Fostering EFL secondary schooL students' cognitive reading engagement through Problem Based Learning strategy

Bella, Nanda (2024) Fostering EFL secondary schooL students' cognitive reading engagement through Problem Based Learning strategy. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

Text (SK 060 TADRIS B.INGGRIS 2024) NANDA BELLA _202101060019.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (4MB)

Abstract

ABSTRACT
Nanda Bella, 2024: Fostering EFL secondary school student's cognitive reading engagement through Problem Based Learning strategy.

Keywords: Reading engagement, cognitive engagement, reading comprehension, and Problem Based Learning.

Reading comprehension is one of the most important elements that the EFL students must recognize. The problems faced by EFL students in their reading comprehension include unfamiliar definitions, unfamiliar vocabulary, and limited
time to comprehend the material cognitively. It also emphasizes the significance of reading engagement, which includes emotional, behavioral, and cognitive
aspects. In order to foster cognitive reading engagement, teachers need Problem Based Learning (PBL) as an appropriate strategy. The previous studies reported how the Problem Based Learning strategy can facilitate the development of
student's English skills. However, this research focused to explore the Problem Based Learning strategies contribute to fostering EFL students' cognitive reading engagement.

The researcher conducted a case study as a research design. This research project was conducted in an Islamic senior high school located in Banyuwangi. The participants were students from the X IPA class, aged 15-16 years old. Data
were collected through three stages: classroom observation, document analysis of students' learning artifacts such as worksheets and writing summaries, and semi-structured interviews recorded audio. For data analysis, the researcher used thematic analysis and transcribed data, following steps adapted from Kiger and Vaprio (2020).

This research discovered two major findings include the enhancement of active participation in learning reading and effective student's reading strategies and time management. Additionally, the results showed that active participation in learning reading through the PBL strategy enables students to solve real problems based on the text using their knowledge and various sources, and build reading
comprehension skills in present the work. Also, the results indicated that effective student reading strategies and time management enable students to use reading
and time management strategies to understand the text and manage their time to complete all tasks effectively include that Problem Based Learning can boost of student's interest in reading comprehension.

In conclusion, this research suggests that incorporating PBL strategies into teaching practices can enhance students' cognitive reading engagement. English teachers are encouraged to familiarize themselves with PBL principles to facilitate active learning and critical thinking among students. Furthermore, the implementation of PBL motivates students to engage cognitive in reading.

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