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All Journal International Journal of Evaluation and Research in Education (IJERE) EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal On Interdisciplinary Studies in Humanities Jurnal Onoma: Pendidikan, Bahasa, dan Sastra MANAZHIM JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA PENGABDI: Jurnal Hasil Pengabdian Masyarakat Journal of English Language and Education Journal of General Education and Humanities Studies in English Language and Education e-Journal of ELTS (English Language Teaching Society)
Rofiqoh Rofiqoh
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers’ Perception on the Use of Problem-Based Learning for Teaching Reading Skills at Senior High School Ni Kadek Siska; Abdul Kamaru ddin; Moh Abraham Akbar Eisenring; Rofiqoh Rofiqoh
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2493

Abstract

This study examined teachers’ perceptions of the implementation of Problem-Based Learning (PBL) in teaching reading skills. Many students still struggle to comprehend texts and demonstrate low motivation during reading activities. Problem-Based Learning (PBL) is considered a suitable approach to support student-centered learning within the Merdeka Curriculum. While previous studies have discussed the effectiveness of PBL, research specifically exploring teachers’ perceptions of PBL implementation in teaching reading skills at the senior high school level remains limited. This study employed a qualitative research design. Data were collected through classroom observations and semi-structured interviews with three English teachers. The data were analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing. The observation data supported the interview findings and demonstrated consistency between teachers’ perceptions and classroom teaching practices. The findings indicated that teachers held positive perceptions of PBL because this method improved students’ engagement, reading comprehension, motivation, and critical thinking skills. However, several challenges, such as time constraints and differences in students’ abilities, were also identified. Overall, the implementation of PBL was considered an effective and authentic approach to supporting the development of students’ reading skills in the context of English as a Foreign Language (EFL) education when accompanied by appropriate instructional guidance in classroom practices.
Co-Authors Abdul Kamaru ddin Afrillia Afrillia Agussatriana Alfian Ferdian Tompunu Aminah Suriaman Andi Fatur Rahman Anggreni, Afrillia Armin, Diah Safithri Bambang Widi Pratolo Budi Budi Candradewi Wahyu Anggraeni Darmawan Darmawan Desrin Lebagi Elvira Nazarina Fakhruddin Zam Zam Ferry Rita Hastini, Hastini Ikhratulsandi Ikhratulsandi M Nur Yasin Maf'ulah Maf'ulah Mawardin Muhammad Said Mochtar Marhum Moh Abraham Akbar Eisenring Muhammad Arid Mukrim Mukrim Mutiara Oktarina Ni Kadek Siska Nur Oktaviani Nur Sehang Thamrin Nur Wahidah Nurfitri Nurfitri Nurul Ismi Oktaviani Oktaviani Patmasari, Andi Putri Andini Saiful Marhaban Siska Rahma Oktaviani Sriati Usman Sudarkam R Mertosono Sukmawati Sadilia Syaiban Abdul Kamil Teguh Sulistyo Tiyas Salviyati Utami Widiati Wahyudin Wahyudin Yohalis Selma Sunggudek Yunita Puspitasari