THE EFFECT OF PROJECT BASED LEARNING TOWARD STUDENTS’
ACHIEVEMENT ON WRITING TEXT OF JUNIOR HIGH SCHOOL 1 SUNGAI BEREMAS, PASAMAN BARAT
Arti Rizki Permaisari, Siska, Syayid Sandi Sukandi
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat artirizkipermaisary@gmail.com
ABSTRAK
Penelitian ini menggunakan Pre-experimental design dengan One Group Pretest. Populasi pada penelitian ini yaitu sebanyak 180 orang siswa dari enam kelas yaitu VIII1, VIII2, VIII3, VIII4, VIII5, dan VIII6 .Teknik pengambilan sampel yang digunakan adalah Cluster Random Sampling dan kelas yang terpilih adalah VIII1 sebagai kelas treatment. Perlakuan yang diberikan sebanyak delapan kali pertemuan dengan menggunakan Project Based Learning dalam proses pengajaran di kelas.
Peneliti menggunakan instrumen Writing Test untuk pengumpulan data. Berdasarkan hasil analisis data dari writing test siswa (pretest and posttest), maka dapat dilihat bahwa adanya peningkatan kemampuan menulis yang terjadi pada siswa yang diukur dengan pengujian hipotesis atau uji ttable. Setelah dilakukan pengujian dengan menulis teks Greeting Card and Daily Activity, maka diperoleh mean score dari pretest 8,77 dan mean score dari posttest 11,31 dengan perbedaan(D)= Posttest – Pretest = 5,05.
Kemudian, peneliti memperoleh tcalculated 8,466 lebih besar dari ttable 2,060 (the level of significant 0,05). Dapat disimpulkan bahwa Project Based Learning memberikan efek yang significant terhadap prestasi siswa kelas VIII SMPN 1 Sungai Beremas, Pasaman Barat dalam belajar Bahasa Inggris, khususnya dalam kemampuan menulis.
Katakunci: Pembelajaran Berbasis Proyek, Pencapaian Menulis
INTRODUCTION
Writing is one of important skill that must be learned by the students in learning English. It can be alternative way for the students to carry out the communication with other people in the world. The students can express their ideas, opinions, thought and feeling. The students will not acquire writing skill by sitting and
listening to the teacher’s information in the classroom. Sometimes, the students can speak English fluently, but they do not definite understand in writing. The students have to know about the topic of the text, contents, organizations, purposes, grammar, vocabularies, and mechanics of writing like capitalization, punctuation, and spelling.
In fact, most Indonesian students could not learn English well.
It cannot denied that the students have low motivation and less practice in writing, so it can be make their mind do not work. Besides, the teacher still big role, talkative, and monotonous in teaching and learning activity. In curriculum 2013, the students should be more active and creative in sharing their knowledge and argument. The teacher does not have to describe the materials in detail for a teaching and learning process. It based on the essence of learning indeed which is a scientific process conducted by the students and the teacher. This approach expected to make the students logically think, scientifically, critically, and objectively accordance with the fact.
Writing can be mention as a process in which people can use tools such pen and pencil to write something that they want to express and to inform in piece of paper. According to Sarah, (2007:.4) stated that writing is an instrument of thinking that allows students to express their thought.
Moreover, Wingersky (2009:2) argues that writing is a way to gain control over your ideas and get them down on paper. It clear that, writing is a process in which requires thinking critically in order to express our ideas, opinion, feeling and thought into written form.
In writing we also need to consider for who the written matter or written information is proposed. According to Bacha (2001:373) the profile is divided into five major writing components; content, organization, vocabulary, language, and mechanics with each one having four rating levels of very poor, poor to fair, average to good, and very good to excellent. It is also exposed by Weigle (2002:116) that there are five components of writing as follow: (a)Content that has criteria such as knowledgeable, substantive, through development of thesis, relevant to assigned topic.
(b)Organization that has criteria such as fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, and cohesive. (c)Vocabulary that has criteria such as sophisticated range,
effective word idiom choice and usage, word from master, appropriate register.
