CHAPTER 1

INTRODUCTION

1.1 Background of the Study

In the 21st century, Indonesian education must prepare students to contribute to

society, country, and global civilization by encouraging creative, inventive, productive, and

responsible thinking. The Revised Curriculum 2013, which was created by the government,

is an attempt to build a new curriculum and shift perspectives in the 21 st century. As to the

K13 syllabus, students must possess the ability to effectively oversee their learning tasks,

engage in autonomous discussions, and articulate their perspectives on the advancement of

education in the classroom.

However, in reality nowadays, many students become inactive in class when the

learning process takes place, whether because they have no interest in learning, feel bored

with the subject, or lack of learning models applied by the teacher. Moreover, in learning

English, students become very passive because they only listen to the teacher. Therefore, an

interesting learning model is really needed here. Mansfield & Poppi (2012) stated the

requirement that speaking class presentations have real-world solutions is one of the most

challenging obstacles for students who can participate in critical debate on a topic relevant

to real-world concerns. According to Hamsia and Erydani (2022), one of the most

important abilities for learning English is speaking, there is never an opportunity to avoid

learning this skill. Speaking in front of an audience is often seen to be difficult for students

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because they need more opportunities to practice it in their daily activities and because it

also necessitates the application of critical thinking. Because English is not a common

language in our society, it is difficult to improve student’s English language abilities. Many

factors, including a lack of confidence, a fear of making mistakes, a lack of vocabulary, and

the stigma associated with an undesirable atmosphere, inhibit students from getting used to

using English.

Based on the problems that occur above, teachers really need an interesting learning

model so that students are no longer passive students, but become more active in talking,

asking questions, discussing and expressing opinions. All of this can be overcome by

implementing a problem-based learning model. Duch, Gron, and Allen (2001) state that n a

problem-based learning environment, learning objectives and central goals are linked to

real-world situations and promote higher order cognitive processes like evaluation,

synthesis, and analysis. PBL gives context and inspiration for further learning by

introducing pertinent issues early in the educational cycle (Buheji & Buheji, 2020). It is

challenging for teachers to assign materials in the classroom and to actively monitor student

learning. Nevertheless, teachers can present problems to learners, identify materials, offer

criticism and support while resolving issues.

With problem-based learning, students must take an active role in their education as

they utilize additional resources and rely on their teacher as a source of knowledge. Dayu et

al. , 2022). Engaging activities provided by teachers are essential to encourage students to

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actively participate in the learning process. Zhou and Zhu (2019) stated that the problem-

based learning process focuses on student activities. Here, students are encouraged to

expand their knowledge. In Problem-Based Learning, Khotimah (2014) stated that using

the problem-based learning approach provides several benefits for students' speaking

abilities. The primary benefit is that it enhances the students’ spoken communication skills.

Second, employing the problem-based learning approach in speaking instruction may boost

students' desire and enthusiasm for learning English, particularly for speaking ability. The

third way, problem-based learning, calls for group collaboration among students and is a

strategy that is used in classroom settings. Thus, by using the problem-based learning

method, students gain social skills that will be essential in their future lives, such as

cooperation, teamwork, and communication.

According to Permendikbud Number 102 of 2014, K13 recommends three main

learning models. These models foster social behavior, scientific behavior, and curiosity.

The three learning models are Problem-Based Learning, Project-Based Learning, and

Discovery Learning. However, not all learning models are appropriate for all learning

materials. Certain learning models are only appropriate for certain learning materials, for

example, Project-Based Learning which takes a long time to achieve learning targets, and

Discovery Learning which cannot be used for all learning topics. So, teachers prefer the

PBL learning model, this is in line with Hanipah et al (2018) that concluded Problem-Based

3
Learning models are more effective in improving students' cognitive learning outcomes

compared to Project-Based Learning models.

