STUDENTS’ PERCEPTIONS OF USING PROBLEM-BASED LEARNING IN READING CLASS AT INDONESIAN ISLAMIC UNIVERSITY

Abstract

Reading comprehension is a fundamental component of English language learning at the tertiary level. However, many students still face significant challenges in processing and understanding complex academic texts, which hinders their academic progress. Problem-Based Learning (PBL), a student-centered pedagogical approach that emphasizes active inquiry, collaboration, and real-world problem-solving, offers an alternative method to foster deeper engagement and enhance comprehension. This study explores students’ perceptions of the implementation of PBL in reading classes at an Indonesian Islamic University. Using a descriptive qualitative approach, data were collected through in-depth, semi-structured interviews with four second-year English Education students who had prior experience with PBL-based learning. Thematic analysis revealed that students generally hold a positive view of PBL. They reported that PBL effectively encourages active participation, improves text comprehension, and fosters learning motivation through relevant and meaningful tasks. Collaboration within groups was also found to enhance their communication and teamwork skills. Supporting factors identified include the use of authentic reading materials, opportunities for discussion and reflection, and the instructor's role as a supportive facilitator. Nonetheless, several challenges were also noted, such as limited learning time, uneven group contributions, varying reading abilities among group members, and difficulties in understanding academic vocabulary. The findings suggest that while PBL is effective in enhancing reading comprehension and promoting student-centered learning, its successful implementation requires careful planning, scaffolding strategies, and continuous support from instructors to overcome the identified constraints.