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Teaching English syntax that a “creative problem-solving process” is necessary should first be done by examining inductive data. Learners develop assumptions and present real problems and work together to find and provide a better solutions. What this course seeks is to raise questions about the incomplete, insufficient, or disproportionate information and redefine the problems, which shows that it is significant to apply problem based learning (PBL). Seventy students who took the class of English syntax participated in this research. The English syntax class is divided into non-PBL Class 1 consisting of 26 students and PBL Class 2 consisting of 34 students. The test class was not known to the students in advance. “Understanding English Linguistics” open to the sophomore year is a required subject for taking this course. The total of 8 transfer students who were evenly distributed into the two classes did not take the compulsory subject. We need to note that the scores of the lecture evaluation and the test of the PBL class are both higher than those of the lecture evaluation and the test of the non-PBL class. The application of PBL has affected students’ satisfaction with their lectures, which has been reflected back to an improvement in their examination.