The researcher will use Islamic High School 2 Mataram as an object of the study

because based on the informal interview with the English teacher, Islamic High School 2

Mataram has been implementing Problem-Based Learning as the method of learning and

K13 as the curriculum. Not only Islamic High School 2, but almost all schools in West

Nusa Tenggara have used the 2013 curriculum, this shows that these schools have

implemented the learning model recommended by the 2013 curriculum, especially Islamic

High School 2 Mataram because the school has been designated as a model school, which

means the school has been appointed by the Institution of to become a reference school for

other schools in the surrounding area in implementing education quality assurance

independently.

1.2 Research Questions

1. How do English teachers implement the PBL in teaching English speaking skills in

Islamic High School 2 Mataram?

2. What challenges are faced by teachers in implementing Problem-Based Learning in

teaching English speaking skills?

3. How do students respond to the teachers’ use of Problem-Based Learning in teaching

speaking English skills?

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1.3 Research Objectives

1. To describe the implementation of Problem-Based Learning in teaching English speaking

skills in Islamic High School 2 Mataram.

2. To identify the challenges faced by teachers in implementing Problem-Based Learning in

teaching English speaking skills.

3. To identify the students’ responses to the teachers’ use of Problem-Based Learning in

teaching English speaking skills.

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1.4 Research Significances

This study is expected to give valuable contributions theoretically and practically.

1. Theoretical Significance

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 contribute to the

English Language Education Department in the teaching process.

2. Practical Significance

Practically, the result of this study is expected to be used as additional information

for the students and societies about the 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 the Problem-Based Learning model in learning the English

language.

1.5 Definition of Key Terms

1.5.1 Implementation

Implementation leads to activity, action, action, or the mechanism of a system, it is

not just an activity, but a planned and designed activity to achieve the objectives of the

activity (Usman, 2002). Successful implementation involves the coordination of resources,

activities, and stakeholders to ensure that the intended objectives are realized. In this study,

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implementation means planning and conducting a teaching and learning process based on

Indonesian education policy recommendations which translated into K13.

1.5.2 Problem-Based Learning

Based on Duch (1995), Problem-Based Learning is an educational method that

encourages students to learn how to learn in groups to find solutions to problems in the real

world. PBL is characterized by presenting students with complex, open-ended problems

that require critical thinking, collaboration, and the application of knowledge. In this

context, it is the chosen learning model for teaching English with a focus on oral

communication in the learning process following the syntax that has been set by K13.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Teaching

a. The Nature of Teaching

Teaching is an interactive process that mostly consists of teacher-student

conversation that happens in the classroom during various activities that may be defined.

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According to Brown (1941), "teaching is demonstrating or assisting someone in learning

how to perform a task, providing guidance in the study of a subject, imparting knowledge,

and causing to know or understand." Teaching is creating the circumstances for learning by

assisting and directing the learner's progress. The philosophy, the teaching style, the

approach, the method, and the classroom procedures will all be influenced by the teacher's

comprehension of how the student learns. To bring about the desired changes in their

students, teachers engage in the very serious duty of teaching. Teachers engage in teaching

as a means of bringing about change for their pupils (Mangal, 2019).

It is clear that teaching is a significant endeavour for educators; it is the act of

assisting a student by imparting information that helps them know and comprehend

something. The teaching style, strategy, method, and strategies will be decided by the

instructor based on their comprehension of the learner's learning style.

b. Teaching Approach

According to Anthony (1963), the teaching approach is a collection of presumptions

about language, learning, and instruction. A collection of related presumptions about the

nature of language, language learning, and language education constitutes an approach. As

to Setiyadi (2020), the method refers to the degree to which presumptions and convictions

regarding language, language acquisition, and language instruction are present. An

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approach is a perspective on instruction and learning. A theoretical understanding of

language and how it may be learnt forms the basis of every language teaching

methodology. An approach gives rise to methods, which are ways of instructing that make

use of techniques or activities in the classroom to support student learning.

There are several teaching philosophies, which may be generally divided into two

groups: student-centered and teacher-centered.

1) Teacher-Centered Approach

A teacher-centered approach is the idea that teachers do everything they need to

teach students. Viewed from this perspective, teachers are in the best position to determine

the structure and content of a particular classroom experience. Teacher-centered pedagogy

means using lectures as the most important method of communication in the classroom.

