Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability

Iswandari, Dyah Christina; Prayogo, Johannes Ananto; Cahyono, Bambang Yudi

doi:10.17507/tpls.0708.02

Cited by 14 publications

(21 citation statements)

References 2 publications

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“…That is to say, they had the same background knowledge. The main finding of this study is in line with a research done by Dyah Christina Iswandari et al, (2017) on the integration of Environmental Education with Problem-based Learning Method which improved students' vocabulary acquisition as the students as they managed to contextualise the words learned in variety of contexts in solving the problem given. The finding based on the marks obtained by the experimental group in this study also shows that the implementation of PBL helps learners to construct knowledge and enhance their learning experience especially in learning language components such as grammar, idioms, literature and vocabulary (Tai & Yuan, 2007).…”

Section: Effects Of Environmental Problem-based Learning On Esl Learnsupporting

confidence: 84%

“…These two studies only focused on the use of PBL in language teaching using different topic aside from environments. However, another study was conducted by Dyah Christina Iswandari et al, (2017) who evaluated the effectiveness of using environmental PBL in language teaching but this study only focused on learners' writing skills. Hence, this study aimed to investigate the effectiveness of Environmental Problem-based Learning, particularly in enhancing ESL learners' English vocabulary achievements.…”

Section: Introductionmentioning

confidence: 99%

“…Dyah Christina Iswandari et al, (2017) conducted a study on the integration of environmental education with problem-based learning methods to improve the vocabulary acquisition and writing skills of students. The quasi-experimental design of the study involved two classes of senior high school students, each consisting of 30 students and assigned to the experimental group and control group.…”

Section: Introductionmentioning

confidence: 99%

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The Effects Of Environmental Problem-based Learning Method On Malaysian Primary ESL Learners’ Vocabulary Achievement

Chai¹,

Swanto²

2020

ITJ

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Environmental education has long been introduced as early as the 18th century in western countries, but in Malaysia, it still can be considered as a new start in the year 1979. In relation to this, various programs have been conducted by the government to produce literate individuals that are aware of and concern of environmental issues. In primary English education, there are a few topics on the environment that should be taught by teachers, and environmental education is also considered as a cross-curricular subject. The present study aimed to investigate the effects of environmental problem-based learning (PBL) on Malaysian primary school learners' vocabulary achievement. Environmental PBL is an instructional method that provides learners the opportunities to learn cooperatively in groups to find solutions to any problem. This study employed experimental design, which involved 20 learners that came from an intermediate level of English proficiency. They were randomly divided into experimental group and control group. The experimental group was treated with environmental PBL in learning new vocabulary, while the other group was taught using the conventional memorisation method. A set of vocabulary test (pre and post) was used to measure learners' vocabulary achievement and the data were analysed by using independent sample t-test. From the data, it was found out that the learners who were taught by using environmental PBL improved their vocabulary acquisition significantly as being compared to the control group based on the means of marks obtained by the research participants in the experimental group with 12.80 and the mean achieved by the control group with 6.20. Next, this study also showed how environmental PBL helped the experimental group in learning vocabulary based on their orientations which included two themes (effectiveness and participation). Hence, it is suggested that English teachers should use environmental PBL as an effective method of teaching vocabulary to young learners.

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Section: Effects Of Environmental Problem-based Learning On Esl Learnsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effects Of Environmental Problem-based Learning Method On Malaysian Primary ESL Learners’ Vocabulary Achievement

Chai¹,

Swanto²

2020

ITJ

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“…There must be a contextual problem which can stimulate the students to learn the topic with high order thinking skill (HOTS). There are a number of studies in PBL which have been done by many researchers, and one of them is Iswandari (2017). She examines the effect of environmental problem-based learning (PBL) on the environment-related vocabulary mastery and writing ability of Indonesian EFL students.…”

