The research aims at investigating: (1) teacher’s perception about problem-based language learning and critical reading, (2) the implementation of PBL to teach critical reading, and (3) students’ achievement on the implementation of PBL to teach critical reading.
The research is an evaluative ethnographic case study sited at a Vocational secondary school in Surakarta from August 2015- February 2016. The sampling technique used is purposeful sampling; class XI TPM A. The data are collected from class observation as a participant observer, interviews, and document analysis. In a multiple case study where the stages of analysis are the within-case and cross-case analysis, internal validity or generalizability can be approached through careful attention to a research’s conceptualization and the way in which the data were collected, analyzed, and interpreted, and the way in which the findings are presented.
The research concludes that: (1) teacher believes that: (a) government policy and students’ needs are the considerations of the implementation of PBL; (b) PBL is scientific method adjusted to the current curriculum and students’ needs; (c) teacher’s decision to teach the students’ critical reading in her classroom as a way of motivating students and preparing them for the future (2) The implementation of PBL is scrutinized from its design; among others: (a) objectives, (b) syllabus contents, (c) type of teaching and learning activities, (d) students role, and (e) teacher’s role; teacher faces some difficulties during main activity, such as students’ level of understanding, vocabulary mastery, and limited time allotment. These difficulties can be solved by applying some techniques and teaching media (3) Students’ achievement on the implementation of PBL to critical reading is viewed from daily score, mid semester score, semester score and final score. Students’ activity while learning critical reading with PBL contributing 50% of the total outcome which based on formative or process assessment. In Class XI TPM A, 2 out of 32 students can’t pass the KKM, and could make it up after taking additional test.
This research is expected to provide pedagogical implication for teachers and the curriculum supervisors who might be in needs of descriptive, holistic information about the implementation of PBL to critical reading for adult learning or any other variables of this research.
Keywords: teacher’s perception, problem-based language learning, critical reading, vocational secondary school students, case study.