The dissemination of a relatively fixed body of knowledge determined by the teacher is the

goal of the classroom.

Following Cicchelli, Hancock, Bray, and Nason (2002), we provide the following

definition of the teacher-centered approach:

a) The instructor is the head of the class and is responsible for establishing and

upholding the regulations.

b) The educator organizes educational assignments and determines the schedule and

protocol for completing them.

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 c) The instructor actively keeps students engaged in the session by outlining its

objectives, modeling them, and providing examples.

d) The instructor gives straight feedback to the class—what's right and wrong—as

well as hints and prompts and, where needed, the proper responses.

e) Aside from a few inferential questions, the teacher asks mostly straightforward,

recall-recognition questions.

f) The instructor indicates transitions between lesson points and topic areas and

recaps often both during and after a class.

2) Student-Centered Approach

The concept of an active student is the foundation of the student-centered approach.

According to this perspective, the instructor is not the main source of information in the

classroom. Rather, the instructor is perceived as a coach or facilitator who helps students

who are the main creators of their own learning. Hancock, Bray, and Nason (2002) describe

the Student-Centered approach as follows:

a) Instructors serve as mentors or motivators for students who create and uphold

their own standards.

b) Teachers offer constructive criticism in response to students' work and invite

them to offer more or other answers.

c) Few recall questions and a majority of divergent questions are posed by teachers.

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 d) Students are free to choose the learning assignment, as well as how and when to

do it.

e) Examples of the material to be studied are given to the students, and they are

urged to point out the behavioral guidelines that are included.

f) Throughout the session and at the end of the activity, students are urged to

summarise and go over key learning goals.

g) It is recommended for students to choose new topics to study and try out new

activities during the session. Students signal their readiness for transition to the next

learning set.

2.1.1 Teaching English

a. Teaching English

Teaching a language involves a wide range of activities. In addition to instructing

and monitoring students' language proficiency in reading, writing, speaking, and listening, a

teacher also supports, promotes, and helps pupils develop a positive attitude, drive, and

excitement for the language of English. Additionally, according to Derakhsan &

Shirmohammadli (2015), educators need to know what students learn, how and why it

affects them, and how the lessons they take away from the classroom might help them

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down the road. The study came to the conclusion that teaching a language like English

requires teachers to do more than just impart language skills like speaking, writing, and

listening. They also need to motivate their students and employ the best strategy, model,

and approach based on their individual needs.

b. Methods in Teaching English

According to Anthony (1963), a teaching technique is a comprehensive strategy for

the methodical presentation of language using the chosen methodology. The term "teaching

methods" refers to any strategy used to carry out the plans created in the form of actual,

hands-on activities in order to meet the learning objectives. The Direct technique, Grammar

translation method, Audio Lingual method, and Communicative language education are

only a few of the several approaches to teaching English.

1. Direct method

According to Naik (2013), a direct method of teaching a language without

using the mother tongue establishes a direct or instantaneous relationship

between an English word, phrase, or idiom and its meaning.

2. Grammar Translation method

Grammar-translation lessons aim to achieve two key objectives. The first is

raising pupils' reading proficiency to the point where they can comprehend

literature written in the language of instruction (Richards & Rodgers, 2014).

3. Audio Lingual method

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 One technique of instruction utilized in the teaching of foreign languages is

the audio-lingual approach. Nita & Syafei in 2012 state that with the audio-

lingual technique, language should be taught directly by students in their

native language without them having to learn new vocabulary or grammar of

the target language. The audio-linguistic approach, in contrast to the direct

approach, did not focus on vocabulary instruction. Instead, teachers spent

more time helping students develop language proficiency.

4. Communicative Language Teaching

Communicative language teaching (CLT) focuses on interaction as the

process and end goal of language acquisition. This method requires the

involvement of both teachers and students.

