation. When integrating productive skills into language courses, several requirements must be fulfilled:
First, productive abilities Lessons should aim to assist students in
communicating. Because providing a topic and then asking the learners to speak or write is ineffective, some preparation is required before assigning the task.
Second, the topic must be chosen carefully. It should be familiar to the students.
Third, communication breakdowns may occur; when this occurs, the
course should include activities that train learners to use specific communication strategies such as paraphrasing, gestures, and body language.28
28 Rhalmi.
4. Teaching Model
a. The Definition of Teaching Model
Teaching model is a pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher's actions.29 Teaching models are a set of (theoretical) specifications, rules and regulations for how the teaching will take place and education. In essence, they take into account the conditions that cause the learning (from learning theories) and determine their type and order actions to be taken to create the appropriate learning conditions.30
The researcher concluded that teaching model is set of specifications, rules and regulations or a plan used to select instructional materials and to guide a teacher's actions. Teaching models also could help the teacher to shape a curriculum or course.
b. Types of Teaching Models
Types of teaching models that broadly used is as follows:
1) Discovery Learning
Discovery learning is an inquiry-based learning model that takes a constructivist approach to education, where students are encouraged to construct their own knowledge through a self-directed learning process—essentially
“instruction-less” learning. Jerome Bruner, who is often credited as the originator of discovery learning, argues that, in the discovery process, students learn to acquire information in a manner that is most relevant for solving the current problem, which makes insights practical and sticky.31
2) Project Based Learning
29 Joyce, Weil, and Calhoun, “Models of Teaching.”
30 Charidimou, “Organizational, Administrative Support, Networking, and Computer Architecture for Deploying Web-Based Educational Audiovisual Services.”
31 “Instruction vs. Discovery Learning | AACSB,” accessed November 10, 2022, https://www.aacsb.edu/insights/articles/2021/07/instruction-vs-discovery-learning-in-the-business-classroom.
Project Based Learning is a teaching model in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.32
3) Problem Based Learning
Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia.33
4) Cooperative Learning
Cooperative learning is a student-centered, instructor-facilitated instructional strategy in which a small group of students is responsible for its own learning and the learning of all group members. Students interact with each other in the same group to acquire and practice the elements of a subject matter in order to solve a problem, complete a task or achieve a goal.34
5) Collaborative Learning
Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product.35 The term Collaborative Learning refers to an instruction method in which learners at various performance levels work together in small
32 “What Is PBL?,” PBLWorks, accessed November 10, 2022, https://www.pblworks.org/what-is-pbl.
33 Matthew Choon‐Eng Gwee, “Globalization of Problem‐based Learning (PBL): Cross‐cultural Implications,” The Kaohsiung Journal of Medical Sciences 24 (2008): S14–22.
34 MP Li and Bick Har Lam, “Cooperative Learning,” The Hong Kong Institute of Education 1 (2013): 33.
35 Marjan Laal and Seyed Mohammad Ghodsi, “Benefits of Collaborative Learning,” Procedia-Social and Behavioral Sciences 31 (2012): 486–90.
groups toward a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful.36
5. Problem Based Learning
a. The Definition of Problem-Based Learning
According to Arends Problem Based Learning is a learning model that is designed to enable the students to discuss and solve the problems given by the teacher.37 Problem Based Learning is a learning model that uses real-world problems as a starting point for the acquisition and incorporation of new knowledge.38 Problem Based Learning is an instructional model that initiates students’ learning by creating a need to solve an authentic problem. During the problems solving process, students construct content knowledge and develop problem-solving skills as well as self-directed learning skills while working toward a solution to the problem.39
The researcher concluded that Problem Based Learning is the learning model based on real-world problems designed to enable the students to discuss and solve the problems given by the teacher. The students are required to become active in solving the problems. Through this model, students' problem-solving skills and self-directed learning skills could be developed.
36 Anuradha A. Gokhale, “Collaborative Learning Enhances Critical Thinking,” Journal of Technology Education 7, no. 1 (1995).
