The Implementation of Problem-based Learning Model to Improve

Gender Awareness of Pre-Service English Teachers

Nashriyah

, Ace Suryadi

and Khairiah Syahabuddin

Department of English Language Education, Faculty of Teacher Training and Education, Ar-Raniry State Islamic

University, Banda Aceh, Indonesia

Graduate Program on General/Values Education, Indonesia University of Education, Bandung, Indonesia

Department of English Language Education, Faculty of Teacher Training and Education, Ar-Raniry State Islamic

University, Banda Aceh, Indonesia

Keywords: English Language Learning, Gender Awareness, Pre-service English Teachers, PBL.

Abstract: This present study is only a small part of the big effort being carried out to develop Character-Based English

Language Learning Model which can both teach English related skills and knowledge and transfer values at

the same time. It mainly examined the implementation of Problem-Based Learning (PBL) to increase pre-

service English language teachers’ gender awareness. This qualitative study investigated three aspects: (1)

Teaching Learning Process, (2) PBL as Character-Based English Language Teaching Model (The Model),

(3) Assignment. One in-service teacher and three classes of 60 students majored in English from Teacher

Training Faculty of UIN Ar-Raniry, Aceh got involved in giving their examination, where they, beforehand,

were exposed to PBL syntax for several meetings. The data were collected through observation and self-

reported questionnaire. The major findings showed that both the observer and pre-service teachers

responded very positively about the implementation of PBL. This suggests that PBL was applicable to

improve gender awareness of the pre service English English teachers. Thus, it is recommended that PBL be

used as an alternative learning model to instill the character of learners, especially in higher education.

1 INTRODUCTION

Juvenile delinquency has become a big concern for

many countries in the world, including Indonesia. It

has become a worldwide phenomenon that young

people are now caught up with (1) violence, (2)

stealing, (3) cheating, (4) disrespect for authority, (5)

peer cruelty, (6) bigotry, (7) bad language, (8) sexual

precocity and abuse, (9) increasing self-senteredness

and declining civic responsibility, and (10) self-

destructive behavior (Lickona 1991:13-19). Many

attribute this condition to the failure of education.

Indeed education is expected to produce a good young

generation as a successor to the nation, but the reality

shows that many learners behave otherwise. The

present learning system that focuses more on the

cognitive ability is considered the cause of the failure

of the education world. That is the underlying ground

for the emergence of Character Education, a

movement in which the orientation of education is

directed to promote the three domains of education,

namely cognitive, affective and psychomotor.

In Indonesia, since highlighted by the President

of Indonesia, Susilo Bambang Yudoyono, in his

welcoming speech for Education Day ceremony on

11 Mei 2010 in Jakarta (Budimansyah and

Komalasari, 2011, p. 294), various attempts have

been made by the government to promote this

Character Education program. One of the attempts is

by showing and providing clear legal frameworks in

order that character education is implemented in or

more primarily internalized in all units of education.

Some of the prescribed legal frameworks are the

1945 Amendment Constitution, Law Number 20

Year 2003 regarding National Education System,

Government Regulation No. 19/2005 on National

Education Standards, Regulation of National

Education Minister Number 39 Year 2008 regarding

Student Development, Regulation of National

Education Minister Number 22 Year 2006 regarding

Content Standards, Regulation of National

Education Minister Number 23 Year 2006 regarding

Graduate Competency Standards, National Medium

Term Government Plan 2010-2014, National

460

Nashriyah, ., Suryadi, A. and Syahabuddin, K.

The Implementation of Problem-based Learning Model to Improve Gender Awareness of Pre-service English Teachers.

DOI: 10.5220/0008220100002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 460-467

ISBN: 978-989-758-416-9

Education Ministry's Strategic Plan Year 2010-2014

(Kemendiknas, 2010).

English language learning is always identified

with the learning focusing only on transferring skill

and knowledge of English. To support Character

Education Program initiated by the government, there

should be attempts to integrate values in English

language learning. This study which was to examine

the implementation of Character-Based English

Language Teaching Model by using the syntax of

PBL to increase students’ gender awareness in

English Language Course II for the topic of gender is

an attempt to support the Character Education

Program initiated by the government. That is actually

only a small part of the big effort being carried out to

develop an English Language Learning model which

can not only teach English related skills and

knowledge, but also transfer values, particularly, for

this context, gender awareness.

