THE EFFECT OF PROBLEM-BASED LEARNING ON
STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE
TEXT
A THESIS
Submitted in Partial fulfillment of the Requirement for the degree of Sarjana Pendidikan
By:
ROSTINA SILALAHI
Registration Number : 2113121065
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Silalahi, Rostina. 2113121065. The Effect of Problem-Based Learning (PBL)
on Students’ Achievement in Writing Procedure Text. A Thesis. Medan :
English Department, Faculty of Languages and Arts, State University of Medan, 2016.
This experimental study aimed at finding out the effect of Problem-Based Learning (PBL) on students’ achievement in writing procedure text. The population of this study was the 2015 / 2016 tenth grade student of SMA Negeri 1 Pematangsiantar. The samples were divided into two groups namely experimental and control. The experimental group was taught by applying Problem-Based Learning (PBL) while control group was taught by using lecturing. The test used to collect the data was essay test namely writing procedure text. The text was scored by using scoring rubric. The acquired data were analyzed by using t-test. The calculation showed that t-observed (3.82) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. The score taught by applying PBL was higher than taught by lecturing. It means that Problem-Based Learning (PBL) model significantly affected the students’ writing achievement.
ii
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Jesus Christ for the love and blessing so
the writer has finally completed this thesis. This Thesis is submitted to the English
Department, Faculty of Languages and Arts, State University of Medan as a
partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Syawal Gultom. M.Pd., as the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English ad Literture Department.
Dra. Meisuri, M.A., as the Secretary of English Department and her Thesis Consultant
Nora Ronita Dewi, S.S., M. Hum., as the Head of English Education Study Program.
Isli Iriani Indiah Br.Pane,S.Pd, M.Hum., her Academic Consultant.
Dra. Sri Juniati Ownie, M.A., and Neni Afrida Sari Harahap, S.Pd,
M.Hum., her Thesis Examiners.
All Lecturers who have taught her in this English Department.
Eis Sri Wahyuningsih, M.Pd., the academic staff and adminitrative staff.
iii
Bona Sihombing, M.Pd., as the Head Master of SMA Negeri 1 Pematangsiantar, and also Roida Pangaribuan S.Pd., as the English
Teachers of SMA Negeri 1 Pematangsiantar. for their supports to the
writer so the writer could do the research.
Her beloved parents, Rusdin Silalahi and Nerpi Siallagan, for giving her everlasting love, affection, supports, prays, and hard works and all the
advices especially in the time of completing this thesis, the writer’s special
gratitude also goes to her dearest brothers and sister, Jones silalahi,
Herma Silalahi, Masintan Silalahi, SE., for supporting her in finishing
her study in State University of Medan.
Her beloved friends, “ISO GIRLS” Raideni Kaloko, S.Pd, Nomita
Manurung, Helena Siregar S.Pd, Putri Simbolon, Laura
Hutapea,S.Pd, Rahmadayani Saragih, S.Pd, Rismauli Aritonang for
always being there when she needed their support and motivation.
All Rexyan Family 2011 and all people who cannot be mentioned one by
one.
The writer hopes this thesis will be useful and give positive impact for
those who read it. Especially for the students of State University of Medan.
