The Implementation of Problem-Based Learning in ESL Course Design Subject

Abstract

Low teachers’ English competence in designing teaching and learning process is shown at least by two phenomena: a) the implementation of book-orientation process which is very often theory-based and meaningless to the development of students’ English competence; b) the inability in creatively design the process to meet the students’ different learning needs which is recently very much promoted in Kurikulum Merdeka. Based on the two phenomena, the problem-based approach was implemented to the students who took the subject English as a Second Language Course Design (ESL-Course Design) at Universitas Negeri Medan. This article describes how the students experienced the process of designing the course by referring to two references: a) The Models introduced briefly (ADDIE and ASSURE); and b) The problems provided by the lecture. To finish the design the students were asked to work as a group. The data shows that students experienced the process of making errors in applying the case to the model. With the review from the lecturer, it shows that problem-based approach can help students get the most important principles of course design which are: a) the design should be based on the students’ needs; b) it should follow the logic of particular model; and c) the design can be revised if the evaluation shows unsatisfying result.  It implies that problem-based learning approach in teaching the subject ESL-Course Design and a series of review given to the students’ work are potential to develop teachers-to-be’s competence in accommodating students’ different needs and in freeing themselves from book-dependent teaching.