Problem-Based Learning (PBL) has emerged as a student-centered pedagogical
approach aimed at fostering critical thinking, collaboration, and practical language
use in English Language Teaching (ELT). Despite its theoretical advantages, a
gap exists in understanding how PBL is perceived and implemented by teachers,
as most studies focus primarily on student outcomes. This study addresses that
gap by examining the perceptions of English teachers regarding the
implementation of PBL in junior high schools in Bogor, Indonesia. Employing a
qualitative case study design, the research involved classroom observations,
questionnaires, and semi-structured interviews with five English teachers who had
experience applying PBL. Findings reveal that teachers generally perceive PBL
positively, recognizing its effectiveness in enhancing student motivation,
engagement, critical thinking, language proficiency, and collaborative skills.
However, several challenges were identified, including limited vocabulary, time
constraints, insufficient training, and difficulties in designing appropriate problem
scenarios. Classroom observations confirmed that while most stages of PBL were
implemented effectively particularly in problem orientation, student organization,
and reflection areas like student presentations and peer feedback were less
consistently applied. The study concludes that while PBL holds significant
promise for improving ELT practices, its successful implementation depends on
structured teacher training, institutional support, and adaptation to contextual
constraints. These findings highlight the importance of professional development
and resource allocation in promoting effective PBL integration in language
classrooms.

Keywords Problem-Based Learning, English Language Teaching, teacher
perception, benefits and challenges.