2.1.2 Teaching Models

a. The Definition of Teaching Model

According to Joyce et al. (2003), a teaching model is a pattern or blueprint that may

be used to choose instructional resources, develop curricula or courses, and direct the

actions of teachers. A collection of (theoretical) guidelines, norms, and laws for how

instruction will be carried out and students are educated are known as teaching models.

Essentially, they employ learning theories to understand the factors that lead to learning and

choose the right course of action to establish the right learning environment.

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 The study came to the conclusion that a teaching model is a collection of guidelines,

norms, and regulations or a plan that is used to choose instructional materials and direct the

activities of a teacher. A curriculum or course might be shaped by the instructor with the

use of teaching models.

b. Types of Teaching Models

Types of teaching models that are broadly used are as follows:

1) Discovery Learning

Essentially "instruction-less" learning, discovery learning is an inquiry-

based learning style that adopts a constructivist pedagogy and encourages students

to build their own knowledge via self-directed learning. Jerome Bruner, who is

frequently recognized as the creator of discovery learning, contends that students

learn how to gather data in a way that is most pertinent to the topic at hand, which

produces insights that are applicable and memorable.

2) Project Based Learning

Under the project-based learning paradigm, students’ study and solve a

complicated, real-world, and interesting issue, problem, or challenge over an

extended amount of time, gaining information and skills in the process.

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3) Problem-Based Learning

In essence, problem-based learning (PBL) is the design of a learning system

that maximizes student-centered learning outcomes beyond mere acquisition of

knowledge by integrating many instructional methodologies. At McMaster

University Medical School, PBL was introduced over forty years ago as a novel and

different approach to learning in medical school. Since that time, PBL has become

generally accepted worldwide, including in a large portion of Asia (Gwee, 2008).

4) Cooperative Learning

According to Li & Lam (2013), in cooperative learning, students in small

groups are responsible for both the education of all group members and their own

education. This is a teacher-led, student-centered learning method. Students learn

and practice the subject matter components necessary to solve problems, complete

assignments, and achieve goals.

5) Collaborative Learning

Laal & Ghodsi (2012) state that collaborative learning involves groups of

students working together to solve problems, complete assignments, or create

products. In a form of education called "cooperative learning," students of different

abilities work together in small groups to perform collaborative tasks to achieve a

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 joint goal. Students are responsible for both their own learning and the learning of

others. As a result, successful students benefit other students as well.

2.2 Problem-Based Learning

The McMaster University Faculty of Health Sciences in Canada initially established

the innovative problem-based learning (PBL) curriculum in 1966. An interdisciplinary

approach to teaching with a community-oriented and human-focused educational

philosophy is the hallmark of PBL implementation in master's programs. PBL is an

instructional approach that teaches students how to work in groups to solve issues in the

real world, according to Duch (1995). Before teaching a subject to pupils, problem

simulation is utilized to pique their interest. PBL equips students with the skills necessary

to locate and utilize relevant learning resources as well as to think critically and

analytically.

A set of learning tasks known as "problem-based learning" require students to

complete many tasks. Through problem-based learning, students become actively involved

in thinking, communicating, searching for and processing facts, and ultimately drawing

conclusions. They no longer just listen, take notes, and then memorize the material. The

problem is the focal point of the learning process in this problem-based learning approach,

which encourages scientific thinking. Kurniawati (2022) asserts that while implementing

problem-based learning in a language classroom, it is important to take into account the

methods used as well as the direction of the evaluation.

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 Sumarji (2009) identifies four specific attributes of PBL. The first goal of the

learning aim is to increase students' ability to provide credible evidence. A consistent

problem is one that gives pupils authority over important rules or concepts related to the

subject matter under discussion. At that time, the problem should be real. Third, in a

project-based learning environment, students use PBL to teach. They present to the class

and then discuss and evaluate their work as a group to help them understand the main idea

of the problem. Fourth, the instructor fosters students' creative thinking by acting as a

facilitator.

But according to Torp & Sage (2002), problem-based learning is a fantastic

approach for instruction, direction, and evaluation that 16 rich setups in terms of ideology

and experience notion. In their chapter "Problem-Based Learning," Woei et al. (2008) also

noted that the premise of situated learning, which holds that learning is most effective when

it is implemented in dependable activities that are anchored in regular situations, supports

problem-based learning.