Medan, April 2016
The Writer,
v
E. The Significances of The Study ... 5
CHAPTER II. REVIEW OF LITERATURE ... 7
A. Theoretical Framework ... 7
1. Writing ... 7
2. Genre – Based Writing ... 8
3. Students’ Achievement in Writing ... 10
4. Procedure Text ... 10
a. Communicative Purpose of Procedure Text ... 11
b. Generic Structure of Procedure Text ... 11
c. Language Features of Procedure Text ... 11
d Example of Procedure Text ... 13
5. Assessment of Writing ... 13
6. Problem-Based Learning ... 15
a. Definition of Problem-Based Learning (PBL) ... 15
b. Characteristics of Problem-Based Learning (PBL) ... 17
c. The Advantages and the Disadvantages of Problem-Based learning(PBL) ... 20
d. Process of Problem-Based Learning (PBL) ... 21
vi
C. Conceptual Framework ... 25
D. Hypothesis ... 26
CHAPTER III. RESEARCH METHODOLOGY ... 27
A. Research Design ... 27
B. Population and Sample ... 28
1. Population ... 28
2. Sample ... 28
C. Instrument for Collecting Data ... 28
D. Procedure of the Research ... 29
1. Pre-Test ... 29
2. Treatment ... 30
3. Post-Test ... 31
4. Scoring the Test ... 31
E. The Validity and the Reliability of the Test ... 32
1. The Validity of the Test ... 32
2. The Reliability of the Test... 33
F. The Technique for the Data Analysis ... 34
G. The Statistical Hypothesis ... 35
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ... 36
A. The Data ... 36
B. Data Analysis ... 36
C. Reliability of the Test ... 38
D. Test of Homogeneity of Variance ... 39
E. Testing Normality ... 40
F. Testing Hypothesis ... 41
G. Research Finding ... 42
H. Discussion ... 42
CHAPTER V. CONCLUSION AND SUGESTION ... 44
A. Conclusion ... 44
B. Suggestion ... 44
REFERENCES ... 45
vii
LIST OF APPENDICES
Pages
Appendix A. The Result of Pre-test and Post-Test of Experimental Group ... 48
Appendix B. The Result of Pre-test and Post-test of Control Group ... 49
Appendix C. The Calculation of T-Test ... 50
Appendix D. The Calculation of the Reliability of the Test ... 55
Appendix E. Percentage Point of the T Distribution... 57
Appendix F. Test for Homogeneity of Variance ... 58
Appendix G. The Calculation of Normality of The Test ... 62
Appendix H. List of Testing Liliefors ... 70
Appendix I. Table of Normality from 0 to Z ... 71
Appendix J. Pre-test and Post-test for Experimental and Control Group ... 72
vi
LIST OF TABLES
Pages
Table 2.1 The Example of Procedure Text ... 13
Table 2.2 The Scoring of Writing ... 14
Table 2.3 The Syntax of Problem-Based Learning ... 22
Table 3.1 Research Design ... 27
Table 3.2 The Scenario of Teaching in Experimental Group ... 30
Table 3.3 The Scenario of Teaching in Control Group ... 31
Table 3.4 Rubrics of Scoring Procedure Text Writing ... 32
1
CHAPTER I
INTRODUCTION
A.The Background of the Study
Compared with other fundamental skills in language such as listening,
speaking, and reading, writing is considered as the most difficult and complex
one to master. Writing has a great deal with generic structure, linguistic features,
language use and content. This skill does not merely focus on words, phrase,
sentence pattern and grammar, but also on the idea of each paragraph in the text
contextually.
Writing can be defined as a process of putting thoughts and ideas in words
into a sequence of words, combining sentences in the form of a paragraph in
which every sentence is related to another semantically. The process of writing is
more than putting words on a piece of paper. It involves prewriting, drafting,
revising, editing and proofreading, and presenting (Caroll : 2001 ).
Writing can be used for a wide variety of purposes so it is produced in many
different types. In writing, there are some stages a writer goes through in order to
produce final written form. Writing should be organized effectively and includes
aspects such as diction, grammar, mechanics, and content or evidence. It means
that writing should communicate something clearly, and avoid ambiguity in order
the readers can comprehend what is being written.
Effective writers are able to communicate ideas using well-chosen words,
2
composing, which implies the ability either to tell or retell pieces of information
in the form of narratives or description, or to transform information into new
texts, as in expository or argumentative writing (Negari : 2011).
Based on Educational Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan 2006: KTSP 2006 or 2006 Curriculum) the students must have written
and spoken ability in communication. In KTSP 2006, English syllabus of senior
high school demands students to master some genres of writing: recount,
narrative, procedure, descriptive, news item, report, analytical exposition,
hortatory exposition, and spoof.
In fact, this demand cannot be fulfilled because many students do not have
the ability to build a text based on genres especially procedure. It can be proven
by the low score of the students. Based on writer’s preliminary interviewing with
one English teacher of SMA N 1 Pematangsiantar, the writer found that students
get difficulties in writing text based on genre. The students still faced difficulty in
writing text even after being taught. When the students were asked to write text
especially procedure text, students got confused what to write and how to organize
their ideas. The students had the similar answer about their difficulties that they
don’t know what to write for they lack of vocabulary.
Another observation was conducted by Dharma (2014). After giving the
pre-test, the researcher found that the score was 76% of the students got score less
than 70 and it was absolutely dissatisfied while the standard minimum score at
that school was 70. The similar situation was also faced by Handini (2013). While
3
77. It shows that the average score of the students was relative low. This situation
also happened in school where the writer was holding teaching training (PPL).
She found that students couldn’t find ideas especially in writing procedure text. It
is proven by students’ poor writing results.