Problem-based learning, the one better known in

the medical realm, is the learning model which was

implemented in the present study. It was used here

because of the advantages it offers in the teaching

learning process. Boothe et al. (2011) for example,

stated that students’ experiences in solving problems

during the implementation of PBL learning model

will lead them to be proficient solving makers. In

addition, solving problems by using English, the

language being studied, will make the language

learners get two advantages at the same time, that is,

course content mastery and language development.

PBL emphasizes cooperation and self-directed

learning in solving problems. This will also make

them independent students and good team members

in collaborative learning. And the most importantly,

getting used to solving problems has trained

students’ thinking skills. By then, they will have

critical thinking.

Meanwhile, according to Pagander and J (2014)

based on their investigation into various studies on

PBL stated that all students experiencing this

learning model feel that they learn a lot from the

various activities offered. This applies not only to

strong students but also to weak ones. Especially for

the weak students they benefit from teamwork and

problem solving sessions in mixed groups. PBL also

improves students' skills in problem solving skills

and promotes other skills such as independent

learning skills, planning skills, reasoning skills etc.,

the ones that would be needed by them when

entering their professional world.

In addition, this study preferred PBL because of

its effectiveness in learning related to character

development. A number of studies have provided

some proofs about it. A study done by Pulungan

(2012), for example, investigated the influence of

problem based learning model based on character

education to change the character and ability of

students in solving physics problem. The results

indicated that problem-based learning based on

character education gave an influence on character

changes and solving physics problems. Similarly,

the study done by Khanafiyah dan Yulianti (2013)

also showed that the study of environmental physics

which was carried out with problem-based learning

instruction could improve students’ environmental

awareness and their ability in solving the problem.

In line with the two mentioned studies, the findings

of the research done by Setiawan et al. (2014)

aiming to analyze the achievement of learners'

learning achievement that was taught by using PBL

model based combined with CD-assisted learning on

problem-solving ability showed the same results. By

doing experiments conducted at the junior level,

their research resulted in that PBL model combined

with CD-assisted learning effectively improved

students’ problem-solving abilities.

PBL is also applicable in the classes of English.

NG (2009), Huang dan Wang (2012), and Othman

(2013) have proven that. NG (2009), for example has

proven that it was feasible to utilize in Bussiness

English course. Using problem-based scenario in

doing group project for international students at

Business English course at APU Japan, NG has

proven that it is feasible to apply the approach.

Student felt enthusiastic and interested in doing all the

assignments. They learned a lot from the learning like

managing their own learning, how to communicate in

English. Huang & Wang (2012) have also proven that

PBL is applicable in the translation classes. Using

qualitative analysis, they made attempts to investigate

the perspectives and opinions of a group of 53

students majored in English about the implementation

of PBL in translation classes. The result then showed

that PBL significantly increased students 'motivation

and successfully developed students' skills in

translation. Similar results are also found by a study

conducted by Othman (2013) aiming at investigating

the impact of PBL on course content and language

development. Doing a quasi-experiment on 128

undergraduate students divided into 64 experiment

classes and 64 control classes, she found that the two

classes did not show the differences in mastering the

material. However, in terms of language

development, PBL classes were superior; the

arguments of the post writing essays of the students in

the experimental class were richer than that of in the

control class.

The Implementation of Problem-based Learning Model to Improve Gender Awareness of Pre-service English Teachers

461

The character becoming the target to promote

here is gender awareness. There are a number of

reasons why this character is highlighted. Firstly,

gender bias still becomes an issue not only in

Indonesia but also in the world despite the existence

of a global commitment to abolish gender

discrimination in all areas (Malihah, 2011). Gender

bias is still found in every aspect of lives. Although

men are also the victims of gender discrimination,

predominantly women experience this in various

ways. Cases like denial of proper opportunity for

education, abortion of a female fetus through sex

determination, early marriage, rape and sexual

harassment, divorce and destitution for trivial

reasons are still common discrimination features in

the lives of girls. Indonesian government has really

made various attempts to abolish this, issuing a

number of legal frameworks like gender

mainstreaming policy (President Decree No. 9/2000)

to show how serious the issue is. In spite of the

efforts, gender discrimination in Indonesia still

occurs. The overwhelming majority of cases, gender

injustice practices are uneasy to see; it needs gender

sensitivity and awareness.