Hmelo-Silver & Barrows (2006) state that PBL is a student-centered teaching

method. Students are able to address problems by combining disciplinary knowledge with

critical thinking techniques. The problem-based learning approach was first adopted by

medical schools and is now being adopted by other educational fields. PBL helps students

develop flexible knowledge, self-directed learning, teamwork, strong analytical and

problem-solving skills, and intrinsic motivation.

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2.2.1 Steps of Problem-Based Learning

When using problem-based learning, students collaborate in groups to delve further

into the issue or subject under discussion. When engaging in exploratory activities, students

should be able to support one another and recognize their own abilities and expertise before

seeking advice from other participants. To determine the comments and information they

may provide to address the issue at hand, they must do joint research. According to Sarea

(2018), the following broad phases are typically included in the PBL learning process:

a) In groups of five to eight, students approach the problem and work through it. By

determining what they already know, what theories or conjectures they can conceive

of, what they need to learn to better comprehend the problem's dimensions, what

learning activities are necessary and who will carry them out, they try to define and

bind the problem and create learning goals.

b) Each student completes their learning tasks during self-directed study. They gather

information, examine it, and write reports for the organization.

c) After revisiting the topic and sharing their knowledge with the group, students come

up with new theories and reject others in light of what they have learned.

d) Students synthesize and integrate their learning at the conclusion of the learning

period, which lasts for one week on average.

The following stages are described by another researcher, Swaroop, S.S., in his article

about the problem-based learning step:

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 1. Determine the Problem

2. Examine previous knowledge

3. Develop theories and potential processes

4. Identify any learning difficulties

5. Self-study

6. Reassessment and use the acquired information to address the issue

7. Assessment and reflection on learning

2.2.2 Importance of PBL to Improve Soft Skill Among Students

a. Communication Skills

In a research, students found that the most crucial element influencing their learning

in PBL is effective communication and interaction within buddy groups. PBL requires

students to collaborate with a group of peers in order to solve problems, as they must

exchange information during the problem-solving process. Thus, PBL can strengthen and

apply effective communication abilities in students in an indirect way.

b. Cooperation Group

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 Wee (2004) states that having good communication skills is essential for both being

a student and a competent worker, as is having the ability to make decisions. It is a given

that pupils ought to excel in all of their endeavours. The study also discovered that students'

interest in PBL might be influenced by the collaborative environment in PBL group

discussions.

c. Self-Learning Skills

PBL has the benefit of encouraging self-learning abilities in its participants. Wee

(2004) corroborated this, finding that the benefits and goals of PBL include fostering self-

directed learning abilities. Students are in charge of their own education through problem-

solving. They will gain the ability to locate, assess, and integrate fresh information from a

range of reliable sources, such as books, periodicals, magazines, the internet, skilled

consultants, facilitators, and authorities in relevant subjects.

d. Critical and Creative Thinking Skills

In addition to the previous details, Temel's (2014) study revealed that students

believed that their Critical and Creative Thinking Skills (CCTS) was necessary to apply to

PBL challenges. It may improve the efficiency of instruction and learning, especially when

it comes to helping pupils acquire soft skills and higher-order cognitive abilities. The

implementation strategy of PBL and its effect on the teaching and learning process in

educational institutions, however, remain the subject of inquiry.

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2.3 Speaking Skills

2.3.1 Components of Speaking Skill

Speaking is a complicated ability, according to Harmer (2007, p. 343), as it involves

elements of grammar, vocabulary, pronunciation, fluency, and comprehension. Speaking

consists of several essential elements, including:

a. Grammar

Grammar is one of the elements that affects pupils' speaking abilities. Many pupils

use improper grammar when speaking English. Learners will never be able to speak

successfully in English if they are ignorant of grammatical norms. Grammar is the study of

sentence construction and formatting, so while learning proper grammar is useful, it may

seem a little tedious at first. Grammar is a system of principles that examines the structure

and form of sentences that can be employed in a language, according to Gleason & Ratner

