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THE IMPLEMENTATION OF PROBLEM-BASED
LANGUAGE LEARNING TO TEACH CRITICAL READING
AT VOCATIONAL SECONDARY SCHOOL
(A Case Study)
THESIS
Submitted to Fulfill One of the Requirements for Completing Graduate Degree in English Education
By:
IMROATUL MA’FIYAH NIM. S891402027
ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
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PAGE OF APPROVAL
THE IMPLEMENTATION OF PROBLEM-BASED LANGUAGE
LEARNING TO TEACH CRITICAL READING AT VOCATIONAL
SECONDARY SCHOOL
(A Case Study)
By:
IMROATUL MA’FIYAH
NIM. S891402027
This Thesis has been approved by the Consultants of Graduate School of
English Education Department, Teacher Training and Education Faculty,
Sebelas Maret University.
Surakarta, October 2016
Consultant I, Consultant II,
Dr. Suparno, M.Pd Dr. Nur Arifah Drajati, M.Pd
NIP 195111271986011001 NIK1975050620160101
Approved By:
Head of Graduate Program of English Education Department Teacher Training and Education Faculty
Sebelas Maret University
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LEGITIMATION
THE IMPLEMENTATION OF PROBLEM-BASED LANGUAGE
LEARNING TO TEACH CRITICAL READING AT VOCATIONAL
SECONDARY SCHOOL
(A Case Study)
By:
IMROATUL MA’FIYAH
NIM. S891402027
This Thesis has been approved by the Board of Thesis Examiners of Graduate
School of English Education Department, Teacher Training and Education Faculty,
Sebelas Maret University Surakarta In October 2016
NIK. 1975050620160101
Legalized by,
The Dean of Teacher Training Head of English Department of
and Education Faculty of Graduate Program of Teacher Training
Sebelas Maret University, Educatiob Faculty of Sebelas Maret
University,
Prof. Dr Joko Nurkamto, M.Pd. Dr. Ngadiso, M.Pd.
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PRONOUNCEMENT
This is to certify that I myself write the thesis entitled The Implementation of Problem-Based Language Learning to Teach Critical Reading at Vocational Secondary School (A Case Study). This is not a product of plagiarism or made by others. Anything related to others’ work is written in
quotation, the source of which is listed on the references.
If then this pronouncement proves false, I am ready to accept any academic
punishment, including the withdrawal or cancelation of my academic
degree.
Surakarta, October 2016
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ABSTRACT
Imroatul Ma’fiyah. S891402027. The Implementation of Problem-Based Language Learning to Teach Critical Reading at Vocational Secondary School (A Case Study). 2016. Thesis. First Consultant: Dr. Suparno, M.Pd; Second Consultant: Dr. Nur Arifah Drajati, M.Pd. English Education Department, Graduate Program, Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. 2016.
The research aims at investigating: (1) teacher’s perception about problem-based language learning and critical reading, (2) the
implementation of PBL to teach critical reading, and (3) students’
achievement on the implementation of PBL to teach critical reading.
The research is an evaluative ethnographic case study sited at a Vocational secondary school in Surakarta from August 2015- February 2016. The sampling technique used is purposeful sampling; class XI TPM A. The data are collected from class observation as a participant observer, interviews, and document analysis. In a multiple case study where the stages of analysis are the within-case and cross-case analysis, internal validity or generalizability can be approached through careful attention to a research’s conceptualization and the way in which the data were collected, analyzed, and interpreted, and the way in which the findings are presented.
The research concludes that: (1) teacher believes that: (a) government
policy and students’ needs are the considerations of the implementation of PBL; (b) PBL is scientific method adjusted to the current curriculum and
students’ needs; (c) teacher’s decision to teach the students’ critical reading in her classroom as a way of motivating students and preparing them for the future (2) The implementation of PBL is scrutinized from its design; among others: (a) objectives, (b) syllabus contents, (c) type of teaching and learning
activities, (d) students role, and (e) teacher’s role; teacher faces some
difficulties during main activity, such as students’ level of understanding,
vocabulary mastery, and limited time allotment. These difficulties can be solved by applying some techniques and teaching media (3) Students’ achievement on the implementation of PBL to critical reading is viewed from daily score, mid semester score, semester score and final score.
Students’ activity while learning critical reading with PBL contributing 50%
of the total outcome which based on formative or process assessment. In
Class XI TPM A, 2 out of 32 students can’t pass the KKM, and could make
it up after taking additional test.
This research is expected to provide pedagogical implication for teachers and the curriculum supervisors who might be in needs of descriptive, holistic information about the implementation of PBL to critical reading for adult learning or any other variables of this research.
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MOTTO
So verily, with the hardship, there is relief.
Verily, with the hardship, there is relief
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DEDICATION
With deep profound love, this thesis is fully dedicated to:
My beloved husband, Didik Hardiyanto, MH.
My dearest kiddos, Nafisah and Akmal
My beloved parents,
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ACKNOWLEDGEMENT
All praises belong to Allah SWT, the Almighty and the Most Merciful
for all blessings and miracles, who gives the writer strength, without which
she would not have been able to complete this thesis. By wishing
Alhamdulillahirobil'alamin and by giving high appreciation, on this
occasion, the writer would like to express the great gratitude to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University,
2. The Head of English Education Graduate Program of Teacher and
Education Faculty of Sebelas Maret University,
3. The first consultant, Dr. Suparno, M.Pd. and the second consultant, Dr.
Arifah Nur Drajati, M.Pd., for their time, patience, and insightful
comments. Their guidance helps me conduct the research and this thesis.
4. Dr. Abdul Asib, M.Pd. as the member of board examiners of this thesis,
5. Those who cannot be mentioned one by one in favor of supporting the
researcher to accomplish this thesis.
The writer realizes that this thesis is far from being perfect, so she
welcomes the readers to give comments and suggestions. However, she
greatly expects that this thesis will be useful and give contribution to all the
readers.
Surakarta, October 2016
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