CRITICAL JOURNAL REVIEW

Problem-based Learning in English for a Second Language

Classroom: Students’ Perspectives

Arranged by:
Name : Egi Ofanta br Kaban
NIM : 2203321020
Class : DIK ENG C 20
Lecturer : Fahri Haswani, S.Pd., M.Hum.
Yuni Khairina, S.Pd., M.Hum.
Subject : Teaching English as Foreign Language

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE AND ART
MEDAN STATE UNIVERSITY
2021
 PREFACE

Gratitude for the presence of God Almighty who currently still gives us the favors of
faith and health, so that the author was given this extraordinary opportunity, namely the
opportunity to complete the KKNI task of Critical Journal Review in the course of Teaching
English as a Foreign Language.
The author would like to thank ma’am Yuni Khairina, S.Pd., M.Hum. and ma’am
Fahri Haswani, S.Pd., M.Hum. as a lecturer who always patiently educates the author and
provides knowledge about Teaching English as a Foreign Language so that the author can
complete this paper as an assignment on time.
The author also hopes that this assignment will be useful in increasing knowledge and
insight about Teaching English as a Foreign Language.. In addition, the author also realizes
that in this task there are still many shortcomings and it is still far from perfect. Therefore, the
authors wait for criticism and suggestions to be able to revise and write writers in the next
period. Thank you very much.

Tigabinanga, 11 October 2021

Egi Ofanta br Kaban

 TABLE OF CONTENTS

PREFACE..................................................................................................................................2
TABLE OF CONTENTS...........................................................................................................3
CHAPTER I INTRODUCTION................................................................................................4
1.1 Rationalizing The Importance of CJR..............................................................................4
1.2 Purpose of Critical Journal Review..................................................................................5
1.3 The Benefit of Critical Journal Review............................................................................5
1.4 Journal Identity.................................................................................................................5
CHAPTER II SUMMARY........................................................................................................5
2.1 Literature Review.............................................................................................................5
2.2 Methodology.....................................................................................................................6
2.3 Data Analysis....................................................................................................................7
2.4 Results and Discussion.....................................................................................................7
CHAPTER III STRENGTH & WEAKNESS............................................................................8
3.1 Strength of the Journal......................................................................................................8
3.2 Weakness of the Journal...................................................................................................8
CHAPTER IV THE IMPLEMENTATION of RESEARCH RESULTS..................................9
4.1 The Implementation..........................................................................................................9
CHAPTER V CLOSING.........................................................................................................10
5.1 Conclusion......................................................................................................................10
5.2 Suggestion......................................................................................................................10
REFERENCES.........................................................................................................................11
 CHAPTER I
INTRODUCTION

1.1 Rationalizing The Importance of CJR

Critical Journal Review (CJR) is an activity to review a journal in order to know and
understand what is presented in a journal and very important for education circles especially
for students because by criticizing a journal, students or critics can compare two journals with
the same theme, can see which journals need to be improved and which journals are good to
be used based on the research conducted by the journal's author, after being able to criticize
the journal, it is expected that students can make a journal because they already know how
the criteria for a good and correct journal to use and already understand how to write or any
steps needed in writing the journal. So that it becomes a valuable input for other creative
writing processes.

1.2 Purpose of Critical Journal Review

1. Criticizing 1 journals to increase knowledge in the Teaching English as a Foreign
Language subject.
2. Train yourself to think critically in finding information in the journal.
3. Comparing the contents of the first journal and second journal.

1.3 The Benefit of Critical Journal Review

1. To fulfill the task Teaching English as a Foreign Language subject.
2. Train students in critical thinking to find information in journals.
3. Add insight and train students to know how to work on critical journals.