(2009). According to Celce-Murcia (2001), learners encounter difficulty with grammar

since they do not acquire the structures one by one. such that pupils frequently make

mistakes in grammar placement. Certain kids translate words they know in broad terms

word for word, regardless of the context.

b. Vocabulary

The use of vocabulary is important to learning English. Thornbury (2002) states that

nothing is communicated without vocabulary and very little is communicated without

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grammar. Vocabulary is very important when teaching English. Even good grammar is

meaningless without vocabulary. Researchers found that nearly all students frequently

struggled to express their opinions clearly, lacked appropriate vocabulary, and sometimes

used the wrong terminology. One cannot properly communicate or express their thoughts in

writing or vocal form without a large enough vocabulary.

c. Pronunciation

According to Hornby (1995), pronunciation is the way a certain language, words, or

sound are said. Word pronunciation is a process that combines intonation, stress, and sound.

A second language learner has to become proficient in each unique phoneme of the target

language, claims Hinkel (2005:491).

Because of its pronunciation, non-native speakers of English have long considered it

to be a challenging language. Learners need to be proficient in phonological norms and

cognizant of the pronunciation of different sounds to speak English correctly.

Students should work on their general pronunciation if they want to improve their

English-speaking abilities. They must understand where to decrease words, when to utilize

rising and falling intonations, and the characteristics of the various sounds as well as where

they are produced in a person's lips. Each of these problems gives them more insight into

how to speak English fluently and advances the objective of improving spoken English

comprehension.

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d. Fluency

Fluency is the primary characteristic of good speaking, while there are other

elements as well. Achieving oral communication fluency is the primary motivation and

desire that most language learners bring to their sessions, and it is also the primary

objective of teachers when teaching speaking skills, according to Richards & Renandya

(2002).

In order to prevent communication damage due to listeners becoming disinterested,

fluency refers to the ability of the learner to talk intelligibly (Hughes, R. 2002). The ability

to talk clearly and smoothly is known as fluency. But it doesn't imply the speaker has to

talk quickly since there are occasions when pausing is necessary. But when they talk, a lot

of kids falter and frequently linger for a lengthy time. This is due to the difficulty of

communicating fluently.

e. Comprehension

Understanding is the final element in developing speaking abilities. According to

Hornby (1995), comprehension is the ability of the mind to do an understanding exercise

that aims to improve the examiner. Supported by Irianti's (2011) assertion that

comprehension is the capacity to comprehend something while having a realistic grasp of

the subject or by being aware of how the situation appears.

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 Richards & Rodges (2001) noted that students may struggle to comprehend and

improve speaking abilities for a variety of reasons, including limited exposure to speaking

situations, low self-esteem, low motivation, and ignorance about speaking techniques.

2.3.2. Assessment of Speaking Skill

In the process of teaching and learning, assessment is crucial. The purpose of

assessment is to identify the learning process's advantages and disadvantages. Stated

differently, the evaluation is said to provide as a window into the instructor's effectiveness

as a teacher. It is the responsibility of a teacher to impart information or learning and

subsequently assess students. The teacher can determine the proportion of pupils who have

passed the lesson after administering the assessment. A teacher has been successful if a

greater number of students receive good grades above the benchmark. On the other hand,

some educators only evaluate their pupils' aptitudes without monitoring their progress.

Teachers may choose to employ assessment solely for administrative reasons, which

prevents them from taking remedial action after evaluating students.

Speaking Skills, as mentioned in Luoma (2004), evaluation may be a highly critical

problem, with individuals drawing conclusions about native vs non-native speakers based

mostly on pronunciation. Nunan (1999) holds the opinion that in order to talk, a person

must possess an appropriate command of structural or grammatical components, sound, and

excellent articulation. Speakers must do this by using language that fits the situation.

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According to Brown (2001), speaking has to be evaluated on the following aspects:

1.) Grammar: The participants' ability to regulate the usage of their sentences, develop and

utilize them effectively and appropriately, and steer clear of grammatical faults will be

evaluated.

