TECHNOLOGY-ASSISTED PROBLEM-BASED LEARNING IN READING CLASS: EXPLORING EFL LEARNERS’ VOICES

Abstract

The problem in reading comprehension for students is a process to require a variety of reading talents to understand reading passages that contain complex language or grammar. Word wall applications are a type of digital media that can help with problem-based learning models that are studentcentered. This study seeks to elicit secondary students' enganements on reading skill through the use of technology, specifically a word wall application assisted with a problem-based learning model. To achieve its objectives, a qualitative case study was used in this investigation. Secondary students were recruited as research volunteers. In the learning reading, observation sheets and detailed interviews were employed as instruments. Data were gathered through observation and interviewews. The documents was analyzed using descriptive qualitative analysis. The results of the study students' engagement were issue development (25%), student study arrangement (13%), independent research and group study assistance (38%), discussion outcome strengthening and presentation (13%), and assessing and grading the approach utilized to handle the issue (13%). The second finding found that both models and media can engage the students' cause of WW is interesting media, rarely used by the teacher, easy to understand, helping in learning English, funny, and modern. Moreover, for BPL model can enhance learning motivation, showing ability in problem-solving, learning collaboratively with the group, sharing their thought, and more confident. It also shows that students are interested in learning reading using that model and media. The findings indicate that word wall-assisted problembased learning in the reading class resulted in good impressions of EFL learners