STUDENTS’ PERCEPTIONS OF IMPLEMENTING PROBLEM-BASED LEARNING WITH BLENDED LEARNING IN EFL ACADEMIC READING
Main Article Content
Abstract
The study aimed at exploring students’ perception of implementing problem-based learning with blended learning in EFL academic reading. Quantitative and qualitative data were gained by applying a questionnaire and semi-structured interviews. The study occurred at the English Education Program at Muhammadiyah University of Mataram. The respondents involved in this research were thirty-four English foreign language (EFL) students who are joining an academic reading course. The result showed that students have positive perceptions of the use of problem-based learning with blended learning in teaching EFL academic reading. At the same time, the respondents found barriers preventing them from utilizing problem-based learning in teaching EFL academic reading such as requiring sufficient time to complete a topic or find out the solution to a problem, needing additional fees to buy internet quota, and needing prior knowledge in applying problem-based learning. Finally, the finding gained from two types of instruments recommended that PBL with blended learning can be applied in EFL academic reading.
Article Details
How to Cite
Ismail, H., & Edi, E. (2022). STUDENTS’ PERCEPTIONS OF IMPLEMENTING PROBLEM-BASED LEARNING WITH BLENDED LEARNING IN EFL ACADEMIC READING. English Review: Journal of English Education, 10(3), 929-936. https://doi.org/10.25134/erjee.v10i3.6807
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References
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Groen, L., Keijzer, M., Michel, M., & Lowie, W. (2020). An English academic reading course for Dutch pre-university students. Dutch Journal of Applied Linguistics, 9(1–2), 207–214. https://doi.org/10.1075/dujal.19042.gro
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Lakhal, S., Mukamurera, J., Bédard, M., Heilporn, G., & Chauret, M. (2020). Features fostering academic and social integration in blended synchronous courses in graduate programs. International Journal of Educational Technology in Higher Education, 17(5), 1–22. https://doi.org/https://doi.org/10.1186/s41239-020-0180-z
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Mpalanyi, M., Nalweyiso, I. D., & Mubuuke, A. G. (2020). Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda. Journal of Medical Imaging and Radiation Sciences, 51(4), 1–6. https://doi.org/10.1016/j.jmir.2020.06.009
Muñoz, C., & Valenzuela, J. (2020). Demotivation in academic reading during teacher training. Journal of Research in Reading, 43(1), 41–56. https://doi.org/10.1111/1467-9817.12288
Nagarajan, S., & Overton, T. (2019). Promoting systems thinking using project- and problem-based learning. Journal of Chemical Education, 2901–2909. https://doi.org/10.1021/acs.jchemed.9b00358
Padagas, R. C., & Hajan, B. H. (2020). Academic reading and writing needs of undergraduate nursing students in research. International Journal of Learning, Teaching and Educational Research, 19(5), 318–335. https://doi.org/10.26803/ijlter.19.5.20
Saputro, A. D., Atun, S., Wilujeng, I., Ariyanto, A., & Arifin, S. (2020). Enhancing pre-service elementary teachers’ self-efficacy and critical thinking using problem-based learning. European Journal of Educational Research, 9(2), 765–773. https://doi.org/10.12973/eu-jer.9.2.765
Sari, I. S., Sumarmi, S., Utomo, D. H., & Astina, I. K. (2021). The effect of problem based learning on problem solving and scientific writing. International Journal of Instruction, 14(2), 73–84. https://doi.org/10.4324/9781315193526-9
Sari, U., Alici, M., & Sen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electronic Journal of Science Education, 22(1), 1–21.
Schwabe, A., Lind, F., Kosch, L., Boomgaarden, H. G., & Schwabe, A. (2022). No negative effects of reading on screen on comprehension of narrative texts compared to print : A meta-analysis Media Psychology, 1–18. https://doi.org/10.1080/15213269.2022.2070216
Shuhailo, Y. V, & Derkach, T. M. (2021). Project-based learning for undergraduate engineering students minoring in textile technology and design Project-based learning for undergraduate engineering. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1840/1/012042
Silva, A. B. Da, Bispo, A. C. K. de A., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista de Gestao, 25(2), 160–177. https://doi.org/10.1108/REGE-03-2018-030
Singh, M. K. M. (2019). Academic reading and writing challenges among international EFL master’s students in a Malaysian university: The voice of lecturers. Journal of International Students, 9(4), 972–992. https://doi.org/10.32674/jis.v9i3.934
Sugiyono. (2009). Metode penelitian pendidikan pendekatan kuantitatif, kuallitatif, dan R&D. Alfabeta.