1.4 Journal Identity

Tittle of Journal : The International Journal of Learning
Tittle of Article : Problem-based Learning in English for a Second Language
Classroom: Students’ Perspectives
Year : 2012
Writer : Norzaini Azman, Ling Kor Shin
Volume, number : Volume 18, Issue 6
ISSN : 1447-9494
 CHAPTER II
SUMMARY
2.1 Literature Review
Problem-based Learning
According to Barrows (1982; 2002), problem-based learning is a learning method
based on the principle of using real-world problems as a starting point for the acquisition and
integration of new knowledge. It is a learner-centered educational method which aims to
develop problem-solving skills, self-directed learning as a life time habit, and skills for team
work. It allows students to acquire an integrated body of knowledge from many different
subject areas or disciplines. From a constructivist perspective, this approach extends across
multiple disciplines because students are able to understand processes from a real-world
perspective (Berns & Erickson, 2001).
Problem-based Language Learning Process
PBL in a language classroom focuses on both linguistic skills and technical skills
(Neville & Britt, 2007). However, the language aspect is still the main emphasis (Wood,
2006; Wood & Head, 2004; van Kleef & Perkins, 2000). According to Neville & Britt
(2007), a traditional lecture-based classroom uses problems as an evaluation measure;
whereas, in a PBL classroom, problems are used as the tools to develop problem-solving
schemata. Furthermore, PBL engages students in learning how-to-learn while they also learn
language and content (Mathews-Aydinli, 2007).

2.2 Methodology
Research Design
The study utilised a quasi-experimental of non-equivalent control group design with
one treatment group and one control group. The intervention for this study was administered
in Semester III during the 2009/2010 academic year at the Centre for General Studies
Universiti Kebangsaan Malaysia.
Samples
The participants for this study were 57 students from two of the 13 classes enrolled in
the Foundation English Language Course, ZH2014. The participants involved were a
heterogeneous group, comprising male and female students from different faculties.
Instrumentation
The intervention was conducted over 16 weeks. The research used two instruments,
the Self assessment Test and the Programme Evaluation Questionnaire. The self assessment
test consisted of questions about the PBL approach used during the intervention. The main
objective of this was to seek students’ opinions about using the PBL approach, and to find out
which learning outcomes they felt they had achieved. The Programme Evaluation
Questionnaire was conducted a week after the intervention was completed.
 The questions were focused on evaluating the influence of the instructional design on
their learning process and language skills development. The self-assessment test and
questionnaire used to elicit the views of students about the use of PBL and how they see
learning by using cases are considered appropriate methods (Dolman, Wolhagen & van der
Vleuten, 1998).
Data Collection Procedures
One of the classes was assigned as the experimental group (using PBL method) while
the other class was assigned as the control group (using lecture-based method). Data for this
article is taken from the experimental group that underwent the course using PBL approach.

2.3 Data Analysis

Data obtained from the study were coded, computed and analysed descriptively using
the Statistical Packages for the Social Science (SPSS) version 14.

2.4 Results and Discussion

Student’s Perceptions of the PBL Module
In the first section, the students from the experimental group were asked to evaluate
their experience of the PBL programme. On a scale of five (1-very negative to 5-very
positive), the mean score on their experience was computed at 4.22. On the whole, the
students had a very positive perception of PBL as an approach.
Student’s Perceptions of the Effectiveness of PBL on ESL Learning
The respondents were also asked to rate their perceived impact of PBL on their
language skills after they had completed their PBL modules. On a scale of ten (1-very low
impact to-10 very high impact), they were asked to indicate the degree to which PBL had
contributed to their learning and development of language skills.
Students’ Views of PBL Approach in English Language Classroom
Substantive interactions and collaborations between the students and their lecturers
are important to achieve the desired outcomes of PBL. It is therefore important to explore
students’ perceptions of the effectiveness of this approach. As indicated in the pie chart
(Figure 2), the majority of the respondents (44%) enjoyed the collaboration and cooperation
among group members. They enjoyed meeting new friends and sharing different ideas and
information among themselves in solving the problems.
They seemed to appreciate the opportunities given to improve their language and
presentation skills through the PBL approach. A total of 11% enjoyed the process of
searching for information and gaining knowledge related to the real world. Since the students
were forced to use only English during the whole process of the discussion, a total of 9% felt
motivated to learn English and affirmed that PBL had increased their confidence in using the
language. A smaller percentage (6%) enjoyed the problem-solving process and 4% enjoyed
the opportunities afforded by the PBL approach for them to explore other skills, for instance
creativity and leadership skills. Finally, 2% of the respondents commented that PBL had
made their learning experience more enjoyable and less stressful.
 CHAPTER III
STRENGTH & WEAKNESS

