INTEGRATING DEEP LEARNING PRINCIPLES INTO THE IMPLEMENTATION
OF PROBLEM-BASED LEARNING SYNTAX IN TEACHING NEWS ITEM TEXTS
AT SMAN 1 LUWU TIMUR
A PROPOSAL
RITA ASMINARSEH
105071102924
MASTER OF ENGLISH EDUCATION
POSTGRADUATE PROGRAM
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2025
CHAPTER I
INTRODUCTION
A. BACKGROUND
In recent years, there has been a growing shift in education from surface-level
instruction toward deeper, more meaningful learning experiences. This trend is particularly
relevant in English language teaching, where the goal is not only to build linguistic
knowledge but also to foster higher-order thinking skills. Deep learning principles such as
critical thinking, reflection, and knowledge transfer encourage learners to engage more
fully with content and develop a lasting understanding (Boothe et al., 2011; PMC, 2022).
At the same time, Problem-based Learning (PBL) has emerged as an effective instructional
model that promotes student-centered inquiry through real-world problems, helping
learners develop autonomy, collaboration, and analytical abilities (University of Illinois,
2023). When these two educational approaches are integrated, they offer a powerful
framework for designing engaging English lessons that emphasize deep comprehension
and student agency.
This integration is especially promising when applied to the teaching of news item texts,
a genre that requires students to identify factual information, analyze structure, and
evaluate the relevance of current events. Studies show that using authentic news articles in
EFL classrooms enhances student motivation and provides meaningful contexts for
language use (The TEFL Academy, 2023; ResearchGate, 2025). However, many students
still struggle to understand the purpose and structure of news texts when instruction is
overly teacher-centered or lacks critical engagement. By embedding deep learning
principles into the PBL syntax such as orienting students to real-life issues, guiding them
through investigation, and encouraging reflection and presentation teachers can better
support the development of both language competence and critical literacy.
Therefore, exploring how deep learning principles can be integrated into PBL in
teaching news item texts is essential for designing innovative and effective English
instruction in senior high schools.
1. Deep Learning Principles in Education
Deep learning in education refers to the process by which students develop a deep
understanding of content through critical thinking, reflection, and the ability to transfer
knowledge to new situations. Unlike surface learning, which emphasizes memorization
and rote learning, deep learning encourages learners to make meaningful connections
between ideas and apply their learning in complex, real-world contexts (Fullan et al.,
2018). In the context of language learning, deep learning fosters active engagement,
creativity, and personal relevance, which are essential for long-term retention and
language fluency (PMC, 2022). According to Boothe et al. (2011), incorporating deep
learning principles helps students internalize language skills and promotes learner
autonomy. Key components of deep learning include student voice and choice,
problem-solving, collaboration, and metacognition, all of which align closely with 21stcentury learning goals. Therefore, applying deep learning principles in English
language instruction supports not only linguistic competence but also the development
of transferable thinking and communication skills.
2. Problem-based Learning (PBL) Syntax
Problem-based Learning (PBL) is an instructional approach that places students at the
center of the learning process by engaging them in solving real or simulated problems.
This model is structured through a sequence of stages or syntax that guides students in
exploring problems collaboratively and independently. The common PBL syntax
includes: (1) problem orientation, (2) organizing students for learning, (3) individual or
group investigation, (4) presenting findings, and (5) reflecting and evaluating learning
outcomes (Hmelo-Silver, 2004). These stages encourage learners to construct
knowledge actively and meaningfully rather than passively receiving information from
the teacher. PBL supports students in developing a wide range of skills, including
critical thinking, inquiry, collaboration, and communication (University of Illinois,
2023). In language classrooms, PBL provides meaningful contexts for language use,
allowing learners to engage with content while practicing listening, speaking, reading,
and writing skills. Moreover, the PBL structure aligns well with deep learning
principles by promoting student agency, inquiry-based learning, and reflective thinking.
Therefore, integrating PBL syntax with deep learning strategies can create an enriched
learning environment that not only improves language proficiency but also nurtures
essential life skills.
3. Teaching News Item Texts in EFL Classrooms
News item texts are a fundamental part of informational genres in English, typically
used to report actual events that are considered newsworthy. These texts are
characterized by a clear structure, including a newsworthy event, background events,
and sources or quotes, and often require learners to distinguish between facts, opinions,
and reported speech (Gerot & Wignell, 1994). In English as a Foreign Language (EFL)
classrooms, teaching news item texts helps students improve their reading
comprehension, vocabulary development, and awareness of text organization.
Moreover, news texts introduce learners to real-world content, allowing them to
connect language learning with current events and societal issues (The TEFL Academy,
2023). However, traditional instruction of news item texts often focuses on textual
features and translation, which may fail to engage students in higher-order thinking.
To address this limitation, several researchers advocate for the use of authentic
materials such as online news articles and videos as well as student-centered approaches
to encourage interpretation, evaluation, and response (ResearchGate, 2025). In this
regard, problem-based learning can provide a meaningful context for exploring news
texts, especially when paired with deep learning principles such as reflection, inquiry,
and critical literacy. Through structured problem-solving tasks related to news events,
students not only comprehend the text but also develop their analytical and
communicative abilities. Therefore, teaching news item texts using a combination of
PBL syntax and deep learning principles may lead to more effective and engaging
learning experiences in the EFL context.
The integration of Deep Learning (DL) principles into Problem-Based Learning (PBL)
syntax has gained considerable attention in recent years, particularly in language
education. These methodologies aim to enhance student engagement, critical thinking,
and contextual text interpretation, especially in complex subjects like news item texts.
The research trend has evolved from conceptual discussions on deep learning to
experimental studies validating its effectiveness in education, particularly when
combined with PBL.
Early studies primarily focused on theoretical explanations of deep learning in
education (Fourie, 2018), emphasizing its role in promoting long-term knowledge
retention and cognitive engagement. As artificial intelligence and educational data
mining advanced, research explored AI-driven deep learning models for text
classification
and
educational
adaptation
(Hernández-Blanco
et
al.,
2019;
SandBorgHavarro-Colorado, 2021). More recent studies have merged deep learning
principles with pedagogical approaches, including PBL (Miller & Krajcik, 2019;
Fitriyah et al., 2024).
This review synthesizes prior research, identifying trends that support the integration of DL
into PBL-based teaching methodologies, particularly for news item text comprehension in
senior high schools.
a. Deep Learning in Educational Research: Key Findings & Trends
Early Conceptual Work on Deep Learning in Education