37 Richard I Arends, “Learning to Teach: Belajar Untuk Mengajar,” Yogyakarta: Pustaka Pelajar, 2008.
38 HS Barrows, “An Overview of Authentic Problem-Based Learning (APBL),” Wee, KNL & Kek, YCM Authentic Problem-Based Learning: Rewriting Business Education. Jurong, Singapore: Prentice Hall Asia Pte. Ltd, 2002.
39 Woei Hung, David H Jonassen, and Rude Liu, “Problem-Based Learning,” in Handbook of Research on Educational Communications and Technology (Routledge, 2008), 485–506.
b. The Characteristics of Problem-Based Learning
The characteristics of Problem Based Learning (PBL) According to Arends are follows:
1) Testing questions or problems.
Problem-based learning organizes teaching around questions and problems that are both socially important and personally meaningful to students.
2) Focus on interdisciplinary linkages.
The problem that will be investigated has been chosen as really real so that in solving the problem the students review the problem from many subjects.
3) Authentic Investigation.
Students are required to analyze and define problems, develop hypotheses, make predictions, collect and analyze information, conduct experiments (if needed), make inferences, and form conclusions.
4) Produce products and show them off.
The product can be in the form of reports, physical models, videos, or computer programs.
5) Collaboration.
Problem Based Learning is characterized by students who collaborate, in pairs or small groups.40
40 Arends, “Learning to Teach: Belajar Untuk Mengajar.”
c. The Steps in Applying Problem-Based Learning
Arends also stated that the steps of learning in Problem Based Learning (PBL) are as follows:
1) Orient students to the problem.
At the beginning of learning by PBL models, teachers convey clear learning objectives, set a positive attitude towards learning, and explained to students how their implementation. Furthermore, teachers are doing orientation issues until problems arise or are discovered by the students. Based on the problems students are actively involved in solving, find the concept and principles.
2) Organize students for study.
Learning with PBL models requires skills development collaboration among students and helps them investigate the problem together, it is helping to plan the investigation and reporting of their duties. Besides the need for study groups. There are a few things to note, that learning is formed varies with the capability, race, ethnicity, and gender by the objectives to be achieved. If the difference in the group is required, then the teacher can create a group with students deal.
3) Assist Independent and group investigation.
Investigations carried out independently, in groups, or in a small group that is the core of the model PBL. Although each situation requires slightly different problem investigation techniques, most include data gathering process and experimentation, hypotheses, explanations, and settlement administration. At this stage, the teacher encourages students to collect data and carry out the actual activities until they truly understand the dimension of the problem situation.
4) Develop and present artifacts and exhibits.
Artifacts are more than written reports. They include such things as videotapes that show the problem situation and proposed solutions, models that comprise a physical representation of the problem situation or its solutions, and computer programs and multimedia presentations. Exhibits can be traditional science fairs, where each student displays his or her work for the observation and judgment of others or verbal and/or visual presentations that exchange ideas and provide feedback.
5) Analyse and evaluate the results of the problem-solving process.
The final step of Problem Based Learning involves activities aimed at helping students analyse and evaluate their thinking process as well as the investigative and intellectual skills they used. During this step, teachers ask students to reconstruct their thinking and activity during the various step of the lesson.41
d. The Advantages of Problem-Based Learning
The advantages of Problem Based Learning according to Diana as follows:
1) Student-centered PBL
It fosters active learning, improved understanding, and retention and development of lifelong learning skills.
2) Generic competencies
PBL allows students to develop generic skills and attitudes desirable in their future practice.
3) Integration
PBL facilitates an integrated core curriculum.
4) Motivation
41 Arends.
PBL is fun for students and tutors, and the process requires all students to be engaged in the learning process.
5) “Deep” learning
PBL fosters deep learning (students interact with learning materials, relate concepts to everyday activities, and improve their understanding).
6) Constructivist approach
Students activate prior knowledge and build on existing conceptual knowledge frameworks.42
e. The Disadvantages of Problem-Based Learning
According to Diana the disadvantages of Problem Based Learning is presented as follows:
1) Tutors who can't “teach”
Tutors enjoy passing on their knowledge and understanding so may find PBL facilitation difficult and frustrating.
