Many students in senior high school still face difficulties in reading comprehension,particularly in understanding text structure,identifying main ideas, and interpreting vocabulary, which often leads to low academic performance. This phenomenon highlights the need for more effective teaching strategies. This study aims to explore
the effectiveness of Problem-Based Learning (PBL) in improving students’ reading comprehension and to explore students’ attitudes toward the use of PBL in learning reading. Conducted at SMAN 1 Ciawigebang, the research employed a quantitative approach with a quasi experimental design, involving two classes: X-K (experimental
group) and X-G (control group). The experimental group was taught using the PBL model. The control group received the conventional method, this method which focuses more on the teacher centered where the teacher lectures and discusses with students. Data were gathered using pre-tests, post-tests, and a Likert-scale questionnaire. Statistical analysis was performed using SPSS version 27. The normality test using the Shapiro-Wilk method showed that the post-test data for both classes were normally distributed, with significance values of 0.057 and 0.054, respectively, which are greater than the significance level of 0.05. Homogeneity of variance was also confirmed, with Levene’s test results showing significance values
above 0.05 across the mean (0.436), the median (0.498), and the trimmed mean (0.472) measures. An independent sample t-test revealed a statistically significant difference between the post-test scores of the two classes (Sig. 2-tailed = <0.001), with the experimental group scoring a higher mean (76.32) compared to the control group (65.53), indicating that the PBL model was effective in improving reading comprehension. The study also found that most of the responses in the mean score of students’ attitudes fell under the “High” category reporting higher engagement and improved critical thinking. In conclusion, the PBL model proved to be an effective
strategy in improving reading comprehension within the context of senior high school English education.
Keywords: Problem Based Learning, Reading Comprehension, Students’ Attitude