This research was conducted with one of the English teachers of SMK MA‟ARIF 2 PENAWAJA PUGUNG RAHARJO. It can be concluded that the use of Problem Based Learning can improve the writing skills of the tenth grade SMK MA‟ARIF 2 PENAWAJA PUGUNG RAHARJO. This dissertation is titled: "Using problem-based learning to improve students' writing skills in recounting copywriting skills of the tenth grade of Smk Ma'arif 2 Penawaja Pugung Raharjo from East Lampung".
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
Finally, the writer would like to conduct a study titled "USING PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' TENTH GRADE TEXTWRITING SKILL OF SMK MA‟ARIF 2 PENAWAJA OF EAST LAMPUNG". The problem is formulated as follows “can the use of problem based learning improve the student's English writing skills in SMK MA‟ARIF 2 PENAWAJA PUGUNG RAHARJO?”. Improving the writing skills and learning activity of the students in the tenth grade of the SMK MA‟ARIF 2 PENAWAJA.
REVIEW OF THE RELATED THEORIES
The Concept of Writing
Screenwriting needs a writing skill in terms of content, language structure and presentation. There are several steps in the editing process. a) First, students should check the meaning. From the above explanation, it can be said that the teacher, like everyone else, has a variety of skills and abilities and must make the best use of whatever talents he has. The student's writing for testing purposes, the teacher can show where he wrote. well and where the student makes mistakes and the teacher can understand the grades.
The Concept of Recount Text
The learning process in cycle 2 was focused on the weakness of cycle 1. The researcher found that the students' problems had little vocabulary and were confused with event problem. Right here on the first line it says "The students had a problem at school yesterday. The researcher gave the problem to the last line. The researcher asked the students if they had any questions about the material.
The Concept of Recount Text Writing skill
Problem Based Learning Method
- The Definition of Problem Based Learning
- The Procedures of Problem Based Learning
- The Teachers Roles Problem Based Learning
- The Implementation of Problem Based Leraning
- The Advantages of Problem Based Learning
Problem-based learning is student-centered, which refers to providing relevant opportunities for students. The teacher's role in problem-based learning is very different from that in a didactic classroom. Sage Sara, Problem as Possibilities Problem-Based Learning for K-16 Education 2nd Edition, (Alexandria: Virginia USA), p. 69.
Action Hypothesis
RESEARCH METHODOLOGY
The Research Setting
In this research, the author used Classroom Action Research (KAR), because classroom action research was one of the efforts to improve the teaching program quality at all educational levels of the tenth grade at SMK Ma‟arif 2 Penawaja Pugung Raharjo Academic Year 2018 /2019.
The Subject of Research
The subject of this research is the students of Ma‟arif 2 Penawaja Pugung Raharjo Vocational Secondary School. Thirty-six students of Class X Accountancy of Ma‟arif Vocational Secondary School 2 Penawaja Pugung Raharjo. Below is the details of Class X Accountancy of Ma‟arif 2 Penawaja Pugung Raharjo Secondary Vocational School.
Research Procedure
- Classroom Action Research
- Action Plan
Planning is the first step of the executed cycle that relates to the educational preparation designed by the researcher. The material should match the syllabus and the assessment tool.34 The researcher's preparation ensured the implementation of the problem-based learning technique. After the observation process is completed, the researcher and the teacher make a reflection to evaluate the teaching learning process and the improvement of students' writing of the recount text.
The differences were that the researcher formulated the problem by giving some random pictures to each group. In the first step, before performing the action in the next step, the researchers will repair the problem found in the first cycle. The researcher determines the standard competence, the basic competence, the indicator, the purpose of the teaching and learning process and the assessment.
The researcher stimulated the students by giving a narrative text about personal experience and asked student to identify the generic structure of that text. The researcher helps students to plan and present their report on their opinion on the topic given by researcher and chance is given to other groups to ask related to the topic. f) The researcher helps students to evaluate their result of their identification. g). The researcher applies problem-based learning for students who make a retelling text individually, this was done to know the student's writing skill.
In this step, the researcher will compare the pre-test and post-test scores.
Data Collection Technique
- Test
- Observation
- Documentation
- Field Note
In this step the researcher discussed about the data, data collection instrument and data collection technique. And the purpose of this step is to know the effect of the applied strategy towards the predetermined success criteria. So what is observed at this stage is whether the applied strategy is successful in solving practical problems.
A pre-test is administered at the first session prior to the administration of the treatment to familiarize students with their abilities prior to the administration of the action research post-test. In this research, the researcher uses direct writing test to measure the student's English writing ability. Improvement can be seen if the mean score of the post-test is higher than the pre-test.