2.) Vocabulary: In this section, the participants' level of skill will be determined by the

variety, precision, and use of vocabulary characteristics in conversation.

3.) Pronunciation: This evaluation criterion looks at how frequently participants

mispronounce words and how certain pronunciation errors affect their ability to

communicate.

4) Fluency: Speech output in a well-delivered conversation will be evaluated for each

participant. capable of responding to certain subjects with little difficulty in word choice

and self-assured while voicing thoughts.

5) Comprehension: Lastly, is the participants' ability to comprehend the discussion's context

and offer pertinent answers to the questions.

2.4 Previous Studies

Researchers with an interest in the application of problem-based learning in English

instruction have already undertaken a number of studies on this subject. They are listed in

the following order:

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 The study titled “Problem-based learning: Strengthening speaking skills of second

grade students of SMPN 1 Atap Bandung in academic year 2013/2014” was conducted by

Mufaidah (2014). The aim is to find out how his PBL improves students' speaking skills

through bazaar activities. In addition to using tests, observational checklists,

documentation, and interviews with open-ended questions, the researcher employed

descriptive qualitative and quantitative methodologies in this study to gather data. The

study found that participating in a bazaar influenced students' vocabulary growth and

increased their desire, excitement, and level of involvement in learning English.

Additionally, the results of this study indicated that students' speaking abilities in the

Bazaar activity, which is employed by an English language instructor in the PBL method,

were medium and they scored well, indicating that there was no discernible improvement of

the PBL approach to students' speaking abilities. Teachers and students reported that the

PBL approach in the Bazaar activity increased understanding compared to simply learning

more English without games. It was stated that the PBL method allowed students to play

games that were relevant to the lesson material in addition to studying.

In order to compare data before and after implementing PBL in the classroom,

Kassem (2018) conducted research titled "Improving EFL Students' Speaking Proficiency

and Motivation: A Hybrid Problem-Based Learning Approach" using a pre-post-test,

student motivation questionnaire, observation, and interviews as references. This study

employed a mixed-methods approach, using quantitative analysis to understand the variable

26
and qualitative analysis to perform a pre-post-test. The study's findings demonstrated the

beneficial effects of the PBL strategy on students' motivation, excitement, and speaking

abilities. Even the students tended to be more self-reliant and focused. The instructor

praised PBL as well, however she suggested changing the curriculum and instructional

methods. Kassem discovered that problem-based learning (PBL) was the most practical

approach to break the habit of memorization, aid in lesson retention, and support students in

their quest for self-directed learning, which in turn boosts their motivation to learn and

involves them in a process that enhances their oral communication abilities. While students

in this study reported that they felt the PBL technique helped them become more proficient

speakers, it is not clear from the data that this approach also raised their enthusiasm to

learn.

Next, in 2022, Andy Wilantaka and Hanif Sultan Riyata Sukarno from the

Department of English Language Education, Faculty of Language Education, published a

study titled “A Study on the Implementation of Problem-Based Learning (PBL) in English

Language Teaching and Learning.” Muhammadiyah University, Yogyakarta, Indonesia This

study investigates how students perceive the advantages and disadvantages of her PBL. The

researcher used a qualitative approach to examine how students perceived her PBL method

as a teaching-learning strategy. Because this design can assist the researcher in

characterizing the events that occur and are connected to the PBL approach, the researcher

used a descriptive qualitative technique under the qualitative approach. Four students who

27
had previously encountered the PBL technique were selected by the researcher from the

English Language Education Department (ELED) of a private institution located in

Yogyakarta. Interviews were one method the researcher used to acquire data. The benefits

of PBL have been shown to include more student autonomy in the classroom, improved

comprehension of the subject matter, improved learning attitudes, and increased student

engagement in the learning process. The results indicate that low self-esteem, difficulties

with group projects including teammates and collaboration, and difficulties comprehending

the problem as a teaching tool are the main obstacles to PBL.