Suhirman, Y., Muliadi, A., & Prayogi, S. (2020). The effect of problem-based learning with character emphasis toward students’ higher-order thinking skills and characters. International Journal of Emerging Technologies in Learning, 15(6), 183–191. https://doi.org/10.3991/IJET.V15I06.12061
Sun, Z., & Qiu, X. (2017). Developing a blended learning model in an EFL class. International Journal of Continuing Engineering Education and Life-Long Learning, 27(1–2), 4–21. https://doi.org/10.1504/IJCEELL.2017.080998
Suryanti, N., & Nurhuda, N. (2021). The effect of problem-based learning with an analytical rubric on the development of students’ critical thinking skills. International Journal of Instruction, 14(2), 665–684. https://doi.org/10.29333/iji.2021.14237a
Tortorella, G., & Cauchick-Miguel, P. A. (2018). Teaching lean manufacturing at a postgraduate level: Integrating traditional teaching methods and problem-based learning approach. International Journal of Lean Six Sigma, 9(3), 301–323. https://doi.org/10.1108/IJLSS-08-2017-0101
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 3–6. https://doi.org/10.7771/1541-5015.1649
Victor-Ishikaku, E. C., & Ukpai, G. (2021). Teachers’ perception on the challenges of utilizing problem-based learning in teaching computer science in public senior secondary schools in Port Harcourt metropolis. British Journal of Contemporary Education, 1(1), 52–63. https://doi.org/10.52589/bjce-gpxjaqes
Yu, W., & Du, X. (2019). Implementation of a blended learning model in content- based EFL curriculum. International Journal of Emerging Technologies in Learning, 14(5), 188–199. https://doi.org/10.3991/ijet.v14i05.8546
Yulia, M. F., Sulistyo, G. H., & Cahyono, B. Y. (2020). Affective engagement in academic reading: What EFL student teachers reveal. International Journal of Evaluation and Research in Education, 9(3), 791–798. https://doi.org/10.11591/ijere.v9i3.20635
Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of problem-based learning on critical thinking skills and environmental attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/jegys.650344
Azeem, M., Awaisi, Z. H., Anwar, Y., & Azeem, A. (2018). Problem based learning; Dental interns’ perception of problem based learning in orthodontic medical education on case planning. The Professional Medical Journal, 25(11), 1780–1784. https://doi.org/10.1136/bmj.39546.716053.80
Boelens, R., Voet, M., & Wever, B. De. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
Groen, L., Keijzer, M., Michel, M., & Lowie, W. (2020). An English academic reading course for Dutch pre-university students. Dutch Journal of Applied Linguistics, 9(1–2), 207–214. https://doi.org/10.1075/dujal.19042.gro
Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments : a conceptual framework. The Internet and Higher Education, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
Hartshorn, K. J., Evans, N., Egbert, J., & Johnson, A. (2017). Discipline-specific reading expectation and challenges for ESL learners in US universities. Reading in a Foreign Language, 29(1), 36–60.
Hassan, I., Ali, F., Fatimah, S. M. A., & Ahmad, W. (2017). Effect of technology enhanced language learning on vocabulary acquisition of EFL learners. International Journal of Applied Linguistics and English Literature, 6(3), 262-272. https://doi.org/10.7575/aiac.ijalel.v.6n.3p.262
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education, International Journal of Educational Technology in Higher Education, 18(25), 1-25.https://doi.org/10.1186/s41239-021-00260-3
Horn, A. L., Roitsch, J., Murphy, K. A., Horn, A. L., Roitsch, J., & Murphy, K. A. (2021). Constant time delay to teach reading to students with intellectual disability and autism : a review. International Journal of Developmental Disabilities, 1–11. https://doi.org/10.1080/20473869.2021.1907138
Ismail, H., Rahmat, A., & Emzir, E. (2020). The effect of Moodle e-learning material on EFL reading comprehension. International Journal of Multicultural and Multireligious Understanding, 7(10), 120-129. https://doi.org/10.18415/ijmmu.v7i10.2069
Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/EU-JER.9.3.1141
Kusmiati, M., Dewi, M. K., Andriane, Y., & Furqaani, A. R. (2021). Particular admission test and perception on assessment method: Does it influence the academic performance in problem-based learning of medical course? International Journal of Education, Learning and Development, 9(3), 19–33.
