Teachers’ Perception on The Use of Problem-Based Learning for Teaching Reading Skills at Sma Utama Widyalaya Wira Dharma Palu

Abstract

This study examines teachers’ perceptions of the implementation of Problem-Based Learning (PBL) in teaching reading skills. Reading is an essential skill in English as a Foreign Language (EFL), yet few studies have examined teachers’ perceptions of its implementation in reading instruction. This study employs a qualitative design involving three English teachers at SMA Utama Widyalaya Wira Dharma Palu. Data were collected through classroom observations and semi-structured interviews, then analyzed using the Miles, Huberman, and Saldaña interactive model. The findings indicate that teachers hold positive perceptions of PBL, as this method enhances student engagement, reading comprehension, and critical thinking skills. However, challenges such as time constraints and uneven participation were also identified. Overall, PBL is considered an effective approach in teaching reading skills.