This step will be done after the treatment to know the influence of the problem-based learning strategy to improve the Students' writing-recitation text. In this research, participatory observation will be used as the researcher participates in the teaching and learning process and collaborates as the collaboration, this observation is intended to know the students. In this study, the author uses documentation method to find the data of students' names.
Notes are intended to be read as evidence that gives meaning and helps to understand the phenomenon.
Research Instrument
Therefore, the researcher used content validity based on the curriculum and materials in the tenth grade of SMK Ma‟arif 2 Penawaja Pugung Raharjo.
Data Analysis Technique
If some students are unsuccessful in cycle I, the writer would like to implement in cycle II. ), the cycle can be stopped until cycle II. The formula for knowing the percentage of students who pass the minimum standard criteria in each cycle is as follows:39.
Indicator of Success
Result of The Research
- The Description of Research Location
Kondisi guru dan staf di SMK MA'ARIF 2 Penawaja Pugung Raharjo Lampung Timur. Jumlah siswa SMK Ma'arif 2 Penawaja Pugung Raharjo tahun pelajaran 2018/2019. Sumber: Dokumentasi SMK Ma'arif 2 Penawaja Pugung Raharjo tahun ajaran 2018/2019 tanggal 4 Februari 2019.
The Description of Research Data
- Action and Learning at Pre-Test
- Action and Learning Activity in cycle 1
- Action and Learning Activity in cycle 2
In addition, the researcher made an observation sheet that consists of a list of students' names and a list of student activities that will be observed during the learning process. The researcher then asked about their condition first before the attendance checklist. The classroom condition was less effective because the collaborator delivered to the class to ensure student effectiveness before the researcher conducted research in the classroom. The researcher started the lesson by asking questions about the students' daily activities. The researcher then explained the material about text recounting and problem-based learning.
After carrying out the treatment and observation, the researcher got the result of the students' learning activities from the collaborator as follows:. Based on the above analyses, the researcher concluded that this research should continue in cycle II. After that, the researcher again explained what retelling text is and how to understand it.
It means that the time was up and the researcher closed the lesson and reminded the students to study the recount text again. Then the investigator gave post-test cycle 2 with the similar task on post-test cycle 1 before. The observing was done by the researcher presented in meeting II in cycle 2. After conducting the treatment and observation, the researcher got the result of the students' learning activities from the staff member as follows:.
Because the students already meet the indicators of cycle I and cycle II, then the researcher.
Interpretation
- The Learning of Pre Test
- The Learning Result at Cycle I
- The Learning Result at Cycle II
- The Result of Students Score Pre-Test, Post Test I and Post
- The Result of the Students‟ Activity
The process of learning English at level I was quite successful, although the average score of the students is low. Nevertheless, the students' post-test 1 score was better than the pre-test score. From the mean score of the pre-test and post-test 1 above, it can be seen that there was an improvement in the student's written repetition of the text.
The result of Students' score Pretest, Posttest I and Posttest II Never Thales, there is an animprove score of the students' posttest I as a pretest. The amount of completion of the students' score at pre-test Post-test Cycle I and Post-test Cycle II. The result of the students' activities in cycle I and cycle II can be seen as follows.
The result of students' activities in I. and II. cycle No name 1st cycle II. Based on the above table and graphic, we can conclude that the use of the method led to an improvement in student activity during the learning process I. and II. In connection with this research to II. of the cycle, the result of the results and results of the students' activities reached the goal, which was decided on the indicator of success. 80% of students got a minimum score of 70.
Discussion
Problem Based Learning as the method, especially in English subject, was very effective in improving the student's narrative text writing skill of tenth grade of SMK MA‟ARIF 2 PENAWAJA PUGUNG RAHARJO OOS LAMPUNG. Because problem-based learning made students more attracted to study and understand about narrative text. As a result, the students' score is improved because they are trained with problem-based learning.
Guru bahasa Inggris disarankan untuk menggunakan pembelajaran berbasis masalah karena metode ini efektif dalam mengesankan siswa untuk menceritakan kembali teks dalam proses pembelajaran. Melalui pembelajaran berbasis teks, siswa dapat membedakan dan menangkap makna menurut fungsi sosial, struktur teks dan unsur kebahasaan serta mampu mengidentifikasi dan menyimpulkan informasi terkait dengan teks cerita ulang. Pertanyaan dan isu yang berkaitan dengan fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks retelling.
Mendiskusikan perubahan fungsi sosial, struktur teks, dan unsur kebahasaan teks tertentu dalam bentuk penceritaan kembali yang muncul/berbagi. Bacalah teks ulasan secara individu berdasarkan pembelajaran berbasis masalah yang telah dilakukan kemudian lengkapi informasinya. Pengamatan analisis fungsi sosial, rangkaian tindakan dan peristiwa dengan menggunakan alat bantu seperti tabel, grafik dan seterusnya.