CHAPTER III

RESEARCH METHOD

3.1 Research Design

In order to better understand social phenomena, this study employs a qualitative

research methodology, which is a strategy that entails gathering and evaluating non-

numerical data, such as text, photos, and observations (Creswell, 1998). Numerous

areas, including business, psychology, education, and healthcare, employ this kind of

study (Tremblay et al., 2022; Lecompte, 1994).

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 An extensive, relatable summary of particular events that people or groups of

persons encountered is the aim of qualitative descriptive investigations. In this study,

the researcher will identify the phenomena directly at the Islamic Senior High School in

Mataram. The researcher will next employ a range of data collection methods, including

observation, interviews, documentation, and questionnaires. Finally, the researcher will

compile all of the data collected.

3.2 Research Data

Instead of depending just on one data source, qualitative researchers usually

collect data in a variety of formats, including documents, audio-visual materials,

observations, interviews, and observations. The data source for this study will come

directly from observations made at a Senior High School in Mataram, teacher

interviews, documentation of the teaching and learning process, and a questionnaire

created by the researcher that students can use to provide feedback on the

implementation of problem-based learning in the classroom. After that, the data will all

be reviewed, arranged, and described by the researcher.

3.3 Participant of The Study

The participant that will be chosen in this study is an English teacher (Mrs. Asri

Riyadi) and 3 classes (XI IPA 1, XI IPA 2, and XI IPA 3) in Islamic High School 2

Mataram. The researcher will choose this school because this school is one of the senior

29
 high schools in Mataram that continues in implementing Problem-Based Learning as

the learning model.

3.4 Method of Collecting Data

3.4.1 Observation

Qualitative observation involves collecting field notes to find out how people

behave at the research location. Field notes record activities at a research location in an

unstructured or semi-structured manner, using past questions that the researcher wanted

to know. Qualitative observers can play a variety of roles, from full participant to non-

participant. These observations typically indicate that participants are free to express

their opinions in response to extensive questions from researchers.

In this study, the researcher will observe how Problem-Based Learning is

implemented into practice during the teaching and learning process in the classroom.

The researcher also observes the students' speech abilities concerning the teacher's use

of the Problem-Based Learning paradigm.

3.4.2 Interview

When conducting qualitative interviews, researchers may talk to participants either

in person or by phone in focus groups of six to eight people. These interviews are

designed to gather participants' opinions and ideas and typically consist of a limited

number of unstructured, open-ended questions.

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 In this study, the researcher uses open-ended questions to interview English oral

education teachers in Islamic high schools to collect accurate information and useful

data regarding the implementation of problem-based learning.

3.4.3 Document Study

According to Bowen (2009), document study is a systematic process for reviewing

or evaluating documents, both print and electronic sources. The study collects data on

various teaching and learning materials such as syllabi, RPPs, teacher notes, student

worksheets, and lesson plans.

3.4.4 Questionnaires

Questionnaire is a method in which respondents answer questions in writing and

mark items to indicate their answers. In this study, the researchers used a closed-ended

questionnaire. Researchers use a step-by-step survey to find out how students respond

to teaching English speaking skills using problem-based learning. This survey includes

responses such as Strongly Agree, Agree, Disagree, and Strongly Disagree.

3.5 Method of Analyzing Data

Bogdan & Biklen (1997) state that data analysis in qualitative research refers to the

systematic search and organization of content other than textbooks, such as observation

notes and interviews, by researchers in order to understand a phenomenon. According to

Sage (2002), analyzing qualitative data primarily involves categorizing or coding the

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 data. This involves making sense of vast amounts of data by reducing the amount of

raw data. It then identifies important patterns, extracts meaning from the data, and

finally creates a logical chain of evidence.

The most important step in the qualitative data analysis process is the classification

or coding of the data. Although data analysis and coding are not related to each other,

coding is an important part of the qualitative data analysis process. Coding is simply

dividing up a large amount of raw data or information and assigning it to categories.

This study labels all information such as interviews, questionnaires, documents, and

notes from observations. Next, identify and categorize the data to determine its

meaning.

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