Incorporating problem-based learning to boost students’ performance in language classroom  

Oleh:

Ghani, Che An Abdul ; Mohamed, Rohani

Jenis: Article from Proceeding
Dalam koleksi: Kolita 8: Konferensi Linguistik Tahunan Atma Jaya 8: Tingkat Internasional, Jakarta, 24 April 2010, page 137.
Topik: FOREIGN LANGUAGE CLASSROOM; SPEAKING AND WRITING ABILITY; SOFT SKILLS; MOTIVATION; SELF-ESTEEM; PROBLEM-BASED LEARNING; TASK-BASED LEARNING
Fulltext: D1 - Che An & Rohani - Univ. Putra Malay. - Incorporating Problem-Based Learning . . ..pdf (143.58KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 8 Non-tandon: tidak ada Tandon: 1

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Students success in language class can be measured by their ability to display their proficiency in writing and speaking skills. One of the ways to help students to achieve this is to engage them in a problem-based learning (PBL). This approach requires students to solve a problem and relate their experiences and results to the class. This approach incorporates cognitive and affective domains (Bloom, l965) while enhancing their language skills. Through this approach students learn language in a non-intimidating and informal environment. This is a pilot study conducted in one secondary school in Malaysia. This is a qualitative and quantitative type of research. The methodology employed were quasi-experimental design. The subjects were twenty students learning English. They were divided into four groups of five. Group I and Group 2 were doing writing while Group 3 and Group 4 were doing speaking. Each group was given a problem and they had to present the outcome in a written form (for Group 1 and Group 2) while Group 3 and Group 4 had to present their outcomes in oral form. The objective of this study is to evaluate the improvement in the cognitive and affective domains. The finding of this study shows that there was a development in both domains. This paper will benefit readers who are language practitioners as it shares the benefits and challenges of implementing PBL in a language classroom.

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