The Effect of Teaching Strategies and Self- Concept on
Student’s Achievement i
n Exposition Writing Text Ability
A Thesis
Submited to the English Applied Linguistics Study Program in Partial fulfilment of the requirements for the degree of Magister
BY :
FARIDA HANUM
RegesterNumbur :8136112021
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM POSTGRADUATE SCHOOL STATE UNIVERSITY OF MEDAN
ABSTRACT
The problem of this research is how to increase the writing ability through Problem Based Learning and Project Based Learning in Vocational School in SMK Sri LangkatTg. Pura Based on their high and low self concept. The objective of this research is to describe the writing process and the writing ability through Problem Based Learning and Project Based Learning Strategy. The method of this research is qualitative descriptive through classroom action research ( CAR ) in three cycles. The objects of this research is the students of class on Vocational School in SMK Sri LangkatTg.Pura. The result of this research shows that the passing grade of writing in the first cycle is 66,67 %, the second cycle is 72,73 % and the third cycle is 90,48 %. The teacher activities in the first cycle gives the score of 88,9, APKG( Analysis Of Assessment Of Teacher Performence ) in the second cycle is 91,7 and APKG in the third cycle is 95,83. Teacher assessment is assessment of the process and assessment of the result. The conclusion of this research is improving the writing ability through Problem Based Learning and Project Based Learning based on self – concept of the students in vocational class in SMK Sri LangkatTg. Purahad been increased
ABSTRAK
Acknowledgement
Praise and thankful to Allah SWT, for all his grace and blessing that provides health and wisdom to writer , so this study can be done well and accordance with the planned time. Tittle of thesis is “ The Effect of Teaching Strategies And Self Concept on Students’ Achievement in Exposition Writing Text Ability.”
This thesis arranged to obtain the degree of Magister Education in English Applied Linguistics Study Programmed, Post Graduate School, State Univessity of Medan (UNIMED ), in this apportunity , the writer would like to express the greatest thanks to :
1. Sir Prof. Dr. SyawalGultom , M.Pd , as a Rector State University of Medan 2. Sir Prof. Dr. BornokSinaga ,M.Pd, as Directur of Post Graduate School.
3. Sir Dr. RahmadHusein ,M.Ed, as Head of Magester Education in English Applied Linguistics Study Programmed , and Superviser II that give valuable time spent in giving guidance , advices, motivation and suggession during completing this thesis. 4. Mom Prof. Dr. LinceSihombing, M.Pd as Superviser I that give valuable time spent
in giving guidance , advices, motivation and suggestion during completing this thesis . 5. Sir Prof. Dr. BusminGurning ,M.Pd, as examiner concelor and validation of
instrument test for this thesis that give advices, suggestion , guidance , and constructive comment in completing of thesis process.
6. Sir Prof. Dr. Berlin Sibarani,M.Pd, as examiner conselor and validation of instrument test for this thesis that give advices, suggestion , guidance , and constructive comment in completing of thesis process.
7. Mom Prof.SriMindaMurni, M.S, as examiner conselor and validation of instrument test for this thesis that give advices, suggestion , guidance , and constructive comment in completing of thesis process.
8. Mom. Hj. Afifah A.R. as Principle of SMK Sri LangkatT.g. Pura
9. Sir. SugandiSanjaya , S.Pd. as Head Master in SMK Sri LangkatTg.Pura 10.Sir .Kamaluddin, S.Pd as English Teacher in SMK Sri LangkatTg. Pura
stiff to pass the life.They acquiesce in giving the happiness for writer and always pray writer in every time.
12.And also thank to my beloved brother, sister, HasanulArifin, ZulqaniFauzi and NiningZufrida , and My Lovely aunt HasnahHsb, MasitahHsb, and RahimahHsb that give sipirit and motivation for completing of thesis process.
13.Especially for my lovely husband ,MislahuddinLubis, that give his time , motivation, suggestion, praying and sipirit to accompained and entertained during do the research after this thesis finish.
14.And Thanks to All my Friends in English Applied Linguistics Study Programmed and All my Friends in SMK / SMA Sri LangkatTg. Pura, thank for Support and also all whose names that can’t be motivated one by one , the writer would say “ thanks for everything.”
