Iskandar Rosyidin, Nurrudin Nurrudin, Ratna Dewanti


This research entitles The Effect of Problem-Based Learning Model (PBL) on the Students’ comprehension of the English Reading Text. It is aimed at finding out the differences in students’ comprehension of English reading text using the PBL and the TBL models. The methodology used was an experimental method in which there were two groups available. The first group was an experimental group that was treated using the PBL model and the second group was a control group that was treated using the TBL model. The learning models were applied to find out the one which had the greatest effect on the students’ achievement in English reading comprehension. Since the subject delivered was Reading IV, the sampling technique used was purposive sampling, the sample chosen was students of semester IV, English Department of State Polytechnics of Sriwijaya. Based on the result of two-way analysis of variance or ANOVA AB on the level of significance of α = 0,05, it is found that Fhitung = 4,555 dan Ftabel (0,05;1:40) = 4,08. Based on the value of Significance on the table of Tests of Between-Subjects Effects on line A that if it is less than 0.05, the result of the test is significant. In the table of 4.12, the Sig value for line A was 0.039, less than 0.05. Then it is concluded that students treated using the PBL model were far higher in English reading text comprehension compared to those who were treated using the TBL model.


students’ comprehension; English reading texts; PBL model; TBL model.

Full Text:



Adiantika, H., & Purnomo, H. (2018). The Implementation of Task-based Instruction in EFL in Teaching Speaking Skill. Indonesian EFL Journal, 4(2), 12–22.

Ahmed, A., & Lenchuk, I. (2020). Making sense of task-based language teaching in the Omani EFL context. Asian EFL Journal, 24(3), 6–26.

Aker, M., Herrera, L.J, P., & Daniel, L. (2018). Back to the future: The implications of service and problem-based learning in the language, literacy, and cultural acquisition of ESOL students in the 21st century. The Reading Matrix: An International Online Journal, 18(2), 165–181.

Aliyu, M. M., Fung, Y. M., Rashid, S. M., & Nimehchisalem, V. (2020). A Problem-based Learning Approach and Its Effects on the Writing Performance of Nigerian Undergraduates. International Journal of Language Teaching and Education, 4(1), 23–35.

Amini, S., Mahmoudi Largani, F., & Hedayat, B. (2019). Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching. International Journal of Research in English Education, 4(4), 27–39.

Ardhian, T., Ummah, I., Anafiah, S., & Rachmadtullah, R. (2020). Reading and critical thinking techniques on nderstanding reading skills for early grade students in elementary school. International Journal of Instruction, 13(2), 107–118.

Arends, R. L. (2012). Learning to teach. McGraw-Hill.

Arjuna, G., & Jufri. (2016). The use of problem-based learning method in teaching reading comprehension. Journal of English Language Teaching, 5.

Azis, A. (2018). The effect of task-based language teaching (TBLT) strategy on students’ speaking ability in demonstrative speech. LINGUIST Journal of Linguistics and Language Teaching, 4(2), 52–71.

Chen, X. (2018). A literature review of task based language teaching incollege reading comprehension-exploration of tasks design to foster reading strategies. International Journal of English Language Teaching, 5(3), 90–106.

Dastgeer, G., & Afzal, M. T. (2015). Improving English writing skills: A case of problem-based learning. American Journal of Educational Research, 3(10), 1315-1319.

Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215–217.

Facione, P. . (2020). Critical thinking: what it is and why it counts.

Fatmawati, A., Zubaidah, S., Mahanal, S., & Sutopo. (2019). Critical Thinking, Creative Thinking, and Learning Achievement: How They are Related. Journal of Physics: Conference Series, 1417(1), 1–9.

Fernando, W. C. D. K., & Bandara, R. M. P. S. (2020). Reading as a learning strategy for engineering undergraduates. Innovations in Education and Teaching International, 1–10.

Gavel, M. (2021). Task-Based Reading Activities Using Authentic Materials and SkillsNo Title. English Teaching Forum, 2–9.

Hartman, P., Renguette, C., & Seig, M. . (2018). Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms. Interdisciplinary Journal of Problem-Based Learning, 12(1), 1–12.

Hasyim, M. (2021). The Effectiveness of Problem-Based Learning on Advanced Reading Comprehension Skill in Online Arabic Language Teaching. LISANIA: Journal of Arabic Education and Literature, 5(1), 1–18.

Ji, Y. (2017). Task-based Language Teaching (TBLT) in Asian EFL classes: Challenges and Strategies. Advances in Social Science, Education and Humanities Research, 120, 152–164.

Lapuz, A. M. ., & Fulgencio, M. N. (2020). Improving the critical thinking skills of secondary school students using problem-based learning. International. International Journal of Academic Multidisciplinary Research (IJAMR), 4(1), 1–7.

Lin, L. (2017). Integrating the Problem-Based Learning Approach Into a Web-Based English Reading Course. Journal of Educational Computing Research, 0(0), 1–29.

Lismayani, I., Parno, & Mahanal, S. (2017). The correlation of critical thinking skill and science. Problem-solving ability of junior high school students. Jurnal Pendidikan Sains, 5(3), 96–101.

Macadangdang, D. M. B. (2019). Problem Solving Proficiency and Reading Comprehension Skills of College Students and Selected Correlates. Asian EFL Journal, 23(3.3), 52–79.

Magaji, A. (2021). Promoting problem-solving skills among secondary science students through problem based learning. International Journal of Instruction, 14(4), 549–566.

Nasim, A., Ghani, M., Kausar, S., & Khatoon, K. (2022). Effectiveness of problem based learning in developing knowledge of undergraduate nursing students. Annals of King Edward Medical University, 28(01), 19–25.

No Title. (n.d.).

Rudd, M. (2019). Examining the Effect of Task-based Language Teaching on University Business Students in Bangkok. IJEE (Indonesian Journal of English Education, 6(1), 30–47.

Sada, A., Mohd, Z., Adnan, A., & Yusri, K. (2016). Prospects of problem-based learning in building critical thinking skills among technical college students in Nigeria. Mediterranean Journal of Social Sciences, 7(3), 356–365.

Singh, S. (2019). Developing reading comprehension through metacognitive strategy training. Asian EFL Journal, 23(3.3), 264–277.

Supriyadi, A., Mayuni, I., & Lustyantie, N. (2019). The effects of learning model and cognitive style on students’ English listening skill. International Online Journal of Education and Teaching (IOJET), 6(3), 546–561.

Syahfutra, W., & Niah, S. (2019). Improving students’ reading comprehension by using problem-based learning strategy. Journal of Education Informatic Technology and Science (JeITS), 1(1), 125–136.

Ulla, M. ., & Perales, W. . (2021). Employing group work for task performances in a task-based learning classroom: evidence from a university in Thailand. 3L: Language, Linguistics, Literature® The Southeast Asian Journal of English Language Studies, 27(2), 69–100.



  • There are currently no refbacks.

Copyright (c) 2022 English Review: Journal of English Education