Secondly, having gender awareness to be tolerant

to gender differences is very important especially in

the patriarchal society, where there has been a

widespread belief that men held legal power over

their families. In this society, gender discrimination

cases frequently occur. Since gender awareness is

not born, there should be an attempt to train it and

thus, the duty of the school to do that.

Thirdly, many studies (Alemi & Jafari, 2012;

Colangelo et al., 1979; Ifegbesan, 2010; Nashriyah

et al., 2017; Rasyidin, 2015; Skliar, 2007; Utomo et

al., 2007)) show that schools are also the agents of

gendering. Gender bias in the society is enhanced

there. Intentional or unintentional acts by teachers,

teaching methods and textbooks/ resources are some

of most common sources of gender bias. Therefore,

it is crucial to address gender issues in learning as an

attempt to end gender inequality and bias at schools

especially to pre-service teachers in order that they

know how to behave when dealing with boys and

girls at schools.

2 RESEARCH METHOD

This present study mainly examined the

implementation of Problem-Based Learning (PBL)

as a part of Character-Based English Language

Learning model to increase pre-service English

language teachers’ gender awareness in English

Language Course II for the topic of gender. There

are three critical aspects to investigate: (1) teaching

learning process, (2) PBL as Character-Based

English Language Teaching Model (The Model),

and (3) assignment. One in-service teacher and three

classes consisting of 60 students majored in English

from Teacher Training Faculty of UIN Ar-Raniry,

Aceh got involved in giving their examination,

where they, beforehand, were exposed to PBL

syntax for five meetings.

The data related to the three critical aspects to

examine were collected through observation and

self-reported questionnaires. The observation was

carried out by the in-service teacher to see the

implementation of the PBL. Meanwhile the self-

reported questionnaires consisting of close-ended

and open ones were administered to the pre-service

teachers to gain data from them. While, the close-

ended questionnaires were aimed at gaining their

perspectives and opinions about the three aspects

based on their experiences being exposed to the

model, the open questionnaires were used to gain

data that might not reveal from the close ended ones.

At the end, all the data gathered from the two

instruments were then analyzed using qualitative

method covering the steps like collection, reduction,

presentation and conclusion. All these data will then

become the basis for the revision of the Model.

3 RESULT AND DISCUSSION

3.1 Result

3.1.1 Learning Activities

The implementation of the Model was respectively

done in five meetings. At the first meeting, the

students were introduced to the study, telling them

about the objective and the procedure of the study.

In addition, they were also informed about Problem

Based Learning that would be implemented in the

class, the activities and the task to do. What follows

is the general picture of the implementation stages.

1. Opening Session (Meeting I)

a) Introducing the model of the English teaching

b) Explaining the sequences of the teaching

learning.

c) Providing students the teaching materials.

d) Question and answer session about the model

e) Administrating a pre-test

2. Main Session: The Implementation of PBL

(Meeting II, III, IV)

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a) Orienting the students to the problem

b) Organizing students to study

c) Directing students to do an investigation in

groups

d) Directing group discussion

e) Developing and presenting the product/result

f) Analyzing and evaluating the process of

problem solving.

3. Closing (Meeting V)

a) Doing Reflection together with the student for

what have gone through during the first meeting

b) Making summary together with the students

c) Finding responses from the students

d) Admistrating a post-test

As can be seen, there were three meetings in a

row where PBL was executed. PBL implemented in

the study consisted of six syntaxes. They were 1)

orienting the students to the problem consisting of

(a) providing a text about gender and its related

issues, (b) raising the gender issues, (c) providing

evidence and examples of gender discrimination, (d)

identifying factual situation of gender issues, (e)

analyzing the importance and impact of gender

issues, (f) determining gender issues priorities, and

(g) motivating the students to solve the problem; 2)

organizing students to study consisting of (a)

dividing students into groups, (b) organizing

students to do an investigation using PBL, (c)

preparing student worksheet; 3) directing students to

do an investigation in groups consisting of (a)

directing groups to do an investigation, (b) doing the

investigation to find data, (c) developing students’

critical thinking and analysis, (e) helping students to

analyze the gathered data; 4) directing group

discussion consisting of (a) doing group presentation

and discussion, (b) providing relevant analysis,

critics and response towards various data presented

in the discussion; 5) developing and presenting the

product/result consisting of (a) submitting the

product/result in the form of written report and PPT

slides, (b) doing an oral presentation; and 6)

analyzing and evaluating the process of problem

solving consisting of (a) doing self-reflection, (b)

evaluating the process and product by discussing the

strengths and weaknesses of them, (c) giving

feedbacks.

