THE IMPLEMENTATION OF THE PROBLEM BASED LEARNING MODEL TO IMPROVE STUDENTS’ PROBLEM-SOLVING SKILLS IN ENGLISH LEARNING AT JUNIOR HIGH SCHOOL

Abstract

This study aims to analyze the effect of Problem Based Learning (PBL) on English problem-solving skills of junior high school students. The subjects consisted of 28 students with high, medium, and low initial language ability (ILA) levels. After participating in PBL-based learning, students were assessed through tests measuring their ability to understand texts, construct sentences, solve contextual tasks, and apply vocabulary accurately. The results indicate that PBL positively impacts all ILA levels. High-ILA students were able to understand problems, design solution strategies, and execute answers accurately. Medium-ILA students showed significant improvement through group discussions and teacher guidance, while low-ILA students, despite initial difficulties, gradually progressed with teacher scaffolding and peer interaction. The class average score reached 72.55, demonstrating the effectiveness of PBL in enhancing problem-solving skills across different ability levels.