Lakhal, S., Mukamurera, J., Bédard, M., Heilporn, G., & Chauret, M. (2020). Features fostering academic and social integration in blended synchronous courses in graduate programs. International Journal of Educational Technology in Higher Education, 17(5), 1–22. https://doi.org/https://doi.org/10.1186/s41239-020-0180-z
Liu, X., & Read, J. (2020). General skill needs and challenges in university academic reading: Voices from undergraduates and language teachers. Journal of College Reading and Learning, 50(2), 70–93. https://doi.org/10.1080/10790195.2020.1734885
Manwaring, K. C., Larsen, R., Graham, C., Brigham, H., & Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. The Internet and Higher Education, 35, 21–33. https://doi.org/10.1016/j.iheduc.2017.06.002
Monje, J., & Macasieb, J. (2020). Metacognitive strategy use or english proficiency? Influences in academic reading achievement of stem students. Journal of Asia TEFL, 17(2), 671–680. https://doi.org/10.18823/asiatefl.2020.17.2.25.671
Mpalanyi, M., Nalweyiso, I. D., & Mubuuke, A. G. (2020). Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda. Journal of Medical Imaging and Radiation Sciences, 51(4), 1–6. https://doi.org/10.1016/j.jmir.2020.06.009
Muñoz, C., & Valenzuela, J. (2020). Demotivation in academic reading during teacher training. Journal of Research in Reading, 43(1), 41–56. https://doi.org/10.1111/1467-9817.12288
Nagarajan, S., & Overton, T. (2019). Promoting systems thinking using project- and problem-based learning. Journal of Chemical Education, 2901–2909. https://doi.org/10.1021/acs.jchemed.9b00358
Padagas, R. C., & Hajan, B. H. (2020). Academic reading and writing needs of undergraduate nursing students in research. International Journal of Learning, Teaching and Educational Research, 19(5), 318–335. https://doi.org/10.26803/ijlter.19.5.20
Saputro, A. D., Atun, S., Wilujeng, I., Ariyanto, A., & Arifin, S. (2020). Enhancing pre-service elementary teachers’ self-efficacy and critical thinking using problem-based learning. European Journal of Educational Research, 9(2), 765–773. https://doi.org/10.12973/eu-jer.9.2.765
Sari, I. S., Sumarmi, S., Utomo, D. H., & Astina, I. K. (2021). The effect of problem based learning on problem solving and scientific writing. International Journal of Instruction, 14(2), 73–84. https://doi.org/10.4324/9781315193526-9
Sari, U., Alici, M., & Sen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electronic Journal of Science Education, 22(1), 1–21.
Schwabe, A., Lind, F., Kosch, L., Boomgaarden, H. G., & Schwabe, A. (2022). No negative effects of reading on screen on comprehension of narrative texts compared to print : A meta-analysis Media Psychology, 1–18. https://doi.org/10.1080/15213269.2022.2070216
Shuhailo, Y. V, & Derkach, T. M. (2021). Project-based learning for undergraduate engineering students minoring in textile technology and design Project-based learning for undergraduate engineering. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1840/1/012042
Silva, A. B. Da, Bispo, A. C. K. de A., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista de Gestao, 25(2), 160–177. https://doi.org/10.1108/REGE-03-2018-030
Singh, M. K. M. (2019). Academic reading and writing challenges among international EFL master’s students in a Malaysian university: The voice of lecturers. Journal of International Students, 9(4), 972–992. https://doi.org/10.32674/jis.v9i3.934
Sugiyono. (2009). Metode penelitian pendidikan pendekatan kuantitatif, kuallitatif, dan R&D. Alfabeta.
Suhirman, Y., Muliadi, A., & Prayogi, S. (2020). The effect of problem-based learning with character emphasis toward students’ higher-order thinking skills and characters. International Journal of Emerging Technologies in Learning, 15(6), 183–191. https://doi.org/10.3991/IJET.V15I06.12061
Sun, Z., & Qiu, X. (2017). Developing a blended learning model in an EFL class. International Journal of Continuing Engineering Education and Life-Long Learning, 27(1–2), 4–21. https://doi.org/10.1504/IJCEELL.2017.080998
Suryanti, N., & Nurhuda, N. (2021). The effect of problem-based learning with an analytical rubric on the development of students’ critical thinking skills. International Journal of Instruction, 14(2), 665–684. https://doi.org/10.29333/iji.2021.14237a
Tortorella, G., & Cauchick-Miguel, P. A. (2018). Teaching lean manufacturing at a postgraduate level: Integrating traditional teaching methods and problem-based learning approach. International Journal of Lean Six Sigma, 9(3), 301–323. https://doi.org/10.1108/IJLSS-08-2017-0101
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 3–6. https://doi.org/10.7771/1541-5015.1649
Victor-Ishikaku, E. C., & Ukpai, G. (2021). Teachers’ perception on the challenges of utilizing problem-based learning in teaching computer science in public senior secondary schools in Port Harcourt metropolis. British Journal of Contemporary Education, 1(1), 52–63. https://doi.org/10.52589/bjce-gpxjaqes
Yu, W., & Du, X. (2019). Implementation of a blended learning model in content- based EFL curriculum. International Journal of Emerging Technologies in Learning, 14(5), 188–199. https://doi.org/10.3991/ijet.v14i05.8546
Yulia, M. F., Sulistyo, G. H., & Cahyono, B. Y. (2020). Affective engagement in academic reading: What EFL student teachers reveal. International Journal of Evaluation and Research in Education, 9(3), 791–798. https://doi.org/10.11591/ijere.v9i3.20635