The first two syntaxes were executed at the

second meeting. In this meeting, the researcher

oriented the students to the problem. The activities

included providing a text about gender and its

related issues, raising gender issues, providing

evidence and examples of gender discrimination,

and motivating the students to solve the problem.

When everything was clear, the activities continued

to the second syntax, that is organizing the students

to study. The activities included in this step were

dividing students into groups, organizing students to

do an investigation using PBL, preparing student

worksheet.

The third meeting was to do the third syntax of

PBL, i.e. directing students to do an investigation in

groups and this was done outside of the class. The

activities for this step included directing groups to

do an investigation, doing the investigation to find

data, developing students’ critical thinking and

analysis, and helping students to analyze the

gathered data. The guide for the investigation was

the student worksheet that had been provided before.

According to the guide, the students in groups of

five had to choose one of five common forms of

gender discrimination in Indonesia topics to

investigate. Then each group was assigned to find

the solutions of the problems from two sources, (1) a

leading figure by interviewing him/her and (2)

newspapers and alike highlighting the issue.

The fourth meeting was the day to implement the

last three syntaxes of PBL, viz. directing group

discussion, developing and presenting the

product/result and analyzing and evaluating the

process of problem solving. The activities for the

meeting included doing group presentation and

discussion, and providing relevant analysis, critics

and response towards various data presented in the

discussion, and submitting the product/result in the

form of written report and PPT slides, doing an oral

presentation. At the end of the meeting, the students

were asked to analyze and evaluate the process that

had gone through been of problem solving. This was

then followed by doing self-reflection. During the

reflection, the process and product are evaluated by

discussing the strengths and weaknesses of them.

3.1.2 Observer’s Response on the Model

As mentioned before, the main objectives of the

implementation was to examine the implementation

of PBL as a Character-Based English Language

Teaching Model to see its applicability in increasing

students’ gender awareness in the class of English

for the topic of gender. For that purpose, an observer

was asked to observe the implementation of the

model related to three aspects, that is, 1) the teaching

learning process, 2) Character-Based English

Language Teaching Model (The Model), and 3) the

assignment.

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Table 1: Observer’s Response on The Model.

STATEMENT Ctgry

I. Learning Process

The teaching learning process is well-

prepared.

The sequences of pre-teaching is well

implemented.

The sequences of while-teaching is well

implemented.

4 The sequences of post-teaching is well VG

The teaching materials are presernted in a

way that helps students to learn English.

The teaching materials are presernted in a

way that helps students to learn abou

character (viz. gender awareness).

II. PBL as a Character-based English Language Teaching

Model (The Model)

Learning English by using The Model makes

English language learning become more

interesting

Learning English by using The Model makes

English language learning become more

challenging.

The Model eases the students to maste

English language.

10 For me, the Model is interesting. VG

The Model hardens the students in mastering

English language.

Learning English language using the Model

has made students in depression.

In my opinion, students’ ability in Englis

will not increase by using the Model.

The Model will widen students’ knowledge,

especially about gender.

The Model in this study will make students

aware of the importance of respecting gende

differences.

The students will feel the benefit of learning

English by using the Model.

The students will gain double benefits fro

this Model, that is, the increase of students’

competence in English and their knowledge

about a character (viz. gender awareness).

III. Assignments

The reading materials provided are suitable

with students’ competence level.

The assignments given are suitable wit

students’ competence level.

The assignments given can help students i

mastering the topic content and Englis

skills.

The assignments given will make the

students interested in learning more.

The time given for finishing the assignments

is adequate.

The teaching materials provided are

interesting to discuss.

Overall Evaluation

I’m interested in applying this Model in m

English class.

I will recommend this Model to othe

English lecturers.

In general the table shows that the observer were

satisfied with the Model. This was based on the fact

that no “poor” and “fair” categories were chosen in

the three aspects to examine. Even she chose “very

good” categories more than “good” categories (15 out

of 23 items). Thus, unsurprisingly, the observer

indicated “very good” for the overall evaluation.

Some of the “very good” categories are no. 7

(Learning English by using The Model makes English

language learning become more interesting), no. 15

(The Model in this study will make students aware of

the importance of respecting gender differences.), and

no. 20 (The assignments given can help students in

mastering the topic content and English skills.)

