AN ANALYSIS OF STUDENTS’ PERCEPTIONS OF PROBLEM BASED LEARNING (PBL) IN SPEAKING SKILL: STUDY IN SMP MUHAMMADIYAH 3 BANDAR LAMPUNG

Winda, Puspitasari (2025) AN ANALYSIS OF STUDENTS’ PERCEPTIONS OF PROBLEM BASED LEARNING (PBL) IN SPEAKING SKILL: STUDY IN SMP MUHAMMADIYAH 3 BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aimed to analyze students' perceptions of the problem-based learning (PBL) method in developing English speaking skills at SMP Muhammadiyah 3 Bandar Lampung. Using a qualitative descriptive design, the study collected data through questionnaires and interviews with 27 seventh-grade students. The results showed very positive perceptions, with 23 students agreeing that PBL made speaking practice more enjoyable, and 17 respondents reporting increased confidence through collaborative group work. Questionnaire analysis showed an average perception score of 41, which falls within the positive category. Interview data highlighted how the real-world problem-solving approach of PBL improved vocabulary, pronunciation, and sentence construction skills. The study identified several key benefits of PBL implementation. Students appreciated the interactive nature of group discussions, with 21 respondents noting increased vocabulary and 14 respondents noting improved pronunciation. Teacher guidance was also highly valued, with 26 respondents emphasizing its importance. However, several challenges emerged, including an initial fear of mistakes and difficulty with unfamiliar vocabulary, which students successfully overcame through peer support and repeated practice. These findings align with previous research demonstrating the effectiveness of PBL in creating engaging and student-centered learning environments. The study concluded that PBL significantly improves speaking skills by encouraging active participation, critical thinking, and real-world language application. Recommendations include wider adoption of PBL in English classrooms, with additional scaffolding for less confident learners. Future research could explore the long term impact of PBL across different proficiency levels and cultural contexts. This work contributes to the growing body of evidence supporting innovative and interactive approaches to language education. Keywords: Problem-Based Learning, speaking skills, students’ perception.

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