This situation can be happened because of some reasons either from teacher
or students. The use of inappropriate and unattractive teaching model that had
been applied could significantly influence the teaching-learning process. In
addition, teaching learning process could be affected by the lack of students’
motivation to study. If the process of teaching and learning are boring and
monotonous, the students will have no interest in studying and will cause a bad
result.
This problem can be solved by implementing new model in teaching and
learning process. A model which is more attractive and can motivates students to
study. Problem Based Learning is suitable for this situation as it involves students
to real problem and encourages them to engage in the learning process (Baden and
Major : 2004).
The implementation of Problem Based Learning (PBL) is started by problem
which is ill-structured which is fuzzy, unclear, and not yet identified. It directs the
students to actively identify and understand the problems. This active participation
makes students’ critical and creative thinking develop well.
PBL enables the students to explore information which relates to the topic of
their writing. The more information they explore, the more inspiration they have.
4
theories of learning which stress learners’ need to investigate their environment
and construct personally meaningful knowledge (Arends: 2007). In this learning
process, students are active to solve the problem by their selves. Teachers’ roles
are as the facilitator, motivator and director in this learning process.
There have been several researches that have ever been conducted through
PBL and have showed effect to the students score. One research was conducted in
SMA N 1 Mengwi by Dharma (2014). The aim of the research was to find out the
effect of PBL and Performance Assessment on reading and writing competencies.
The result was PBL significantly affects the students writing competencies. Other
research was conducted in SMP Barumun Tengah Padang Lawas by Siregar
(2013). The research goal was to see whether PBL is an effective model to teach
narrative text. In her finding, she found that PBL influence the students’
achievement in writing narrative text. They have found that PBL can influence the
students’ achievement in writing. Another research was conducted by Hutahaean
(2014) in SMA N 1 Air Putih. The aim of the research was to investigate the
effectiveness of PBL in teaching writing anecdote text. The finding of the research
shows that PBL was an effective model to teach anecdote because the score the
students was increased.
By considering the explanation above, the writer hopes that the
implementation of PBL will affect students’ achievement in writing procedure
5
B. The Problem of the Study
In relation to the background of the study, the problem of the study was
formulated in the form of the question as follow:
“Does the use of Problem Based Learning significantly affect the students’
writing procedure text?”
C. The Scope of the Study
There are many kinds of writing, such as Narrative, Descriptive, Report,
Recount, Exposition, Procedure, and Anecdote. This study was limited on Writing
Procedure Text and focused on the application PBL Model.
D. The Objective of the Study
The objective of the study was to investigate the effect of Problem Based
Learning on students’ achievement in writing Procedure text.
E. The Significances of the Study
The study was expected to have both theoretical and practical perspectives:
1. Theoretical perspectives
The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
6
The writer hopes that this research can be useful for English teacher,
in improving students’ achievement in writing Procedure text.
b. For the students
This study is also expected to encourage the students to develop their
44
CHAPTER V
CONCLUSSION AND SUGGESTION
A. ConclusionAfter analyzing the data, it was found that the scores of the student that
were taught by applying Problem-Based Learning (PBL) Model was higher than
those who were taught without applying PBL. The alternative hypothesis (Hα) is
accepted and null hypothesis is rejected. This is proven by the data analysis
tobserved = 3.82 is higher than ttable = 2.00. T test analysis is (3.82 > 2.00) which
means that there was significant effect of Problem-Based Learning (PBL) Model
on students’ achievement in writing procedure text.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following:
1. Theoretical perspectives
The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
For both teachers and students this research can be useful for English
teacher, in improving students’ achievement in writing Procedure
text and encourage the students to develop their writing
45
REFERENCES
Arends, Richard. 2007. Learning to Teach. Seventh Edition. New York: MC Graw Hill International
Arends, Richard. 2012. Learning to Teach. Ninth Edition. New York: MC Graw Hill International
Arikunto, S. 2003. Prosedure Penelitian: Suatu Pendekatan Praktik: Edisi Revisi V. Jakarta: Rineka Cipta.
Ary, Donald et al. 2010. Introduction to Research in Education.(8th Ed). Australia: Wadsworth. Learning Skills among Physics Undergraduates. International Journal of Academic Research in Progressive Education and Development, Volume 3, No 1. (Accessed on March, 19th, 2015 from http://hrmars.com/hrmars papers/The_Effects_of_Problem Based_Learning_on_ SelfDirectedLearning Skills_among_Physics_Undergraduates.pdf)
Baden,S.M and Major. H.C. 2004. Foundation of Problem-based Learning. New York: Open University Press.