The fact that the observer still gave “good’

category for eight items in the second and third

aspect, suggested that all these eight items need to

consider for the revision. Some of the “good”

categories are no. 9 (The Model eases the students to

master English language.), no. 12 (Learning English

language using the Model has made students in

depression.), and no. 22 (The time given for

finishing the assignments is adequate.)

3.1.3 Pre-service Teachers’ Response on

the Model

a) Close-ended Questionnaire Result

At the end of the meeting, all three classes of 60

students being exposed to PBL took a part in a

survey to examine their opinions about the Model.

As having mentioned, to find data of the survey, two

kinds of questionnaire were used, that is, a close-

ended self-reported questionnaire and an open one.

The table 2 is the result of the close- ended self-

reported questionnaire.

Similarly, the responses from the students for the

model were also very good. No “poor” and “fair”

categories were selected in the three aspects to

assess. They also chose “very good” categories more

than the “good” ones (14 out of 23 items). There

were only nine “good” categories. Therefore,

unsurprisingly, they also indicated “very good” for

the overall evaluation.

Some of the the “very good” categories the chose

were no. 4 (The sequences of post-teaching is well

implemented.), no. 17 (I gain double benefits from

this Model, that is, the increase of students’

competence in English and their knowledge about a

character (viz. gender awareness).), no. 23 (The

teaching materials provided are interesting to

discuss.), and no. 25 (I will recommend this Model to

other

English students). Two examples of the “good”

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Table 2: Students’ Response on the Model.

STATEMENT Ctgry

I. Learning Process

1 The teaching learning process is well-prepared. VG

The sequences of pre-teaching is well

implemented.

The sequences of while-teaching is well

implemented.

4 The sequences of post-teaching is well VG

The teaching materials are presernted in a way

that helps students to learn English.

The teaching materials are presernted in a way

that helps students to learn about character

(viz. gender awareness).

II. Character-Based English Language Teaching Model

Learning English by using The Model makes

English language learning become more

interesting

Learning English by using The Model makes

English language learning become more

challenging.

The Model eases the students to master

English language.

10 For me, the Model is interesting. G

The Model hardens the students in

mastering English language.

Learning English language using the Model

has made students in depression.

In my opinion, students’ ability in English

will not increase by using the Model.

The Model will widen students’ knowledge,

especially about gender.

The Model in this study will make students

aware of the importance of respecting

gender differences.

The students will feel the benefit of learning

English by using the Model.

The students will gain double benefits from

this Model, that is, the increase of students’

competence in English and their knowledge

about a character (viz. gender awareness).

III. Assignments

The reading materials provided are suitable

with students’ competence level.

The assignments given are suitable with

students’ competence level.

The assignments given can help students in

mastering the topic content and English skills.

The assignments given will make the

students interested in learning more.

The time given for finishing the assignments

is adequate.

The teaching materials provided are

interesting to discuss.

Overall Evaluation

I’m interested in applying this Model in my

English class.

I will recommend this Model to other

English lecturers.

category were no. 9 (The Model eases the students to

master English language.), and no. 22 (The time given

for finishing the assignments is adequate).

Just like the response of the observer, the “good’

categories from the response of the students will be

considered to revise, especially for the five items

that both the observer and students agreed to

indicate “good”. They were no. 9 (The Model eases

me to master English language), 11 (The Model

hardens me in mastering English language), 12

(Learning English language using the Model has

made me in depression), 13 (In my opinion, my

competence in English will not increase by using the

Model) dan 22 (The time given for finishing the

assignments is adequate).

b) Open Questionnaire Result

Likewise, the result of the open questionnaire also

showed students’ positive response on the

implementation of the model. Here are some of their

comments and feedbacks.

IF: In my opinion, the approach used was good

and fun especially when being asked to find data

from outside. That was the first experience we have

ever had. Usually lecturers only gave us topics to

write and then we were asked to present them.

Actually it was kind of boring. But the task that you

gave was fun because the activities included having

to interview someone to get new information. Then

the presentation in front of the classroom using

English was also fun. It was good to practice our

speaking ability

FF: According to me, the method of teaching was

very good and this should also be done by other

lecturers because doing the interview becomes a

challenge for students and foster student

socialization through interviews with community

leaders. In addition, presenting the results of the

interview in the class with English was good to

develop students' speaking skills and also to foster

student self-confidence.