3.1 Strength of the Journal

1. From the discussion in the journal, each element/section has a hierarchical

relationship between one component and another, this relationship can be seen from
the comprehensive explanation that contains Problem Based Learning in English for
Second Language Classes: Student Perspectives.
2. This study explores students' perceptions of PBL and to determine the impact of PBL
on the development of students' language skills.
3. This journal is quite up-to-date because the discussion in the journal is very clear,
namely discussing students' perspectives on Problem Based Learning
4. The material discussed in the journal is easy to understand because the author
immediately writes down the contents of the problem in question (coherence) by
briefly describing the contents of each title, and developing important points to be
studied.
5. The grammar that used in the journal is very easy to understand

3.2 Weakness of the Journal

1. In terms of findings, we can see that there are no advantages/disadvantages of this

study.
2. Journal references are taken from old book
 CHAPTER IV
THE IMPLEMENTATION of RESEARCH RESULTS

4.1 The Implementation

Journal of Problem-Based Learning in English for Second Language Classes: Student

Perspectives, implications or involvement of theory can be implemented because the theories
described in the journal are theories that are considered capable of being implemented, the
theory of the method is suitable for use in the educational environment in Indonesia,
especially students, because this is the result of research whose results can be said to be
positive and is a stretching of the mutualism of teacher education in Indonesia now and in the
future. based on the theories presented in this journal, a reader or reviewer will gain broader
knowledge and knowledge about Problem Based Learning as a method for students in
English classes. PBL in a language classroom focuses on both linguistic skills and technical
skills (Neville & Britt, 2007). However, the language aspect is still the main emphasis
(Wood, 2006; Wood & Head, 2004; van Kleef & Perkins, 2000).
Problem-solving process helps to develop skills including self-directed learning skills,
problem-solving skills, learning-to-learn skills, teamwork skills, management skills and
language skills (Norman & Schmidt, 1992; Tan, 2003; Uden & Beaumont, 2006). As
illustrated by Mardziah Hayati Abdullah (1998, 2008), language learners are placed in a
realworld situation where they need to use the target language to obtain information,
communicate information through speech and writing, express and negotiate opinions, and
finally present their solution in the forms of a written report and an oral presentation. Besides
having extensive opportunities to use the language for reading, listening, writing and
speaking, they also develop vocabulary and grammar through the PBL process. In short, they
tend to construct an understanding of the target language as it is used in a real-world context
(Mardziah Hayati Abdullah, 1998).
 CHAPTER V
CLOSING

5.1 Conclusion
Based on the results of research and discussion, it can be concluded that PBL offers
many benefits to learning.
1. It increases motivation to learn, makes learning relevant to the real world,
promotes higher-order thinking, encourages learning how to learn, engages
student learning in ways that are similar to real-world situations and assesses
learning in ways that demonstrate understanding and not mere replication.
2. PBL programmes also found that PBL sustains self-directed learning behaviours,
enhances long-term knowledge retention, promotes learning for understanding,
enables students to integrate and transfer concepts to new problems, and enables
the development of professional problem-solving and reasoning skills.
3. PBL improves language skills even though it is implemented in content-based
courses.
While there are plenty of additional variables that might influence the outcomes of
foreign language study. Indeed, according to the professional literature, L2 acquisition has
been studied from a variety of theoretical perspectives (cognitive and sociocultural) and
methodological traditions (language-oriented methodology and communicative approaches),
in a variety of language learning contexts (instructed vs naturalistic, ESL vs EFL), and with
learners of various ages and proficiency levels. As a consequence, they've come up with a
comprehensive list of elements that might help in language learning. Unfortunately, for
individuals who are new to the profession of English language teaching, sorting through the
various proposals, suggestions, and recommendations made by ELT specialists is not always
simple. It's a jungle out there, and less experienced practitioners might easily become lost in
the intricate network of interconnected elements that L2 experts feel are crucial in language
learning.

5.2 Suggestion
This journal is great for readers who want to understand how to teaching English as a
foreign language properly and correctly, the contents of this journal is complete with material
related to TEFL. I recommend readers to read this journal because the language used is quite
easy to understand by readers and this journal can also really help readers understand more
easily. But it all depends on the reader, how comfortable the reader is.
 REFERENCES

Norzaini Azman, Ling Kor Shin. 2012. Problem-based Learning in English for a Second
Language Classroom: Students’ Perspectives. The International Journal of
Learning. Volume 18, Issue 6