(d)Language use that has criteria such as effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, and prepositions.
(e)Mechanics that has criteria such as demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, and paraphrasing. Based on three theories above, the researcher conclude that there are some components that should be involves in writing such as ideas, organization, polite, fluency of the sentence, vocabulary, grammar, punctuation, and so on.
To learn how to write correctly, the students should follow the sequential process. According to Caswell and Mahler (2004:6) there are some stages in writing processes;
Prewriting, Writing, Revising, Editing, and Publishing. In prewriting, the students can give an opportunity to prepare to write and collect their thoughts and ideas. The students write down all of their ideas and do not
worry about form or correctness.
Revise, the initial piece of writing is examined and reworked so that the ideas are logical and flow together.
After that, editing, the learners proofread their work to make sure that there are not any content errors or grammatical and spelling errors. And the last is publishing, the writing piece is rewriting in published or presentable form.
At SMPN 1 Sungai Beremas, Pasaman Barat at eight grade, the students learn about greeting card and daily activity. In greeting card, the writer can use imagine to embellish their card such as picture, color, and shape of the card. It is also exposed by Susanti (2013) Greeting card is usually used to congratulate someone’s achievement. It means that greeting card can be a representative of someone to express their feeling to another people like family or friend when their gets a new job and graduation or it can be use to give on special occasions and sympathy. It is usually package with an envelope and various styles. The generic structure of
greeting card are; receiver, body, and sender
Activity is the condition in which things are happening or being done. In learning English, the students learn about daily activity text. The purpose of daily activity text is to tell about what happen in our life every day. To write daily activity text, the students must use the simple present tense, because it is one several forms of present tense in English. Aktivitas kehidupan sehari-hari (AKS) adalah aktivitas yang biasa dilakukan dalam sepanjang hari normal yang mencakup ambulasi, makan, berpakaian, mandi, menyikat gigi, dan berhias, Muhith and Siyoto, (2016:101). It means that, daily activity text is a text to descript what a specific the people do in their life, such as when their wake up, breakfast, work, sleep and so on.
In teaching and learning process, a good teacher should apply the interesting approach that can upgrade students’ motivating in learning. One of those approaches is project based learning. As argue by Yam and Rossini (2010:1) Project
based learning (PBL) is a student- centred instructional approach used to promote active and deep learning by involving students in investigating real-world issues in a collaborative environment. As mentioned by Patton and Robin (2012:13) Project based learning refers to students designing, planning, and carrying out an extended project that produces a publicly- exhibited output such as a product, publication, or presentation. It can be assumed that project based learning is an approach that having students confront real world issues problem that they find meaningful, collaboratively to create problem solution, do activities in completing the project and do the product development.
According to Chikita, Ni Nyoman and Wayan (2013) defines that there are some stages of Project Based Learning. The stages are:
Writing is started by posing question, Designing project planning, Making schedule, Controlling and observing the students and their project development, Assessing the result, Evaluating experience. Meanwhile, the
project based learning give the student opportunity to do experiment to solve their problem. Cameron and Craig (2014:2) add that project based learning into the following six steps.
They are: (a)Introduction, The teacher launches the project with an event such as a video, discussion, guest speaker, field trip, or scenario. (b)Essential Question, The teacher presents a question that will be the focus of the project. (c)Research and Write, Students research the essential question, discover answer, draw conclusion, and generate solution.
(d)Product Creation, Students create a multimedia product to present their project information, such as a media kit, public service announcement, blog, web page, or poster.
(e)Presentation, Students present their project to the appropriate audience such as middle-school staff, parent, or community. (f)Evaluating and Reflection, The teacher and students both assess learning and performance using rubric, teacher feedback, and student self-evaluation and reflection
The researcher concluded that there are some procedures of Project Based Learning. First, the teacher guide the students to ask the question about the material will be discuss.
Second, students observe the phenomena that will be investigate.
Third, students divide into a group/individual based on their sit.
