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Blantika: Multidisciplinary Jornal
Volume 3, Number 4, Februry, 2025
p- ISSN 2987-758X e-ISSN 2985-4199
Problem Based Learning to Improve Students Ability in Listening in
SMKS KR Ulususua
Adieli Laoli, Jepriaman Zalukhu, Putrawan Saleh Laia, Zun Kelvin Eferistus
Albers Halawa
Universitas Nias, Indonesia
Email: laoliadieli@gmail.com, jepriamanzalukhu@gmail.com,
salehlaia67@gmail.com, k26363718@gmail.com
ABSTRACT
This study was motivated by the challenges faced by SMKS KR Ulususua students in developing
their English listening skills, which negatively impacted their academic achievement. The
purpose of this study was to investigate the effectiveness of problem-based learning (PBL) in
improving students' listening skills. The method used was classroom action research with two
cycles, involving 32 students of grade XI-A. Data were collected through listening ability tests,
observations, and questionnaires. The results showed that the average score of students'
listening skills increased from 65.3 in the pre-test to 82.4 in the second cycle post-test. In
addition, student engagement in learning also increased, with 85% of students actively
participating in PBL activities. The conclusion of this study is that the implementation of PBL
significantly improves students' listening skills and encourages students' engagement and
motivation in learning. This study recommends the integration of PBL in the vocational
education curriculum to improve English learning outcomes.
Keywords: problem-based learning (pbl); listening skills; vocational education; english
language teaching
qw56
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INTRODUCTION
English has become an essential language in this globalization era, serving as a
crucial medium for international communication across various sectors including
education, business, technology, and culture (Wijnia et al., 2024). Among the four
fundamental English skills - listening, speaking, reading, and writing - listening holds a
particularly significant position as it forms the foundation for effective language
acquisition and communication competence (Burgos, 2023). In the context of vocational
education, particularly at SMKS KR Ulususua, students face considerable challenges in
developing their listening skills (Zakaria et al., 2019). Based on preliminary observations
and assessment data, many students struggle with comprehending spoken English, which
directly impacts their overall language proficiency and academic performance (Azzad,
2024). The average listening comprehension score among students was found to be 65.3,
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significantly below the minimum competency standard of 75.0 established by the school
(Gijbels et al., 2005).
Several factors contribute to these challenges, including limited exposure to
authentic English materials, traditional teaching methodologies that emphasize passive
learning, and insufficient opportunities for interactive engagement with English content
(Hassan & Akbar, n.d.). Additionally, students often exhibit anxiety and lack of
confidence when confronted with listening tasks, particularly those involving native
speakers or complex subject matter (Ramirez-Verdugo, 2024).
To address these challenges, this study proposes the implementation of Problem
Based Learning (PBL) as an innovative pedagogical approach. PBL is characterized by
its student-centered nature and emphasis on active learning through real-world problem-
solving activities (Savery, 2015). This approach aligns well with the needs of vocational
school students, who require practical and contextual learning experiences that prepare
them for future professional environments (Utterback, 2023). Previous research has
demonstrated the effectiveness of PBL in language education. Hmelo (2015) found that
PBL significantly enhances student engagement and motivation in language learning
contexts. Furthermore, Williams (2019) reported substantial improvements in listening
comprehension scores when PBL was systematically implemented in ESL classrooms
(Missildine et al., 2013).
This study aims to investigate how the implementation of Problem Based Learning
(PBL) can improve students' listening skills at SMKS KR Ulususua. Specifically, this
study aims to: (1) Assess the effectiveness of PBL in improving students' listening
comprehension skills, (2) Analyze the impact of PBL on students' engagement and
participation in listening activities, (3) Identify the most effective PBL strategies for
developing listening skills in the context of vocational schools, and (4) Evaluate changes
in students' self-confidence and attitudes towards listening tasks in English (Thomas &
Schneider, 2020).
The benefits of this study include increasing understanding of how efficient budget
management can improve the effectiveness of work programs, as well as providing
recommendations for improvements in budget management. The implications of this
study are expected to strengthen governance in the regions, increase accountability and
transparency, and provide insight for other government agencies in improving budget
efficiency (Bi et al., 2021).
