cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rawuh Yuda Yuwana
Contact Email
yuda.ryy@gmail.com
Phone
+6282242662604
Journal Mail Official
official.pt.akm@gmail.com
Editorial Address
Jl. Jati-Jati, Rimba Jaya, Merauke, Merauke, Papua Selatan, Indonesia
Location
Kab. merauke,
P a p u a
INDONESIA
ACCELERATION: Multidisciplinary Research Journal
Published by PT. Akselerasi Karya Mandiri
ISSN : 30260159     EISSN : 29869269     DOI : https://doi.org/10.70210/amrj
Core Subject : Health, Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences
Acceleration: Multidisciplinary Research Journal (AMRJ), p-ISSN: 3026-0159, e-ISSN: 2986-9269. Focus and Scope in Acceleration: Multidisciplinary Research Journal are: History Education Law Agriculture Engineering Nutrition Psychology Teaching Religious Studies Linguistics Geography Literature Politics, etc.
Arjuna Subject : Umum - Umum
Articles 61 Documents
 3   4   5   6   7 
ENHANCING EFL READING COMPREHENSION SKILLS THROUGH PROBLEM-BASED LEARNING: EVIDENCE FROM STUDENT ENGAGEMENT AND STRATEGY USE Ayiz, Abdul; Yudhi Nugroho, Kurniawan
Acceleration: Multidisciplinary Research Journal Vol. 3 No. 3 (2025): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v3i3.162

Abstract

Reading comprehension remains one of the most essential yet challenging skills for English as a Foreign Language (EFL) learners. Traditional reading instruction often emphasizes teacher-centered approaches that limit students’ active involvement in meaning-making. This study investigates the impact of Problem-Based Learning (PBL) on enhancing EFL students’ reading comprehension skills, engagement, and strategy use. A quasi-experimental design was employed with two groups of undergraduate EFL learners: an experimental group (n = 35) receiving PBL-based reading instruction and a control group (n = 35) taught through traditional teacher-led methods. Data were collected using a reading comprehension test, an engagement questionnaire, and a reading strategies inventory. Results revealed that the PBL group achieved significantly higher post-test scores than the control group, indicating improved reading comprehension performance. Moreover, PBL fostered greater behavioral, emotional, and cognitive engagement, alongside the increased use of higher-order reading strategies such as inferencing, summarizing, and critical questioning. These findings suggest that PBL provides a more interactive and meaningful framework for teaching reading, enabling learners to become active participants in constructing textual meaning. The study highlights pedagogical implications for EFL educators, recommending the integration of real-world problems into reading instruction to enhance comprehension outcomes.

Page 7 of 7 | Total Record : 61

 3   4   5   6   7 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2025): Acceleration: Multidisciplinary Research Journal Vol. 3 No. 2 (2025): Acceleration: Multidisciplinary Research Journal Vol. 3 No. 1 (2025): Acceleration: Multidisciplinary Research Journal Vol. 2 No. 04 (2024): Acceleration: Multidisciplinary Research Journal Vol. 2 No. 03 (2024): Acceleration: Multidisciplinary Research Journal Vol. 2 No. 02 (2024): Acceleration: Multidisciplinary Research Journal Vol. 2 No. 01 (2024): Acceleration: Multidisciplinary Research Journal Vol. 1 No. 04 (2023): Acceleration: Multidisciplinary Research Journal Vol. 1 No. 03 (2023): Acceleration: Multidisciplinary Research Journal Vol. 1 No. 02 (2023): Acceleration: Multidisciplinary Research Journal Vol. 1 No. 01 (2023): Acceleration: Multidisciplinary Research Journal More Issue