THE PROBLEM-BASED LEARNING (PBL) MODEL TO IMPROVE ENGLISH VOCABULARY MASTERY IN ELEMENTARY SCHOOL

Abstract

This study was motivated by the low level of English vocabulary mastery among elementary school students, which has an impact on their communication skills. The learning process, which is still teacher-centered and focused on memorization, makes students less active and limits their ability to use vocabulary in meaningful contexts. The study aims to improve students’ English vocabulary mastery through the implementation of the Problem-Based Learning (PBL) model in elementary school classrooms. This research employed Classroom Action Research conducted in several cycles, each consisting of planning, acting, observing, and reflecting stages. The participants were a class of elementary school students. Data were collected through observation, vocabulary tests, and documentation. Quantitative data were analyzed by examining the improvement of mean scores and the level of learning mastery, while qualitative data were analyzed based on students’ participation and learning activities during the implementation of the PBL model. The findings revealed a consistent improvement in students’ vocabulary mastery from the initial condition to the final cycle. Learning mastery increased significantly, accompanied by greater student participation and engagement in the learning process. Students demonstrated higher confidence in using new vocabulary and were more actively involved in group discussions and problem-solving activities. The implementation of the PBL model proved to be effective in enhancing English vocabulary mastery among elementary school students.