The results of this study are expected to provide benefits for institutions that want
to improve English teaching programs, especially in developing listening skills (Li et al.,
2023).
RESEARCH METHOD
Research Design
This study employed a classroom action research (CAR) design, following the
model proposed by Watson (2014). The research was conducted in two cycles, with each
cycle consisting of four stages: planning, action, observation, and reflection. This design
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was chosen based on its effectiveness in implementing and evaluating educational
interventions, as demonstrated by Martinez & Garcia (2017).
Research Setting and Participants
The research was conducted at SMKS KR Ulususua during the academic year
2024/2025. The participants consisted of 32 students from class XI-A, comprising 18
female and 14 male students aged between 16-17 years. The selection of this class was
based on preliminary observations indicating significant challenges in listening
comprehension, with an average score of 65.3, below the minimum competency standard
of 75.0.
Research Instruments
1. Listening Comprehension Tests
a. Pre-test and post-test for each cycle.
b. Developed based on curriculum standards.
c. Validated by three expert judges following Chen & Thompson's (2018) validation
protocol.
d. Reliability tested using Cronbach's alpha (α = 0.82)
2. Observation Sheets
a. Structured observation format.
b. Focus on student engagement and participation.
c. Teacher performance indicators.
d. Based on Rahman et al.'s (2016) observation framework
3. Field Notes
a. Detailed documentation of classroom events.
b. Student reactions and behaviors.
c. Implementation challenges and solutions
4. Student Questionnaires
a. 5-point Likert scale items.
b. Focus on attitudes and perceptions.
c. Adapted from Williams (2019) study
Data Collection Procedures
The data collection was conducted systematically through the following steps:
Pre-implementation Phase:
a. Initial assessment of students' listening abilities through pre-test.
b. Distribution of preliminary questionnaires.
c. Classroom observation documentation.
Implementation Phase (Each Cycle):
a. Implementation of PBL activities.
b. Regular observation and field note taking.
c. Post-cycle assessment.
d. Student feedback collection
Research Procedures
Cycle 1:
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Planning:
a. Developing lesson plans incorporating PBL principles.
b. Preparing listening materials and problem scenarios.
c. Creating assessment instruments.
d. Setting up observation protocols
Action:
a. Implementation of PBL in listening activities.
b. Introduction of real-world problem scenarios.
c. Facilitation of group discussions and problem-solving.
d. Monitoring of student progress
Observation:
a. Documentation of student engagement.
b. Recording of classroom interactions.
c. Collection of performance data.
d. Monitoring of implementation challenges.
Reflection:
a. Analysis of collected data.
b. Evaluation of implementation effectiveness.
c. Identification of areas for improvement.
d. Planning for cycle 2 modifications.
Cycle 2
Similar steps were followed with modifications based on cycle 1 reflections.
Data Analysis
The study employed both quantitative and qualitative data analysis methods:
Quantitative Analysis:
a. Descriptive statistics for test scores.
b. Comparative analysis between cycles.
c. Statistical significance testing using paired t-tests.
d. Analysis of questionnaire responses.
Qualitative Analysis:
a. Thematic analysis of field notes.
b. Content analysis of observation data.
c. Interpretation of student feedback.
d. Pattern identification in implementation challenges
Success Indicators
Following Savery's (2015) recommendations, the success indicators were
established as:
a. Minimum 75% of students achieving the competency standard (score ≥ 75)
b. Average class score improvement of at least 10 points.
c. Positive student engagement indicators in 80% of observations.
d. Favorable student perceptions in questionnaire responses.
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Ethical Considerations
The research adhered to ethical guidelines including:
a. Informed consent from participants and parents.
b. Confidentiality of student data.
c. Fair treatment of all participants.
d. Transparency in research procedures.
RESULTS AND DISCUSSION
This section presents and discusses the findings of implementing Problem Based
Learning (PBL) to improve students' listening abilities at SMKS KR Ulususua. The
results are analyzed and interpreted based on quantitative and qualitative data collected
throughout the research cycles.