Finally, the writer hopes this thesis would be useful for those who would like to explore more about the learning strategy that suitable to learn Exposition Text , especially of English Applied Linguistics Study Programmed, the writer realizes that thesis is still for from being perfect there fore, critique and suggestion are needed for further improvement of this thesis.
Medan, 23 July 2016 The Writer
Table of Contents
1.3 The Objectives of the Study... 7
1.4 The Scope of the Study... 8
1.5 The Significance of the Study... 8
II. Chapter II : Riview of Literature III. 2.1 Theoretical Framework . 2.1.1 Students Achievement in Writing... ... .. 10
2.1.2 Writing ... 11
2.1.3 Defining Writing... 12
2.1.4 The Importance of Writing ... 13
2.1.5 Writing is Complex skill... 14
2.1.6 Principle in Teaching Writing ... 14
2.1.7 The Stages of Writing as a complex skill... 15
2.1.8 Responsive Writing Performance ... 16
2.1.9 Writing System... 16
2.1.10 Students’ Achievement in Writing Exposition Text ... 17
2.1.11 The Factors Affecting Writing Exposition Text Ability ... 18
2.1.12 Self Concept ... 19
2.1.13 Academic Self- Concept and Academic Achievement 2.1.13.1 Learning ... 25
2.1.13.2 Language Learning ... 27
2.1.13.2.1 The Behavioral Theory ... 29
2.1.13.2.1 The Psycholinguistic Theory ... 29
2.1.13.3 The Sociolinguistic Theory... 30
2.1.13.4 Academic Achievement ... 31
2.1.13.5 Parental and Teacher Involvement... 33
2.1.14 Teaching Strategies ... 34
2.1.15 Teaching Methods... 35
2.1.16 Model in Teaching and Learning Process... 37
2.1.17 Problem Based Learning 2.1.17.1 Defining Features of Problem Based Learning... 38
2.1.18.3 Characteristics of Project Based Learning... 50
2.2. Conceptual Framework 2.2.1 The Differences of Students’ Achievement in Writing Exposition Text that Thought by using PBL Strategy and PjBL Strategy... 55
2.2.2 The Differences of Students’ Achievement in Writing Exposition Text ability That High Self- Concept and Low Self- Concept ... 58
2.2.3 Interaction between Teaching Strategies and Self- Concept on Students’ Achievement in Writing text ability... 59
2.2.4 Hypothesis of the Study... 64
III. CHAPTER III Methods of Research 3.1 The Research Design... 65
3.2 The Population and Sample ... 66
3.2.1 Population ... 66
3.2.2 Sample... 66
3.3 The Procedure of Giving Treatment... 66
3.4 Validity in Giving Treatment... 67
3.5 The Instrument of Data Collection ... 67
3.6 Scoring Procedure of Measuring Writing... 68
3.7 The Procedure of Data Collection ... 70
3.7.1 Preparation ... 70
3.7.2 Pre- Test... 70
3.7.3 Treatment... 70
3.7.4 Post – Test ... 70
3.8 Test Items... 70
3.9 Instrument of Validation 3.9.1 Validity... 71
3.9.2 Reliability... 71
3.11 Hypothesis... 73
IV. CHAPTER IV DATA AND DATA ANALYSIS 4.1 Data... 74
4.1.1 Students’ Achievement in Writing Exposition Text taught by PjBL... 75
4.1.2 The Students’ Achievement in Writing Exposition Text taught by PBL.... 76
4.1.3 The Students’ Achievement in Writing Expossition for Those who have High Self- Concept ... 78
4.1.4 The Students’ Achievement in Writing Exposition for Those who have Low Self- Concept... 79
4.1.5 The Students’ Achievement in Writing Exposition Text taught by PjBLFor Those Who Have High Self-Concept... 81
4.1.6 The Students’ Achievement in Writing Exposition Text taught by PjBLFor Those Who Have Low Self- Concept... 82
4.1.7 The Students’ Achievement in Writing Exposition Text taught by PBL For Those Who Have High Self- Concept... 84
4.1.8 The Students’ Achievement in Writing Exposition Text taught by PBL For Those Who Have Low Self- Concept... 85
4.2 Requirements of Data Analysis 4.2.1 Normality Test ... 87
4.2.2 Homogeneity Test... 88
4.2.2.1. Groups of Teaching Strategies... 88
4.2.2.2. Groups of Self Regulations... 89
4.2.2.3. Groups of Self Interaction... 89 4.3 Testing Hypothesis
Achievement in Writing Taught by PBL Learning ... 91
4.3.2. There is Difference Students’ Achievement in Writing Between The Students’ withhigh Self- Concept and Students’ Low Self Concept... ... 93
