TEACHER’S PERCEPTION OF THE PROBLEM-BASED LANGUAGE LEARNING IMPLEMENTATION AND CHALLENGES

Abstract

This paper presents the teachers’ perception of implementation of Problem-based language learning in ELT classroom and its challenges. The method used is a naturalistic case study. The data obtained from the interview, classroom observation and the document analysis. The interview was conducted to explore the perception of English teacher on the implementation of Problem-based language learning. The result of the study shows that the teachers perceive the implementation of Problem-based language learning as one way of preparing vocational students’ awareness of the disruption technology era. From the teachers’ point of view, it is challenging to make the students be a critical thinker. The classrooms’ implementation employs four main steps in which students are; 1) being introduced to the problems, 2) exploring what they do and do not know about the problem, 3) identifying the problems and producing possible solutions to the problem, 4) considering the implications of each solution and selecting the most feasible solution. The research suggests that to face the challenges and maximize the benefits of Problem-based language learning, teachers and students’ awareness and understanding of Problem-based language learning should have risen.