Fourth, students investigate the
phenomena with their
group/individual. Fifth, the students create the project based on their investigation and the teacher controlling the students’ project. Next, the students prepare and present their result in front of the class. Then, the teacher and the students reflect and evaluate on the process and get the feedback. Last, the teacher and students conclude the material that has learned.
Project Based Learning (PBL) is the most appropriate approach for the teacher and students in teaching learning English especially toward students’ achievement on writing text.
According to Westwood (2008:133), the project approach can be applied in
almost all areas of the curriculum and have a real world orientation and promote meaningful learning by connecting new information to students’ past experiences and prior knowledge. The students learn valuable processes and skills for gathering and analyzing data and they are responsible for their own learning, thus increasing self-direction and motivation. Then, the learning process encourages various modes of communication and representation.
The last, the approach encourages use of higher-order thinking as well as acquisition of facts, develops deeper knowledge of subject matter, and also increases team working and cooperative learning skills. Project based learning can give the motivation to the students in teaching learning process. Furthermore, Martin and Polly (2017:443) in Bender; Project based learning increases students’
motivation and interest in completing the work required and given this increased engagement with learning and content. The researcher concluded that Project based learning can be
improve students’ motivation in learning process and improve their collaborative in their group or individual to investigate the problem.
Then, it can be increase their knowledge and competencies, to be creatively and responsibility, critical thinking, generate their own ideas for project. The last, project based learning help the teacher to create a good class and get class interested and also the learning in the classroom more systematically
RESEARCH METHOD
The researcher used the experimental research. According to Gay and Airasian, (2000:367) Experimental research is the only type of research that can test hypotheses to establish cause-effect relationship. The researcher used the experimental research because the researcher wanted to see the effect of using the Project Based Learning toward students’
achievement on writing text and not to compare two approaches. In this research, the researcher chose the pre- experimental design, because the researcher only focused on one class to
do the treatment at grade VIII of SMPN 1 Sungai Beremas, Pasaman Barat. The researcher used the cluster random sampling (lottery) to get the treatment class and try out class. The researcher gave the try out to know the accepted and the rejected of the test to the treatment class.
The researcher elected the one group pretest-posttest design to know the result of this research. This research proposed by Gay and Airasian, (2000:389) the one group pretest-posttest design involves a single group that is presented (O1), exposed to a treatment (X), and post tested (O2). In this research, the researcher did not need the control class because it had three processes only; pretest, treatment, and posttest in the treatment class.
FINDINGS AND ANALYSIS
The researcher did the pretest and the posttest in the treatment class based on the topic in the try out class to get the data. The researcher gave eight meetings (four meeting with the topic greeting card and four meeting daily activity) to the treatment by
using project based learning, after gave the pretest and before gave the posttest. In this research, the researcher calculated the data which was the score from the researcher and the English teacher. Based on the data analysis, the researcher found the mean score of the pretest 10,29 and the mean score of the posttest 11,31. After that, the researcher found that the difference of the scores both the pretest and the posttest was: D=
Y(11,31) – X (10,29) = 1,02. The researcher found the value of tcalculated:
̅
̅
̅ t =
̅
√
t =
√
t =
√
t =
√ =
= 5,100
CONCLUSION
Based on the finding, the researcher found the value of tcalculated
by using formula of tcalculated was tcalculated 5,100 and ttable 2,060 at degree of freedom 25 (Db=n-1) and the level of the significant 0,05. It means that ttest > ttable = H1 was accepted (There was positive effect of using Project Based Learning toward students’
achievement on writing text) and H0 was rejected (There was negative effect of using Project Based Learning toward students’ achievement on writing text). It can be proved by the theory from Gay and Airasian (2000:473) if ttable is smaller than ttest, it means that the hypothesis was accepted. Therefore, it can be concluded that there was positive effect of using Project Based Learning toward students’ achievement on writing text. The researcher also found that Project Based Learning was a good approach that can be applied by the teacher in teaching and learning writing. This approach made the students had interest in writing, such as they could recognize their ideas
easily and coherent text. In addition, the Project Based Learning made the students did not feel bored and lazy to open their English dictionary in writing activities.
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