CN: In my opinion, the learning approach used

in the classroom was very good. You gave us the

task to go straight down the spaces with various

tasks. You gave us a new experience in the learning

process. And this was my first experience in

interviewing a leader and looking for the profile of

him. In addition, assigning us to present the results

of research in English wa a very good step for us to

further improve our speaking skills and courage

ourselves. Overall, the learning approach that you

have impelemented was very good.

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DR: I personally love the way you taught.

Regarding about the assignment to interview,

honestly I felt challenged, but I really like that

method because you gave us first experience to

carry out a formal interview with someone.

AS: The most impressed was when you gave us

an assignment to interview someone.

As can be seen, positive responses were given by

the students. They considered the teaching learning

process was fun, not boring because they had to go

outside to find data to interview someone. That was

challenging and fostering their socialization skills. It

was the first experience for them. In addition that

they had to do presentation in front of the classroom

using English was also considered positive since

they could practice their speaking ability and this

activity had fostered their self-confidence. Due to

these advantages, the students recommended that

other lecturers implement the same learning model.

3.2 Discussion

Overall, we find that both the observer and students

give positive feedback about the model. Of the 25

items that became the focus of attention, none of

them are in the category of "enough" let alone

"poor". Of 25, only five items they agreed on as the

"good" category, namely no. 9 (The Model eases me

to master English language), 11 (The Model hardens

me in mastering English language), 12 (Learning

English language using the Model has made me in

depression), 13 (In my opinion, my competence in

English will not increase by using the Model) dan 22

(The time given for finishing the assignments is

adequate). There are seven items, namely no. 7

(Learning English by using the Model makes English

language learning become more interesting), 10

(For me, the Model is interesting), 16 (I feel the

benefit of learning English by using the Model), 18

(The reading materials provided are suitable with

my competence), 19 (The assignments given are

suitable with my competence), 21 (The assignments

given will make me interested in learning more), dan

23 (The teaching materials provided are interesting

to discuss), that were in dispute between the

observer and students. On the seven items, there was

a difference of opinion in which what was "good"

according to the observer, "very good" for the

student and vice versa what was considered only

"good", "very good" according to the observer.

Meanwhile, for the remaining 13 items (viz. no. 1, 2,

3, 4, 5, 6, 8, 14, 15, 17, 20, 24, and 25), both the

observer and the students agreed that all those 13

items were "very good". As can be seen, although

there are some disagreements, we can conclude that

both the observer and students were satisfied with

the Model since most the items were indicated "very

good” by them.

Beside having positive responses from the close-

ended qustionnaire, we also have another positive

responses from the open-questionnaire about the

Model. From the answers, it revealed that they liked

the learning model. They considered that the

teaching learning process was fun, not boring.

Usually they had to write the topic assigned by their

lecture and present in. However, this present

learning model made them to go outside of the class

they were accustomed to be to find data, to interview

someone. And it was challenging because it was the

first time for them to do so. To find data through

interview, they had be able to speak politely and

clearly and this indirectly had fostered their

socialization skills. In addition, they were very

positive about the learning model because they

benefitted a lot from the presentations in front of the

classroom using English. These activities had

developed their languange skills and fostered their

self-confidence at the same time because they had to

use their working language; they had to speak and to

do such they had to be brave too.

The positive results of this study further confirm

the list of the advantages put forward by Boothe et

al. (2011) and Pagander dan J (2014) and this would

be great because then the language teachers need not

to hesitate in trying to apply this learning model

considering its effectiveness.

4 CONCLUSIONS

The findings of the study showed the feasibility and

applicability of PBL as a Character-Based English

Language Teaching Model to increase students’

gender awareness in the English Course II class for

the topic of gender. Both the observer and the

students as pre-service English teachers who were

exposed to the Model for five meetings responded

positively toward the application of the Model in the

English class. This suggests that the Model can be

used in English language learning to transfer both

English related skills and knowledge and values,

particularly, for this context, gender awareness.

Generally students considered that learning English

by using the Model made English language learning

become more challenging, especially having to do

an interview. The Model widened their’ knowledge,

especially about gender. No wonder then they

indicated that they gained double benefits from this

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Model, that is, the increase of students’ competence

in English and their knowledge about a character

(viz. gender awareness). Since the finding showed

the feasibility and applicability of to improve gender

awareness of the students, thus, it is recommended

that PBL be used as an alternative learning model to

install the character of learners, especially in higher

education.

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