4.3.3. There is Interaction Between Teaching Strategy and Self- Concept On Students’ Achievement in Writing Exposition Text... 94
4.4 Discussion 4.4.1. The Effect of Project Based Learning and Problem Based Learning On Students’ Achievement in Writing... 96
4.4.2 The Effect of High and Low Self –Concept On Students’ Achievement in Writing... 97
4.4.3 The Interaction Between Teaching Strategies and Self- Concept On Students’ Achievement in Writing Exposition Text...99
4.5. Discussion and Analysis of Results... 100
4.6. Limitation of the Research... 106
V. CHAPTER V Conclusions, Implications and Suggestions 5.1. Conclusion ... ... 107
5.2. Implication... ... 107
5.3. Suggestions... ... 109
AppendixA... 110
Appendix B... 113
Appendix C... 116
Appendix D... 119
AppendixE... 121
Appendix F... 133
Appendix G... 136
LIST OF TABLES
Table 1.1 Students’ Achievement on Writing Ability... 3
Table 2.1 Students Perspective in characteristics of PBL ... 50
Table 3.1 Factorial Research Design 2X2... 65
Table 4.1 Summary of Research Data Description... 74
Table 4.2 The distribution Frequency for Students’ Achievement in Writing Text By PjBL Strategy ... 75
Table 4.3 The distribution Frequency for Students’ Achievement in Writing Text By PBL Strategy ... 77
Table 4.4 The distribution Frequency for Students’ Achievement in Writing Text For those who have high self- cpncept ... 78
Table 4.5 The distribution Frequency for Students’ Achievement in Writing Text For those who have Low self- cpncept ... 80
Table 4.6 Frequency distribution of the Scores of Students Taught by PjBL with High self- Concept ... 81
Table 4.7 Frequency distribution of the Scores of Students Taught by PjBL with Low self- Concept ... 83
Table 4.8 Frequency distribution of the Scores of Students Taught by PBL with High self- Concept ... 84
Table 4.9 Frequency distribution of the Scores of Students Taught by PBL with Low self- Concept ... 86
Table 4.10 Normality TEST ... 87
Table 4.11 The Result of Homogeneity Testing in Teaching... 88
Table 4.12 Result of Self Regulations... 89
Table 4.13 Summary on the Result of Homogeneity Test ... 89
Table 4.14 Two- Way ANOVA ... 90
LIST OF FIGURE
Figure 4.1 Histogram on Achievement in Writing of Students Taught by PjBL... 76 Figure 4.2 Histogram on Achievement in Writing of Students Taught by PBL... 78 Figure 4.3 Histogram on Achievement in Writing for those who have high
self- concept... 79 Figure 4.4 Histogram on Achievement in Writing for those who have Low
self- concept... 81 Figure 4.5 Histogram on Achievement in Writing of Students Taught by PjBL
For those who have higher self- concept... 82 Figure 4.6 Histogram on Achievement in Writing of Students Taught by PjBL
For those who have low self- concept... 83 Figure 4.7 Histogram on Achievement in Writing of Students Taught by PBL
For those who have higher self- concept... 85 Figure 4.8 Histogram on Achievement in Writing of Students Taught by PBL
CHAPTER I INTRODUCTION 1.1The Background of the Study
Writing is one of language skills and it is an activity that has a relationship with the process of thinking and skills expression in written form. Although writing is one of the four language skills, but in the process of language learning is not possible separated with other language skills such as listening, speaking and reading. All four language skills are complementary. As in the 2013 curriculum (Curriculum 2013 ) , subjects of English at High School mentioned that one of the objectives of English teaching is to develop English skills in oral and written form. Communication skills include listening, speaking, reading and writing. Communicating in spoken and written with a variety of language use appropriate seamlessly and accurately in interactional discourse and or monologue shaped the discourse involving descriptive,narrative, spoof, recount, procedure, report, news , item, anecdote, expositions, argumentation, explanation, Analytical Exposition Text, Hartatory Exposition Text and review.
