AN ANALYSIS OF PROBLEM BASED LEARNING STRATEGY IMPLEMENTATION IN ENGLISH LISTENING AT ELEMENTARY SCHOOL GRADE 4, SDN 01 PASIRAN JAYA

LUTHFIANA, FADILA TIKA (2026) AN ANALYSIS OF PROBLEM BASED LEARNING STRATEGY IMPLEMENTATION IN ENGLISH LISTENING AT ELEMENTARY SCHOOL GRADE 4, SDN 01 PASIRAN JAYA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aimed to analyze the implementation of Problem Based Learning (PBL) in teaching English listening to fourth-grade students at SDN 01 Pasiran Jaya. The study focused on the implementation of PBL learning stages and students’ participation during English listening activities. This research employed a qualitative descriptive method. The participants consisted of one English teacher and fourth-grade students at SDN 01 Pasiran Jaya, Tulang Bawang, Lampung. The research subjects were selected using purposive sampling. Data were collected through classroom observation, interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldana (2014), which consisted of data condensation, data display, and conclusion drawing/verification. The findings revealed that the implementation of Problem Based Learning followed four stages: Identifying Prior Knowledge and Learning Needs, Self Directed Learning, Application and Problem Solving, and Synthesis and Evaluation. The findings also showed that students actively participated during English listening activities by listening attentively, discussing information with group members, sharing ideas, and responding to teacher instructions and listening input. The implementation of PBL created a more interactive and meaningful learning environment through collaborative problemsolving activities, although several challenges remained, including students’ limited vocabulary, difficulties in understanding English pronunciation, limited classroom time, and limited learning media. In conclusion, Problem Based Learning was effectively implemented in English listening activities and encouraged students to become more active, collaborative, and engaged during the learning process.

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