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but also how to mitigate the effects of passive participation. Based on this experience and
reflections, I hope I could become better at designing the lessons or action plans to cater for
students’ needs. In hindsight, it would have been better to motivate and encourage them to work
as a team in the first month because some groups did not submit their PBL assignments in the
first and the early subsequent months due to group participation.

CONCLUSION

The present study has several limitations to be noted for better planning of future studies
towards using PBL and newspaper or authentic materials. Firstly, the small sample size (N=56)
may shed hesitation on the validity of the results and thus its outcome cannot be generalised to
all students. A similar study may be conducted with English students at different educational
levels e.g. high schools or secondary schools. The findings of PBL implementation in this study
has to be viewed within the characteristic of this research because of different contexts,
participants and teachers may generate different findings. Since this quantitative study focused
only on the effects on reading performance, the future study may look at the effects of similar
PBL on other skills. Hence, future researches can elicit scores of other skills (e.g. writing,
listening and speaking) and use triangulation research method. Future study may also include
the investigation of the students’ attitude towards reading as the students observed in this study
showed positive attitudes towards reading after underwent PBL. Moreover, the instructions that
incorporate authentic materials (e.g. newspaper) into PBL effectively could be ameliorated in
the future study.

REFERENCES

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