TEACHERS' PERSPECTIVE ON PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' PROBLEM-SOLVING SKILL IN ELT JUNIOR HIGH SCHOOL

Abstract

The development of technology increases from time to time. It also parallels the development of knowledge. Knowledge development leads to several skills that students should master. One of those skills is the ability to solve the problem. Problem-solving skill is an ability that students need and should be implemented to solve problems at school and in everyday life. Problem-solving activities will later make students accustomed to dealing with problems, including getting used to dealing with problems. The school that has a role in preparing students' future should facilitate students to acquire the problem-solving skill. During the teaching-learning process in school, problem-solving skill can be learned through the problem-based learning method. In practice, most English teachers do not implement the problem-based learning method in their classes and prefer to teach with conventional methods. To make meaningful learning, this research has the purpose of exploring teachers' perspectives on problem-based learning to improve students' problem-solving skills. Thus, the research used a qualitative research design with a case study approach to explore teachers' perceptions towards problem-based learning to improve students' problem-solving skill. The interview was held to collect the data with a junior high school teacher as a respondent. The research found that the problem-based learning method can improve students' problem-solving skills during the process of learning. Contextual learning through real problems relating to students' daily life should be implemented in the method. The study also found that the other skill that improves is teamwork and critical thinking skill. In conclusion, the research proves that the problem-based learning method can improve students' problem-solving skill in English language teaching in junior high school. However, there are several recommendations for teachers and future researchers. Teachers should make meaningful learning through this method, and they also should be well-prepared while implementing this method. Future researchers are expected to explore students' perspectives on this method.