Quantitative Findings
1. Listening Comprehension Test Results
Pre-test Results:
a. Mean score: 65.3.
b. Students achieving minimum competency (≥75): 28.1% (9 students).
c. Lowest score: 45.
d. Highest score: 78
Cycle 1 Results:
a. Mean score: 72.8.
b. Students achieving minimum competency: 56.2% (18 students).
c. Improvement from pre-test: 7.5 points.
d. Lowest score: 58.
e. Highest score: 85.
Cycle 2 Results:
a. Mean score: 82.4.
b. Students achieving minimum competency: 87.5% (28 students).
c. Improvement from cycle 1: 9.6 points
d. Lowest score: 70
e. Highest score: 92
These results align with findings from Martinez & Garcia (2017), who reported
similar improvements in listening comprehension through PBL implementation.
2. Student Engagement Analysis
Based on observation data:
Cycle 1:
a. Active participation: 65%.
b. Task completion: 72%.
c. Group collaboration: 68%.
Cycle 2:
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a. Active participation: 85%.
b. Task completion: 88%.
c. Group collaboration: 84%.
The improvement in engagement metrics supports Chen & Thompson's (2018)
findings regarding the positive impact of PBL on student participation.
Qualitative Findings
1. Implementation Process Analysis
Cycle 1 Observation:
a. Initial student hesitation in problem-solving activities .
b. Gradual improvement in group dynamics.
c. Challenges in time management.
d. Growing confidence in using English.
Cycle 2 Observation:
a. Enhanced student initiative in problem-solving.
b. Improved collaboration skills.
c. More efficient time utilization.
d. Increased willingness to communicate in English
These observations correspond with Watson's (2014) findings regarding the
developmental stages of PBL implementation.
2. Student Response Analysis
Key themes from student feedback:
a. Increased motivation for listening practice.
b. Better understanding of real-world applications.
c. Enhanced problem-solving confidence.
d. Improved collaborative learning skills.
Discussion
1. Impact on Listening Comprehension
The significant improvement in listening comprehension scores (17.1 points
from pre-test to cycle 2) demonstrates the effectiveness of PBL in enhancing listening
skills. This improvement can be attributed to several factors identified by Rahman et
al. (2016):
a. Contextualized Learning
1. Real-world problems provided meaningful context.
2. Authentic listening materials increased engagement.
3. Practical applications enhanced retention.
b. Active Engagement
1. Problem-solving activities promoted active listening
2. Group discussions reinforced understanding
3. Peer learning supported skill development
2. Student Engagement and Motivation
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The increase in student engagement metrics aligns with Williams' (2019)
findings on PBL's motivational benefits:
a. Enhanced participation in classroom activities.
b. Improved attendance and punctuality.
c. Greater initiative in group discussions.
d. Increased confidence in tackling challenging tasks
3. Implementation Challenges and Solution
Several challenges were identified and addressed:
a. Time Management
Challenge: Initial activities took longer than planned.
Solution: Restructured activity timeframes and improved task scaffolding.
b. Group Dynamics
Challenge: Uneven participation in group work.
Solution: Implemented clearer role assignments and rotation systems.
c. Language Anxiety
Challenge: Initial hesitation in English communication.
Solution: Created supportive environment and gradual difficulty progression.
4. Pedagogical Implications
The findings suggest several important implications for teaching practice:
a. Curriculum Design
1. Integration of real-world problems enhances learning relevance.
2. Balanced scaffolding supports student progress.
3. Flexible implementation allows for adaptation to student needs.
b. Assessment Practices
1. Continuous assessment provides better learning feedback.
2. Multiple assessment methods capture different aspects of progress.
3. Integration of self and peer assessment promotes learning awareness.
CONCLUSION
Based on the results of the analysis, it can be concluded that the implementation of
Problem-Based Learning (PBL) at SMKS KR Ulususua has shown significant
effectiveness in improving students' listening skills. Through two cycles of classroom
action research, students showed a significant increase in their listening comprehension
scores, increasing from an initial average of 65.3 to 82.4. The success of the
implementation of PBL is evident not only in quantitative measures but also in qualitative
aspects such as increased student engagement, increased motivation, and increased
problem-solving abilities. This study confirms that PBL provides an effective framework
for developing listening skills in the context of vocational schools, especially when
implemented with careful consideration of student needs and systematic planning.
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