Acceso usuarios
[1]
;
Sadiah Baharom
[1]
;
Sopis MD Yassin
[1]
This study explored high school students’ English language learning through problem-based learning (PBL). Students’ collaboration in PBL, their perspectives on the PBL process, the teacher’s challenges encountered during PBL implementation, and the relevant adjustments and improvements made were studied through qualitative methods using an observation guide and semistructured interviews. This study aims to investigate the effectiveness of PBL in the English language learning of high school students. Lesson plans were designed to conduct two PBL cycles, comprising seven stages of the PBL process. Each PBL cycle was performed using the lesson plan designed by the researcher. 30 participants learned through PBL, were observed through the observation guide, and were interviewed via semi-structured interviews. The qualitative research results indicated that students developed abilities like acquiring knowledge and learning skills, solving real-life problems, critical thinking, and collaborating in group work. On the other hand, PBL is different from the traditional learning methods; thus, both students and teachers need to adjust to the roles. The teacher, as a facilitator in PBL, should be trained through professional development to improve classroom practices, fostering better learning environments and high performance.
