TEACHERS’ PERCEPTION ON THE USE OF PROBLEM-BASED LEARNING FOR TEACHING READING SKILLS AT SMA UTAMA WIDYALAYA WIRA DHARMA PALU

Siska 2026. This skripsi is entitled, “Teachers' Perception on the Use of
Problem-Based Learning for Teaching Reading Skills at SMA Utama
Widyalaya Wira Dharma Palu.” Under the supervisor Kamaruddin and
Abraham.
This study aimed to investigate teachers’ perceptions of the use of Problem-Based
Learning (PBL) in teaching reading skills. The research focused on three main aspects:
teachers’ understanding of PBL, their experiences in implementing PBL, and the benefits
of using PBL in teaching reading. This study employed a qualitative research design. The
data were collected through classroom observation and semi-structured interviews with
three English teachers at SMA Utama Widyalaya Wira Dharma Palu. The data were
analyzed using the qualitative data analysis technique proposed by Miles, Huberman, and
Saldaña, which includes data condensation, data display, and conclusion drawing. The
findings revealed that teachers had a clear understanding of PBL as a student-centered
learning approach that emphasizes problem-solving and collaboration. The teachers
reported positive experiences in implementing PBL, as it made students more active,
motivated, and engaged during reading activities. In addition, PBL was found to improve
students’ reading comprehension, participation, and critical thinking skills. However, the
study also identified several challenges, such as time constraints, differences in students’
abilities, and unequal participation during group work. The observation data supported
the interview findings, indicating consistency between teachers’ perceptions and
classroom practices. In this research conclude Problem-Based Learning is an effective
approach in teaching reading skills as it creates an interactive and meaningful learning
environment. Therefore, it is recommended that teachers apply PBL in reading classes to
enhance students’ engagement and comprehension.
Keywords: Problem-Based Learning, teachers’ perception, reading skills.