Teaching of English writing skills for high school students is directed to achieve
competence which can be involved in the student’s ability by expressing various meaning through the written text on a topic related to the actual experiences in daily life ( contextual). And it also emphasizes on various features of written language. Writing skill is one of the integrated skills, which is aimed at producing something called as writing.
Akhadiah, (1988:2)States that writing is systematically organizing and expressing ideas explicitly. In the process of learning skills, it can be realized in the form of written material with various indicators. It is similar with various indicators. It is similar with other materials ; the program material should be presented in stages .
strategy in writing . This strategy will give greater accuracy in one’s self understanding if theideas are explored and shared, then self understanding will be better.
However, many students experience difficulties in mastering the writing process since their reading and writing failure have begun in kindergarten. When students fail at an earthy age reading and writing, they begin to dislike reading and writing. Data from the National Assessment of Educational progress as Lienemanu and Torri Ortiz (2008) shows three out of every four 4th ,8th , 12th and 16th grade students exhibited only partial mastery of necessary writing skills, knowledge at their respective grade levels, and only 1 in 100 students demonstrated advanced writing skills. Negotiating and coordinating basic skills, knowledge, strategies, and conventions of written language can be difficult even for skilled writers, because writing demands the students to plan, to generate content, to organize their composition, and to translate content into written language.
In the National Curriculum 2013 explicitly stated that writing is one of the language skill that must be taught in Vocational High School students. The students must be able to understand , apply , analyze factual , conceptual , procedural knowledge based on curiosity to science , technology, arts, culture and human by humanity, unity, nationality and civilization concern with phenomena and able to apply the procedural knowledge on the specific subject deals with talent to solve the problem. And as addition , in the curriculum 2013 also occurred
changing the mind set such as “ from personal learning activity changed on team work.” It
means that the students must work together with classmate to do the tasks, because the government believes that the superior students will help the low ones and there will be interaction among them to solve the problem ( Depdiknas , 2013)
However it is found that what is expected through the teaching writing activities
could not be achieved. It is proven by the writer’s experience in SMK Sri LangkatTg. Pura .
Table 1.1 Students’ Achievement on Writing ability ( Mid Semester Examination 2015) (Source of DaftarNilai Mid Semester Examination 2015 of English Teacher SMK Sri LangkatTanjungPura ; 2015)
The result shown by the table indicates that the students’ achievement in writing ability is still under the minimum passing Grade (KKM) that is 70 in the academic year 2014/2015 . Considering the condition above, it is necessary to find out the factors may affect
the students’ failure in writing achievement. Based on observation in classroom, the student have difficulties in understanding the English text because ; firstly, the student are lack of vocabulary mastery and building idea , so the students do not building writing in one text. Secondly , They are bored when they faced with writing long text and uninteresting topic for them. Thirdly, they feel so sleepy when the teacher explains the lesson in front of the class by lecturing. Fourthly, most of the students of SMK Sri LangkatTg. Pura like Competence Subject matter rather than English because they want to looking for job after graduate from Vocational School.
While the students got difficulty in comprehending text as a good teacher should find the better and suitable strategy in teaching writing text. There are many strategies in teaching writing, among of them are Problem Based Learning ( PBL) and project based learning (PjBL) strategy or method learning model. The writer beliefs that the both strategies are as the best alternative to help and improve students writing ability for some reason . Firstly, both teaching strategies are kinds of Cooperative learning that have successful applied in many subject matters. Secondly, these are also suitable strategies that deal with the requirement of curriculum such as work in group.