Fourie (2018) introduced deep learning principles in education, highlighting
constructivist learning theories that emphasize student autonomy and
engagement.

Hernández-Blanco et al. (2019) conducted a systematic literature review on
deep learning applications in educational data mining, demonstrating how deep
learning enhances personalized instruction and performance tracking.
AI-Assisted Deep Learning for Text Analysis

Deng Yuhua (2014) investigated the role of Artificial Neural Networks (ANN)
in instructional assessment, revealing that DL models improve accuracy in
student evaluations.

SandBorgHavarro-Colorado (2021) and Bogard et al. (2018) applied CNNbased deep learning models to improve news text classification, proving that
AI-driven DL algorithms outperform traditional linguistic analysis methods.
Recent Advancements in Integrating Deep Learning into Language Teaching

Brenya (2024) and Sajinem (2025) explored deep learning pedagogies in high
schools, demonstrating that DL fosters student-centered learning, critical text
analysis, and discussion-based comprehension.

Jiang (2022) validated a deep learning model for EFL teaching, highlighting
how student motivation and engagement improve when DL principles are
integrated into instructional design.

Fitriyah et al. (2024) proposed a structured instructional design combining deep
learning with PBL, proving its effectiveness in enhancing news item text
comprehension.
These trends indicate a shift from theoretical discussions to applied methodologies,
as educators move toward technology-enhanced and inquiry-based learning
approaches.
b. Problem-Based Learning (PBL): Expanding Its Role in Language Education
Traditional Applications of PBL in English Teaching

Han (2003) and Miller & Krajcik (2019) demonstrated that PBL enhances student
autonomy, inquiry-based learning, and collaborative problem-solving, especially in
English courses.

Fitriyah et al. (2024) explored how PBL fosters critical thinking and motivation
when applied to news item text analysis, proving its effectiveness in real-world
interpretation skills.
Integrating Deep Learning into PBL Syntax

Recent studies such as Brenya (2024) and Sajinem (2025) have merged DL
principles with PBL, showing that combining structured problem-solving with AIenhanced learning produces better outcomes.

Esitt (2023) explored AI-driven deep learning models to promote engagement and
personalized learning, aligning with PBL frameworks.

