Judul Skripsi: USE OF PROBLEM-BASED LEARNING METHOD TO IMPROVE STUDENTS' WRITING SKILLS IN EIGHT GRADE OF MTs. The purpose of the study was to find out: improving students' writing skills through the use of problem-based learning method, improving students'. There were two variables, namely independent variable (independent variable was the use of problem-based learning method) and dependent variable (dependent variable was students' writing skill).
THE ROW SCORE OF STUDENTS’ PRE-TEST AND POST-TEST IN EXPERIMENTAL AND CONTROL
CALCULATION OF TEST AND DISTRIBUTION OF T-TABLE
INTRODUCTIONINTRODUCTION
Background
Based on the above problem, the researcher will apply one method in teaching writing, namely the problem-based learning method. As an expert, Barrows states that the definition of problem-based learning is a learning method based on the principle that the issue (problem) can be used as a starting point to obtain or integrate science (knowledge). Based on the above factual information and explanation, the researcher chooses the problem-based learning method for writing instruction.
Problem Statement
Therefore, the researcher would like to do a research titled “The Use of Problem Based Learning Method to Improve Students' Writing Skills at the Eight Grade of MTs.
Objective of the Research
Significance of the Research
Scope of the Research
Previous Related Research Findings
Fifth, Mahdalena in Agus (2007) found that students were more interested in learning English through the PBL method. The students were so active that they discussed real-world problems in class. The students were highly motivated to learn English, as they were brought into real life while learning.
The Concepts of Writing 1. Definition of Writing
Based on the various definitions above, it is clear that writing is a means of communication and a way of expressing ideas in written form. Based on the above definitions, writing seems to be a tool that stimulates our thought process. In this case, the writer would like to implement a strategy that is believed to be successful in improving students' writing skills.
The Concepts of Paragraph 1. Definition of Paragraph
- Main Parts of Paragraph
- The Characteristic of an Effective Paragraph
- Kinds of Paragraph
A paragraph is the basic unit of composition and is a series of sentences that develop one central idea. A topic sentence states the main idea of the paragraph and briefly indicates what the paragraph will discuss. A topic sentence gives only the main idea; therefore, the most general statement is in the paragraph.
The Concepts of Descriptive Paragraph 1. Definition of Descriptive Paragraph
- The Characteristics of Good Descriptive
- Language Feature of Descriptive a. Use simple present tense
- The Types of Description a. Objective Description
Based on the various definitions above, the writer can conclude that the main purpose of descriptive writing is to describe a person, place or thing in such a way that a picture is formed in the reader's mind. Descriptive writing can also describe the picture of feeling that the person, place, or thing invites in the writer. Good descriptive writing often uses figurative language such as analogies, similes, hyperbole, metaphors, symbolism, and personification to help paint the picture in the readers' minds.
The Concepts of Problem Based Learning Method 1. Nature of problem based learning
- The Characteristics of Problem Based Learning
- The Steps of Problem Based Learning
- Why Use Problem Based Learning
In this section, the students apply the infra-personal intelligence and their own prior knowledge to understand and define the problem. In this step, the students use complex intelligence to search for information appropriate to the problem discussed. In this step, the students examine the data and information obtained and directed to the problem.
The Concept of Discussion Method 1. Definition of Discussion Method
In writing activities, the use of the PBL method can be useful to encourage students to write paragraphs.
Theoretical Framework
Hypothesis
RESEARCH METHOD
Research Design
- Pre-test
- Treatment
- Post-test
The first writing test or Pre-test was conducted for both groups as the first step of the research. The purpose of this test was to obtain data on students' basic writing skills and to determine whether students from both groups had the same ability and English proficiency before receiving the treatment. The problem-based learning method was used in this research as a teaching method for writing descriptive text.
In contrast, the control group was treated using the teacher's method such as the discussion method. a. In the control group, students were taught using the teacher's method which is discussion. The discussion method was a group activity involving the teacher and the students to define the problem and search for its situation.
In this method, students are asked to open their English book to find information about a descriptive text. It was intended and also to find out the differences between students' score of both groups.
Variable of the Research
- Sample
The classes were VIII.A which consisted of 36 pupils as the experimental group and VIII.B which consisted of 36 pupils as the control group. Both classes were selected as a sample taking into account the English teacher at the school.
Instruments of the research
Procedural of Data Collection
The first written test (pre-test) aimed to know the students' skills in writing descriptive text before conducting the research. The purpose of the written test in the post-test was to find out the students' skill in writing descriptive text after the survey has been completed. In addition, there were two main aspects in scoring and analyzing the descriptive text created by the students.
6 Use of vocabulary and idioms is rarely (if at all) distinguishable from that of trained native writers. 4. Uses wrong or inappropriate words fairly often. The expression of ideas may be limited due to inadequate vocabulary. 2 Vocabulary so limited and so often misused that the reader must often rely on their own interpretation.