Problem based learning (PBL) made a great impact on the methodology of teaching. The major advantage of PBL method of teaching is integration of basic and ESP subject in an integrated curriculum. The benefits of PBL method of teaching is definitely more than that oftraditional method, the uneven distribution of office and its sub-disciplines had a major impact on the students during their vocational years.
and clinical sciences (McHarg& Kay, 2008; Fincham& Shuler, 2001). Inthe conventional / traditional curriculum, these disciplines are mostly taught in separate courses like Phase-I (pre- Vocational phase) and Phase-II (vocational phase). This made it possible for the students to understand the basics of each subject with more in depth knowledge. Some studies have also indicated that students who have been taught in problem-based learning methods have (identified) deficiencies in their knowledge of basic sciences, particularly in areas such as automotive and office class. Outcomes of the studies on PBL have shown divisive results, sometimes indicating that vocational students at PBL schools have less knowledge of basic sciences than their colleagues at traditional medical schools (Prince et al., 2003; Bergman et al., 2008).
We made an attempt of evaluating the office and automotive taught in PBL component of the curriculum at class automotive and office Sciences, SMK Sri LangkatTg. Pura at XI grade with reference to teaching and learning of ESP This study focuses mainly on how much of automotive and office was essentially covered through the PBL sessions.
The researcher stated this problem from the data of the students writing score in the semester 1. While the school asks SKBM ( Minimum standard of mastery learners ) must be 7. Students prefer the easier solution in expressing themselves, specially to convey their ideas, as in writing exposition texts. Although the students express themselves through media like fraudster, face book, but the students find difficulties in reading, writing, listening, or even speaking ideas and thoughts in scientific language. This is to show that adolescence students no longer endorse s global self – view but instead understand the domain specify within the self concept.
Likewise, during the researcher’s observe at all classes in learning English SMK Sri
LangkatTg. Pura , teachers tend to identify methodologies as scapegoat. The old method is replaced with a new one and the introduction of a new method is intended to correct the previous one. However, in the transitional period, teachers are often blinded the newness of the method instead of critically reviewing whether the unsatisfactory learning outcomes do in fact relate to methodological.
PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. Problem-based learning is a style of active learning.
Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of theinstructor (known as the tutor in PBL) is to facilitate learning by supporting, guiding, and monitoring the learning process.The tutor must build students' confidence to take on the problem, and encourage the students, while also stretching their understanding. PBL represents a paradigm shift from traditional teaching and learning philosophy,which is more often lecture-based. The constructs for teaching PBL are very different from traditional classroom/lecture teaching.
PBL follows a constructivist perspective in learning as the role of the instructor is to guide and challenge the learning process rather than strictly providing knowledge. From this perspective, feedback and reflection on the learning process and group dynamics are essential components of PBL. Students are considered to be active agents who engage in social knowledge construction. PBL assists in processes of creating meaning and building personal interpretations of the world based on experiences and interactions. PBL assists to guide the student from theory to practice during their journey through solving the problem.
Most people probably would not think of a junk mail catalog as a source of treasure. For many of us, unsolicited mail order catalogs are a bane of daily life. However, these publications contain a huge variety of pictures and a wealth of cultural information. Teachers can easily use junk mail catalogs to create a picture file and then design lessons based on the pictures. This article briefly explains the benefits of using pictures, offers some suggestions for using pictures from junk mail catalogs, and describes three lesson plans. At the end of the article, information on how to contact several catalog companies is provided: those with fax numbers and addresses will mail their catalogs overseas.
or other related curricula in a project – based classroom. This strategy is different from curriculum driven by traditional textbook based activities. It is a deliberate , well – planned instructional strategy focused on a broad topic or within subject matter that permit students to make connections between the traditional world of academic, content and authentic real life approaches to learning. In this kind of classroom, students are given more responsibility for managing their own time, organizing construction of an artifact or project that demonstrates what is learned. Finally, students communicate the results to others. By having
those strategies are expected have affected on students’ achievement in writing text
significantly.
