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

ABSTRACT
English 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 learning. This study is a part of the big effort being carried out to develop a Character-Based English Language Learning model which can transfer values, particularly, for this context, gender awareness. This study mainly examines the implementation of Problem-Based Learning (PBL) as a part of Character-Based English Language Learning model to increase pre-service teachers’ gender awareness in English Language Course II for the topic of gender. This qualitative study investigated three aspects: (1) Teaching Learning Process, (2) PBL as Character-Based English Language Teaching Model (The Model), (3) Assignment in three classes of 60 students majored English from Teacher Training and Education Faculty of UIN Ar-Raniry, Aceh where the students were exposed to PBL syntax for several meetings. The data were collected through observation and self-reported questionnaire. The major finding showed 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.