Barus, Irawati. 2013. Efektivitas Model Pembelajaran Berbasis Masalah (Problem Based Learning) Terhadap Kemampuan Menulis Paragraf Argumentasi Oleh Siswa Kelas X Sma Negeri 1 Pancurbatu Tahun Pembelajaran 2013/2014 . Asas: Jurnal Sastra Volume 2, No 3. (Accessed on February 19th 2015 from http://jurnal.unimed.ac.id/2012/index.php/ajs/article/ download/1486 /1226)
Best, John B. and James V. Kahn. 2006. Research in Education. Boston: Pearson Education.
Caroll, J.A et al. 2001. Writing and Grammar. New Jersey: Pearson Education.
Dharma, I.P. et al. 2014. The Effect of Problem Based Learning And
Performance Assessment On Students’ Reading And Writing Competencies,
46
Etherington, M.B.2011. Investigative Primary Science: A Problem-Based Learning Approach, Australian Journal of Teacher Education, Volume 36. (Accessed on March, 16th, 2015 from http://ro.ecu.edu.au/cgi/viewcontent. cgi? article=1550&context=ajte)
Flutcher, G. 2003. Testing Second Language Speaking. Great Britain: Pearson Education Limited.
Gerot, L. & Wignell, P. 1994. Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprises.
Gultom, J.S and Motlan, M. 2013. The Effect of Problem Based Learning Model On Learning Outcomes in Static Fluid Topic for Class XI at SMA N 3 Medan Academic Year 2012/2013. Jurnal INPAFI. Volume 1, No 2.
Handini. F. D. 2013. Improving The Students’ Achievement in Writing Procedure Text by Applying Mind Mapping Technique. TRANSFORM Journal of English Language Teaching and Learning of FBS UNIMED Volume 2 no 3 (Accessed on February 19th 2015 from http://jurnal.unimed.ac.id/2012 /index.php /jelt/article/download/919/726)
Harmer, Jeremy. 2001. The Practice of English Language Teaching. Longman: Essex.
Heaton, J. B. 1988. Writing English Language Tests. New York: Longman.
Hughey, Arthur. 1992. Testing for Language Teachers. Great Britain: Cambridge University Press.
Hutahaean, Veronika. 2014. Pengaryh Model Pembelajaran berbasis Masalah Terhadap Kemampuan Menulis Teks anekdot Siswa Kelas X SMA N 1 Air Putih Tahun Pembelajaran 2013/2014. Asas: Jurnal Sastra Volume 1, No 2.
Hyland, Ken. 2009. Teaching and Researching Writing.(2nd Ed). Harlow: Pearson Education Limited.
Knapp, Petter and Megan Watkins. 2005. Genre Text Grammer; Technological for Writing and Assessing Writing. Australia: A Unsm Press Book.
Mulya, R.A. et al. 2013. The Effect of Problem Based Learning Strategy Toward
Students’ Speaking Ability at the First Grade of SMA N 1 Enam Lingkung.
Journal of English Language Teaching. Volume 2n No. 4.
Negari, M. G. 2011. A Study on Strategy Instruction and EFL Learners’ Writing
47
Oshima, A. 1999. Writing Academic English Third Edition. New York: Addvision Wesley Publishing Company.
Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: Andi.
Prakash, L.K.2013. Integrating Creative Problem Based Learning with Authentic Media and Reading to Enhance Academic Writing. Journal of Education And Curriculum Development Research (Jecdr), Volume 1(3) 36-57. (Accessed on February 19th 2015 from http://www.projournals.org/JECDR /0420131201.pdf)
Siregar, R.M. 2013. Pengaruh Model Pembelajaran Berbasis Masalah Terhadap emampuan Menulis Teks Deskripsi Siswa Kelas VII SMP Negeri 1 Besitang Tahun Pembelajaran 2013/2014. Medan: Asas: Jurnal Sastra Volume 2, No 4. (Accessed on December, 17th, 2014 from http://jurnal.unimed.ac.id/2012/index.php/ajs/article /download/1489/1229)
Siregar, S, N., Improving Students’ Achievement In Writing Narrative Text Through Problem Based Learning. Medan: TRANSFORM Journal of English Language Teaching and Learning of FBS UNIMED. Volume 2, No 1 (accessed on 17th December, 2014 from http://jurnal.unimed.ac.id/2012/ index.php/jelt/article/view/902,)
Tan, O.S.2003. Problem-Based Learning Innovation: Using Problem to Power
Learning in the 21st century. Singapore: Cengage Learning Asia.
Vockel, E.L. 1983. Educational Research. New York: Macmillan Publishing Co, Inc.