Besides different strategies of teaching , there is other factor that influences the success or the failure of teaching program that is the perception of the students about themselves that is called self- Concept In Learning . According to Harris, Santangelo, and Graham (2008) say that self concept involves four aspects. Firstly is of how someone observes in a particular behavior, secondly is of how someone thinks about him/ herself/ , thirdly is of how someone values him / herself, and finally is of how someone survives and completes. Thus, the self concept influences the social identify, motivation and attitudes to higher education. In addition, some dynamics of self concept develops students to higher education. In addition, some dynamics of identify and self – esteem as an educational goal because a student for their future like self- advocacy ,self awareness, self – responsibility . Then they could have confidence to have a growth in learning and teaching process. Specifically, these would
influence their self concept, social identity,’ motivation and attitudes to higher education. And, somehow, students can be taught to reflect revise their plans when they find that their direction has changed or that their plans are not working as intended.
Self- concept is important part in personality. Like Rogers said that “ The main of self- concept is the most of personality. Self- concept contain ideas, perseption and values that include awarness about ourselves. Self- concept is representation which include our selves . They are characteristics , personal, experience, role and social status. (Desmita, 2012).
study is intended to discover the use of two teaching strategies and students’ self – concept
in learning writing have significantly affect on students’ achievement in writing . It means
that the effect of applying the two teaching strategies will be proven whether they are
effective towards’ students’ writing ability that high and low self- concept .
1.2. The Problem of the Study
Based on the background of the study, the problems of this study are formulated in question from as follows :
1. Is the student’s achievement in writing taught by using students Team achievement in writing ability taught by using Project lem Based Learning (PjBL) strategy
significantly higher then Problem based Learning (PBjL)?
2. Is the students’ achievement in writing ability that have high self- concept significantly higher than that of low self – concept?
3. Is there any interaction between teaching strategy and student’s self – concept on
Student’s achievement in writing ability?
1.3The Objectives of the Study
In carrying out the study, It is necessary to state the objectives of this study clearly, So, the objectives of this study are :
1. to find out whether the student’s achievement in writing taught by using Student Problem Based Learning (PBL) strategy significantly higher than Project Based Learning (PjBL).
2. to find out whether the students’ achievement in Writing for student’s high self- concept than students low self- concept .
3. to find out whether there is any interaction between PBL and PjBL , and self-
1.4The Scope of the Study
Achievement in writing is influenced by two factors; they are external and internal factors. The external comes from outside of the students, such as : material, teaching strategies, teacher, environment, etc. Meanwhile, internal factor comes from the students , such as : sell- esteem, motivation, personality , interest, etc.
Related to underlying factors in writing achievement, the writer underlies that the teaching strategies will be studied here are limited on the effect of PBL and PjBL on
students’ achievement in writing ability based on self – concept . It means that by knowing the level of students’ self- concept weather high or low self- concept , it is expected that this research will give the clear description on the effect of both teaching strategies and self- concept on students’ achievement in writing exposition text. As they are clearly different in the process of interpreting the idea through written or spoken information.
And the types of text that would like to be used as the sample of writing is exposition text. Since the text often appears in Mid Semester Examination and mostly the students
give the wrong written on this type of the text. The students’ achievement in writing
ability will tested deals with taxonomy of writing text, they are : literal, inferential and critical writing.
1.5 The Significance of the Study
First of all, the findings are expected to be useful for development of theory writing text teaching strategies. Theoretically , the finding of the this study is expected will be useful and give positive input for teaching are in overcoming problems in area of writing text ability especially exposition text. Then, it is expected that the researchers can use the result of the study as reference for those who want to conduct a further research related to improve
students’ achievement in writing text ability.
CHAPTER V
CONCLUSIONS,IMPLICATIONS AND SUGGESTIONS
1.1 Conclusion
Based on the data analysis and hypothesis testing, it can be concluded that :
1. Students’ achievement in writing taught by using Project Based Learning is higher
than students’ achievement taught by using Problem Based Learning.
2. There is different of students’ achievement in writing exposition text between
students with high self concept and students low self concept.