Section: Problem-based Learning In Efl Writing Classesmentioning

confidence: 99%

The Strengths and Weaknesses of Cooperative Learning and Problem-based Learning in EFL Writing Class: Teachers and Students’ Perspectives

Ghufron¹,

Ermawati²

2018

INT J INSTRUCTION

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This study was aimed at evaluating the strengths and weaknesses of cooperative learning and problem-based learning in EFL writing classes. This study employed a case study method. The respondents of the research were 2 EFL writing teachers and 60 students who took EFL writing course in English Education Department of a private university in East Java, Indonesia. The respondents were chosen based on purposive sampling technique. The data was gained through questionnaires, indepth interview, and observation. After analyzing the data descriptively, the results show that raising student' self-confidence and motivation, reducing students' nervousness, raising students' responsibility in learning, and making the students easier to learn are the strengths of Cooperative Learning (CL). On the other hand, the weaknesses of CL are that it needs much more time to implement, it needs active participation from both teachers and students, it is difficult to manage, and it needs more preparation. While in Problem-based Learning (PBL), problem solving skills, self-directed learning skills, reducing students' nervousness, raising student' self-confidence and motivation, raising students' responsibility in learning, easily sharing and exchanging ideas among students, making the students more active in learning, making the students explore many learning sources to solve the problems, and making the students have positive attitude to learning were classified into the strengths of PBL.

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“…Some of the studies (see Atkinson, 2003;Chen, 2004;Cole, 2012;Elola & Oskoz, 2010;Mahmoud, 2014;Wong, Chin, Chen, & Gao, 2009) revealed that CL could help students develop their English language skills, including EFL writing skills. Furthermore, thare also a number of studies that support the argument which PBL has a powerful effect in EFL learning, including EFL writing (see also Dastgeer, 2015;Iswandari, 2017;Kusmawati & Purwati, 2015;Lin, 2012Lin, , 2015Ng Chin Leong, 2009). However, there is still no study which investigated the integration of cooperative learning and problem-based learning by adding and inserting some pedagogical attempts which directly could influence the improvement of verbal creativity in EFL writing.…”

Section: Introductionmentioning

confidence: 98%

The Framework of Cooperative Problem-based Learning (Co-PBL) to Promote Verbal Creativity in EFL Writing: Is It Feasible?

Ghufron

Ermawati

2018

Arbitrer

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One of the influential factors that could affect students’ writing skill is verbal creativity (VC). As an attempt to promote VC in EFL writing, two learning models i.e. cooperative learning and problem-based learning are incorporated and modified. This study was aimed at: (1) describing the structure of the framework of Co-PBL in order to promote VC in EFL writing; and (2) evaluating the feasibility of the framework of Co-PBL in EFL writing class. To achieve the goals of this study, a descriptive explanatory research was applied. It involves the EFL writing teachers and the first and second-grade students of English Education Department of a private university in East Java, Indonesia. The data were gathered through Focus Group Discussion (FGD), observation, semi-structured interview, and questionnaire. Incorporating cooperative learning (CL) and problem-based learning (PBL) results in the Co-PBL framework to guide the students through PBL cycles based on CL principles. The Co-PBL framework was also modified by inserting learning activities which could promote VC in EFL writing in each phase or cycle of PBL. Further, it was also confirmed that the Co-PBL framework is feasible to be implemented in EFL writing class. These findings, then, might have significant implications for EFL writing teachers and students.

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Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability

Cited by 14 publications

References 2 publications

The Effects Of Environmental Problem-based Learning Method On Malaysian Primary ESL Learners’ Vocabulary Achievement

The Effects Of Environmental Problem-based Learning Method On Malaysian Primary ESL Learners’ Vocabulary Achievement

The Strengths and Weaknesses of Cooperative Learning and Problem-based Learning in EFL Writing Class: Teachers and Students’ Perspectives

The Framework of Cooperative Problem-based Learning (Co-PBL) to Promote Verbal Creativity in EFL Writing: Is It Feasible?

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