2) Human resources
More staff have to take part in the tutoring process.
3) Other resources
Large numbers of students need access to the same library and computer resources simultaneously.
4) Role models
Students may be deprived of access to a particularly inspirational teacher who in a traditional curriculum would deliver lectures to a large group.
5) Information overload
42 Diana F Wood, “Problem Based Learning,” Bmj 326, no. 7384 (2003): 328–30.
Students may be unsure how much self-directed study to do and what information is relevant and useful.43
6. Response
a. The definition of response
According to Cambridge dictionary responses is something said or done as a reaction to something that has been said or done (an answer or reaction).44 Response is an answer or reaction that someone done on something that has happened. Paulina describes response is behavioral act, response comes as a result of the entry of stimulus into the same mind with the sense of someone.45 Kartono stated in Ratna Wijayanti that a response is an answer, especially an answer to a question or a questionnaire or a cross-section of behavior, whether obvious or outward or hidden or disguised.46
Saifuddin Azwar stated response is a reaction or answer that depends on the stimulus or is the result of the stimulus. Response only arises when the individual is faced with a stimulus that requires an individual reaction. A person's response can be in the form of good and bad, positive or negative, pleasant or unpleasant.47
A response is an answer or reaction to something that has happened. It is frequently an answer, such as a question or a questionnaire, or a representative of activity. A response is a reaction or answer that is caused by or results from a stimulus. It only occurs when the individual is presented with a stimulus that requires an individual reaction, which might be positive or negative, good or bad.
43 Wood.
44 “Response,” February 8, 2023, https://dictionary.cambridge.org/dictionary/english/response.
45 James Paulina, “Student Learning Activities,” 2002.
46 RATNA WIJAYANTI, “RESPON MAHASISWA KOMUNIKASI DAN PENYIARAN ISLAM UIN WALISONGO SEMARANG TERHADAP TAYANGAN ‘BERITA ISLAMI MASA KINI,’” n.d.
47 Saifuddin Azwar, “Sikap Manusia: Teori Dan Pengukurannya,” 2007.
b. Types of response
According to Steven M. Chaffe divides response into three parts, namely;
1) Cognitive response (opinion)
Cognitive response is a response related to someone's knowledge, skills, and information about something.
2) Affective response (feeling)
Affective response is a response related to emotions, attitudes and judging someone against something. This response arises when there is a change that the audience likes about something.
3) Conative response (behavior)
Conative response is responses related to behavior which include actions or habits.48
In addition, Sarlito Wirawan stated that there were 2 forms of response, positive and negative.
1) Positive response
Responses can be said to be positive if people respond to something enthusiastically and provide support for it.
2) Negative response
While the negative response is if people's responses are in the form of rejection and tend to stay away from it.
48 Susi Nur Tiawati, “THE APPLICATION OF DISCOURSE-DISCUSSION METHOD AND STUDENT’S RESPONSE DURING THE NEW NORMAL ERA ON TEACHING SPEAKING,” Journal of Research in Foreign Language Teaching (JR) 3, no. 1 (April 27, 2022): 68–83.
From the statement above the researcher concluded that Responses are divided into three parts: cognitive (opinion), affective (feeling), and conative (behavior). Then, responses also identified into two forms (positive and negative).
c. Student response
The student response is a response given by the student to the teacher at a learning activity in the classroom. For example, praise from the teacher responded with expressions of gratitude from the student. In this situation, communication activities are built between the students and the teachers.49
Student responses are social reactions carried out by students or students in response to influences or stimuli in themselves from repetition situations carried out by others, such as the teacher's repeated actions in the learning process or from social phenomena around their school.50
A student response is a response delivered by a student to the teacher during a classroom learning activity. It refers to social reactions that occur in response to external influences or stimuli, such as the teacher's activities during the learning process or social occurrences at their school. Communication activities are developed between students and teachers.
B. Pre vious Research Findings
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.