3. There is a significant interaction between teaching strategy and self- concept on
students’ achievement in writing. Students’ achievement in writing is influenced by
teaching strategy and self concept. The result of statistical testing by using Scheffe- test indicate that students with high self- concept are more effective taught by Project Based Learning.
1.2 Implication
The first finding of this study implies that many English teachers apply ineffective teaching methods in teaching writing because many students do not have written and spoken ability in communication, they can not speak fluently and compose a good writing. Thus, teachers should apply varities of teaching methods. This first finding of this reaearch proves that Project Based Learning and Project Based Learning strategy
significantly affect students’ achievement in writing. Students taught by using Project
The second finding of this research implies that many teachers tend to apply one way in teaching. They are not aware that the ways of students in learning are different. They have their own way in studying. Using only one learning style makes students boring and uncomfortable so they can not achieve their optimal achievement. In the classroom, many teachers sometimes do the things that the auditory like, especially when they teach writing.For example, they ask students to do the work sheet books without guiding them. In addition, theachers tend to teach based on the project from their own way. They sometimes ignore the tasks of writing that given in the text book. They only discuss reading text.
Finally, the third research finding of this study implies that teachers apply teaching
strategy that are not suitable with students’ self concept. Students who have high self concept
1.3 Suggestions
In connection with the conclusions, there are some suggestions stated as the following:
1. English teacher are recommended to use PBL and PjBL strategies in teaching
writing because these two strategies can improve the students’ achievement on
writing . In addition, teachers should recognize the students, self – concept of each student when they are applying the strategies in teaching.
2. English teachers should be identify and encourage students based on their self- concept to be more active to writing exposition text in order to get better achievement in writing skills. PBL strategy which can improve students’ achievement in writing exposition text for the students who have high self concept
and PjBL strategy able to improve students’ achievement in writing exposition
text who have low self concept. Thus their achievement on writing will be higher. 3. Other researchers may take a further reseach in the area of PBL and PjBL
strategies that can be used to improve students’ achievement in writing exposition
REFERENCES
Cirak (2006) The Effect Of Project Based Learning On Academic Achievement And Attitudes of Ninth Grade Students Towards English Lesson .TojNed : The Online Jurnal Of New Horizons In Education- october 2011
The Power Of Problem Based Learning, Barbara J, Duch , Susan E groc and De bornh E. Allen Published in 2001
Effective Learning and Teaching of Writing A Handbook of Writing in Education Second Editionedited byGertRijlaarsdam University of Amsterdam, The Netherlands Utrecht University, The NetherlandsHuub van den Bergh Utrecht University, The NetherlandsMichel Couzijn University of Amsterdam, The Netherlands
A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING John W. Thomas, Ph. D : The Online JurnalMarch, 2000
CORRELATION STUDY BETWEEN SELF-CONCEPT AND FOREIGN LANGUAGE ACHIEVEMENT AT SECONDARY SCHOOL , A Dissertation Submitted in Partial Fulfilment of the Requirement for the Magister Degree in Applied Linguistics and language Teaching. Option: Language Teaching and Methodology Presented By: Annisa , And Supervised By: Idjhanine, Dr Hamada Hacene, Jurnal Online ,2011.
The Effects of Problem – Based Learning on The learning out comes seen from motivation on the subject matter of PLC in SMK : The Online Jurnal , February 2000.
Characteristics of Problem Based Learning , “ ERIK DE GRAFF, “ ANETTE KOLMAS “
A Review of Research on Project – Based Learning, John W. Thomas, Ph,D
Cirak (2006) The effects of PjBL on Academic Achievement and attitudes of Ninth research; pp 185-195 in Evensen, D H &Hmelo, C E (eds) Problem-Based Learning: A Research Perspective on Learning Interactions . Mahwah, NJ: Lawrence Erlbaum. Engel, C E (1991) Not just a method but a way of learning; pp 23-33 in Boud, D &Feletti, G (eds) The Challenge of Problem-Based Learning. London: Kogan Page. Engel, C E (1992) Problem-based learning. British Journal of Hospital Medicine. 48.
325-329. Hay, P J &Katsikitis, M (2001) The ‘expert’ in problem-based and casebased