Kesuma (2022) applied PBL methodologies to teaching news item texts, reinforcing
the argument that active learning strategies improve contextual comprehension.
As a result, research is moving toward hybrid instructional models that integrate deep
learning and PBL, particularly for analyzing complex textual sources such as news articles.
c. Trends Shaping the Future of Deep Learning & PBL in English Education
-
Increasing Use of AI & Deep Learning for Language Acquisition Recent studies
highlight the integration of AI-assisted tools, such as CNN-based text classification
models (SandBorgHavarro-Colorado, 2021), proving that AI enhances students'
analytical skills in processing news texts.
-
Problem-Based Learning as a Foundational Pedagogical Approach Research
confirms that PBL fosters deeper comprehension and critical thinking, particularly
when teaching news item texts in high schools (Fitriyah et al., 2024).
-
Technology-Enhanced Instructional Methods Studies have shifted toward merging
DL and PBL principles with AI-assisted teaching, emphasizing adaptive learning
models that support student engagement and personalized learning (Esitt, 2023;
Sajinem, 2025).
-
Overcoming Implementation Challenges in DL-PBL Integration While research
demonstrates the effectiveness of DL-PBL hybrid models, some challenges remain,
including teacher training, accessibility of AI tools, and curriculum alignment (Ajid
et al., 2025). Future studies must explore scalable models for integrating DL into
English teaching, ensuring practical implementation in diverse educational settings.
Although recent studies have explored the integration of Deep Learning (DL) principles
into Problem-Based Learning (PBL) syntax for language education, several research gaps
remain in terms of practical implementation, effectiveness measurement, and scalability in
high school settings. One key gap is the limited exploration of DL-PBL models specific to
teaching news item texts. While studies (Fitriyah et al., 2024; Kesuma, 2022) validate the
impact of PBL in fostering critical engagement, there is insufficient research on how deep
learning enhances text comprehension beyond AI-driven classification models
(SandBorgHavarro-Colorado, 2021; Jiang, 2022).
Another gap involves the lack of studies measuring long-term retention of deep learning
methodologies in language education. While researchers highlight short-term engagement
improvements (Brenya, 2024; Sajinem, 2025), few studies track student comprehension
over extended periods, making it unclear whether DL-PBL integration produces lasting
cognitive benefits. Additionally, teacher preparedness and instructional challenges have
been insufficiently addressed. Studies confirm that technology-enhanced learning requires
specialized training (Esitt, 2023; Ajid et al., 2025), yet few frameworks exist to support
teachers in applying AI-driven PBL models effectively.
While existing research demonstrates the effectiveness of integrating Deep Learning
(DL) principles with Problem-Based Learning (PBL) in experimental settings, a critical
gap remains in understanding its scalability across diverse educational environments.
Studies have primarily focused on controlled classrooms, leaving broader curriculum
integration particularly in public schools with limited access to AI-driven tools largely
unexplored. Future research must prioritize developing structured implementation
strategies to ensure equitable adoption of DL-PBL approaches, addressing challenges such
as resource accessibility, teacher training, and curriculum alignment.
This gap aligns with repeated recommendations from prior studies. For instance,
researchers like Sajinem (2025), Fitriyah et al. (2024), and Esitt (2023) have explicitly
urged further exploration of how DL can be systematically combined with constructivist
methods like PBL in real-world classrooms. Similarly, studies focusing on news item texts
(e.g., Kesuma, 2022) highlight the need for models that enhance student engagement and
contextual comprehension through inquiry-based, technology-enhanced instruction.
Despite these calls, no study has yet designed or tested a concrete instructional model that
embeds DL principles within PBL syntax specifically for teaching news items a gap this
research directly addresses.
Addressing this gap is crucial because it offers a timely and context-specific
contribution to the field of English language education. A well-designed DL-integrated
PBL model has the potential to significantly enhance students’ engagement, reading
comprehension, and analytical skills when interacting with news texts, which are essential
for literacy in the digital era. Moreover, the research can provide a replicable framework
for other educators facing similar challenges in implementing innovative pedagogies within
national curriculum standards. Therefore, this gap is not only theoretically significant but
also practically relevant, warranting further investigation and development.
Building on previous studies that have examined the integration of Deep Learning
(DL) principles into Problem-Based Learning (PBL) syntax, this research identifies a
critical gap that requires further exploration. While existing literature supports the
effectiveness of PBL in fostering critical engagement and has highlighted the short-term
benefits of DL in language education, there remains a lack of in-depth investigation into
the combined application of DL and PBL particularly in the teaching of news item texts at
the high school level. In addition, key issues such as long-term knowledge retention,
teacher preparedness, and practical classroom implementation have not been adequately
addressed.
In response to these gaps, the present study aims to design and test a structured
instructional model that embeds DL principles within the PBL framework, specifically for
teaching news item texts. The model is intended to be both scalable and adaptable to realworld educational settings, especially in public high schools with limited resources.
To achieve this, the study adopts a qualitative-descriptive approach with a design-based
research (DBR) orientation. Grounded in the constructivist paradigm, the research
emphasizes learner-centered instruction, critical thinking, and meaningful engagement with
authentic texts. The focus is on senior high school students, and the research involves
classroom-based implementation to generate contextually relevant pedagogical insights.
By integrating DL principles into the PBL syntax, this study seeks to develop an
instructional model that not only contributes to theoretical discourse but also addresses
practical challenges faced by educators. Furthermore, the model aims to support teachers
in aligning innovative teaching strategies with national curriculum standards, thereby
promoting deeper learning outcomes in language classrooms.
Based on the above aims and rationale, this study seeks to answer the following research
questions:
1) How can Deep Learning (DL) principles be integrated into the Problem-Based
Learning (PBL) syntax for teaching news item texts in senior high schools?
2) What are the characteristics of an effective instructional model that combines DL and
PBL in teaching news item texts?
3) How does the implementation of the DL-PBL instructional model affect students'
engagement, comprehension, and critical thinking in reading news item texts?