Findings
- The Improvement of the Students’ W riting Skill through Problem Based Learning Method (Experimental Group)
- The Improvement of The Students’ Writing Skill t hrough Discussion Method (Control Group)
- The Significant Improvement of Students’ Writing S kill in Both of Group
Based on the table above, it turned out that the average score of the students on the pre-test was 2.88. After the treatment was applied, there was an improvement in the writing skills of the students in terms of vocabulary. Based on the table above, it turned out that the average score of the students on the pre-test was 2.77.
After the researcher did the PBL method treatment, the students' score improved. Based on the table above, it can be seen that the average score of the students in the pre-test was 3.13. After that, the researcher gave the discussion method treatment and the students' grade improved.
Based on table 4.4 above, it showed that the average score of the students in pre-test was 3.08. After the researcher gave treatment by using Discussion method, the score of the students improved. After the treatment was given using Discussion Method, the students' mean score of post-test was 38.89.
It means that the average result of the students in the Control Group has an improvement, namely 25%.
Discussion
- The Improvement of the Students’ Writing Skill through Problem Based Learning Method (Experimental Group)
- The Improvement of the Students’ Writing S kill through Discussion Method (Control Group)
- The Significant Improvement of St udents’ Writing Skill in Both Groups
It could be seen in table 4.1 that the students' writing performance in pre-test average score was very poor, it was 2.88. After the students were given treatment using the problem-based learning method, the average score of students in the post-test improved to 4.38. Based on findings above in the use of Problem Based Learning Method in Experimental Group, the data was collected through the text as explanation in the previous findings section showed that the students' writing skill in terms of vocabulary improves significantly.
It can be seen in table 4.3 that the students' writing achievement in the average pre-test score was fair, it was 3.13. After the students were taught using the Discussion Method, the students' mean score on the post-test improved to 3.88. Based on the above findings in the use of the discussion method in the control group, the data was collected from the text as the explanation in the previous part of the findings showed that the students' writing ability in terms of vocabulary improves significantly.
After treatment using the problem-based learning method, the students' average score on the test was 44.16. This means that the average grade of the students in the experimental group improved by 55.90%. Using the discussion method in the control group only allows the students to understand the material themselves.
Seeing the result above, it can be concluded that teaching English using problem-based learning method can improve students' writing skills of the eight grade students of MTs.
Conclusion
There was any significant improvement in students' writing skills between the students who were taught using Problem Based Learning Method with those who were taught using Discussion Method. The improvement could also be seen on the average score of post-test in experimental group (44.16) which was higher than the post-test in control group (38.89). The score also proves that the use of problem-based learning methods in the teaching of English writing at the eight grade of MTs.
Suggestion
- PRE-TEST INTRUCTION
- POST-TEST INTRUCTIONINTRUCTION
- The first meeting
- Describing animal
- The second meeting
Agus, Ahmad. 2009. The effect of the problem-based learning method on the development of students' ability to write a paragraph. 2001. Problem-Based Learning in Medical Education: Issues for Health^ Science Libraries and Librarians: Katharine Sharp. Fakhrurasyid, 1999> The Role of Natural Recreational Facilities on Short Essay Writing Ability of SMUN 1 Pangkep Students.
Problem-based learning and other multiple intelligence classroom learning models. Arlington Heights, Illinois: Skylight Training and Publishing, Inc. Increasing the writing skills of the second year students of SMA N 1 Barru through brainstorming method. The use of problem based learning in improving student motivation in learning English of the second grade students of SMAN-2 Jekan Raya in academic year 2006/2007.
Use questions to guide the second year students of SLTPN 13 Makassar to write simple paragraph. Suherni, 2000. Errors made by the students in the use of punctuation in English writing by fourth semester students of English Department of FBS UNM. Choose one of the topics below that you find interesting, then create a descriptive text.
An identification is a part of a text that introduces, identifies things, a person being described, or an introduction, an object of description.
Miss. Lena
Learning objectives
Subject matter
When he feels tired or sleepy, Spot usually sleeps on the sofa in the living room or sometimes under the table.
Learning activities
Penilaian
Express meaning in short functional written text and simple essay form, descriptive text in daily life. Basic competence: 6.1 The expression of meaning and generic structure of simple descriptive text with accuracy, fluency and acceptability in the context of everyday life. Give opportunities for students to think about what he did, while teachers provide reinforcement.
Sumber belajar
Description: Provides information (the physical features, the way he/she is and his/her personality. bagian-bagian tanaman atau tubuh hewan/ manusia yang seng dideskripsikan). Write down a topic, but in the form of sentences, not in the form of words - words. Write the phrase "I don't know what I would have written" until you come up with something.
If you don't remember a word in English, write in their own language and move on to English. Reflection Provides opportunities for students to think about what he has done, while teachers provide. The fruits that are easy to find and relatively cheap can be found locally, in fact contain a lot of nutrition that is good for our health.
Learning objectives
Subject matter
Learning activities
Penilaian
Assessment aspects Organization
Sumber belajar
The Row Score of Students’ Post -test In Experimental group
The Row Score of Students’ Post -test In Control Group
The improvement of students’ writing skill in organization and vocabulary
Vocabulary
The improvement of students’ writing skill in organization and vocabulary
T-test value on post-test
