The purpose of this research is to improve students' argumentative writing ability after using problem-based learning in eleventh grade in SMA Negeri1 Sekampung East Lampung. This bachelor thesis is entitled "The Use of Problem Based Learning Approach to Improvement of Argumentative Writing Ability at the Eleventh Grade Students of SMA Negeri 1 Sekampung East Lampung". In this research, the researcher focused on improving students' argumentative writing ability using problem-based learning by SMANegeri1Sekampung.
Background of Study
Based on the table above, it can be deduced that the score of writing ability is categorized in low level. Based on the conditions, it can be said that many students are still confused to write argumentative text, especially in vocabulary.
Problem Identification
Problem Limitation
Problem Formulation
The Objectives and Benefits of the Study 1. The Objective of The Study
Benefits of The Study a. For Students
This research will hopefully improve the researcher's skill in the teaching learning process, especially in the teaching of writing.
Prior Research
This means that problem-based learning method can solve the student problem in writing skills of the students of SMP Islam Sunan Gunung Jati Ngunut. The result of the researcher was that the students' ability to write argumentative essays was the fair grade.
The Concept of Argumentative Writing Ability 1. The Definition of Argumentative Writing Ability
- The Characteristics of Argumentative Writing
- Generic Structures of Argumentative Writing
- The Abilities to Write Argumentative Text
- The Measurement of Argumentative Writing
In the process of argumentative writing, discourse is one of the most important points that students should master. Therefore, there are many skills that students should understand to write argumentative writing.
The Concept of Problem Based Learning 1. Definition of Problem Based Learning
The Principles of Problem Based Learning
20 Zejnilagić-Hajrić, M.*, Šabeta, A., Nuić,I,"The effects of problem-based learning on students' achievements in elementary school chemistry",University of Sarajevo,:17-22.
The Procedures of Problem Based Learning
So there are principles for problem-based learning strategy for students' reading comprehension. a) Engages students as interested parties in a problematic situation. Problem-based learning begins with a poorly structured issue, case, or problem that can be researched, studied, or.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Setting Location and Subject Location
Object of Study
Action Plan
- Cycle I a. Planning
Planning was the first step of the guided cycle dealing with instructional preparation designed by the researcher. After the observation process is done, the researcher and the teacher make a reflection to evaluate the teaching-learning process and the improvement of students' writing of argumentative text. The differences were 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 researcher will repair the problem found in the first cycle. The researcher stimulated the students by providing an argumentative text about personal experience.. and asked the student to identify the overall structure of that text. In this step, the researcher would compare the pre-test and post-test result.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
The researcher assesses and reflects on the activities of the students and the performance of the teacher, whether they were positive or negative, the second cycle sufficient or necessary for the next step. When collecting data, the researcher observed the learning process of the students and put it in the data paper. This data consists of the name of the student who was actively involved in the learning process.
The data is made to recognize the development of the students and as a reference for the researcher to give rise to the participation of the student who was not yet involved. Documentation is a tool to collect some information in the form of written source or documents such as books, journals, daily notes, etc.33 The researcher used documentation to get data about the condition of the students, the history of SMA Negeri 1 Sekampung, the state of the environment, the condition of the teachers, the staff and the organizational structure and the geographical condition of the school. In this research, the researcher would use field notes to record the student's activity during the learning process in the form of a narrative.
Data Analysis Technique
Field notes are observational instruments in the form of narration, where the observer delivers the paper and records the activity related to classroom practice before and after the action. To know the result, the researcher would compare between pre-test and post-test. If in cycle I there were some students who were not successful, then the researcher would like to complete in cycle II.35 The minimum cycle in CAR (Classroom Action Research) at least two cycles if from cycle II all the students were successful from the Minimum Standard Criteria (MSC ), the cycle can be stopped until cycle II.
The formula for knowing the percentage of students who pass the Minimum Standard Criteria (MSC) in each cycle is as follows:36.
Indicator of Success
Research Result
- The Profile of The School
The Description of Research Result
Source: Result of written test 2 in XI IPA 3 class SMA Negeri 1 Sekampung on 7 May 2019. Based on the result of the student's argumentative writing before the exam, it can be concluded that 22 students (73, 33%) were unsuccessful and 8 other students ( 26.67%) were successful. Successful students were those who scored at least 70 mastery criteria at SMA Negeri 1 Sekampung.
From the pre-test result, the researcher averaged 58, so the result was unsatisfactory. It indicated that the result of argumentative writing students was still low. It was the reason why the researcher used the problem-based learning approach to improve students' argumentative writing. Therefore, the researcher and collaborator made a plan to carry out the action or treatment that consisted of planning, action, observation and reflection to rectify the weaknesses faced by the students.
Pre-test
The researcher also planned to provide evaluation to measure students' mastery of the given materials. At this stage, the class condition was effective because the collaborator provided the researcher to ensure the students' effectiveness before the researcher did research in the class. The researcher explained that the section used in teaching learning was organized in the argumentative form.
The researcher began the lesson by praying, greeting, checking the attendance list and asking about the condition of the students. The researcher broke the ice and reviewed the last material shortly after, then gave posttest 1. In observation, the researcher presented two meetings in cycle I of learning to find information about the section of a written lesson.
Post-test 1
The criterion for students who have successfully mastered the material should have minimum mastery criteria, at least 70. Score < 70 Score ≥ 70 . had to do and had difficulty finding the information in the section. Although only 16 students passed the minimum score, but the result of the students' test was better than the students' pre-test before giving treatment.
Average Score
Cycle 2
So, the researcher and collaborator try to repair the problem in cycle I and organize the planning for cycle II based on the problem that students deal with in writing argumentative paragraph. In this phase, the researcher and collaborator made the planning that would be used in the teaching learning process which was the preparation of the lesson plan, the preparation of the material, the preparation of the learning media and the preparation of the observation sheet of the students. After the explanation is done, the teacher asks the students about the material, whether the students understood or not.
Then, for the next part, the teacher instructs the students to have a group discussion. The researcher then gave each group the exercise to be discussed and completed in group. Before the time was up, the teacher motivated the students and reminded them to continue learning at home.
Post-test 2
Interpretation
- Result of Students Learning
- Observation Result of Students’ Activities
They were obtained from the result of pre-test, post-test I and post-test II (the product of student learning) and the observation result of student learning activities (the process of student learning). In this study, the researcher conducted the post-test I to know the mastery of argumentative writing of the students after implementing the treatment. The researcher presented the post-test II to measure the student's ability after implementing the treatment.
Comparison of score Pre-test, Post-test I and Post-test II The score of the implementation of the cycle I and II can be seen in the tabular results of students' learning below. The average score of students writing descriptive text in pretest, posttest I and posttest II. Based on the table and the graph above, in cycle I from the pre-test to the post-test has an average progress score of 58 to 66.1.
Students Activities
Conclusion
The percentage of the students' activities at the eleventh grade of SMA Negeri 1 Sekampung in cycle I was 56% and there was an improvement in cycle II, it is 78.5%. Consequently, Problem Based Learning can improve the students' activities in the teaching learning process at the eleventh grade of SMA Negeri 1 Sekampung. The average of the students' writing score at the eleventh grade of SMA Negeri 1 Sekampung in pre-test was 58, post-test 1 was 66.1 and in post-test 2 was 73.6.
As a result, the implementation of the problem-based learning approach could improve the argumentative writing skills of the students in the eleventh grade of SMA Negeri 1 Sekampung. It means that more than 70% of students were successful and the indicator of the study could be reach.
Suggestion
Douglas Brown, Teaching by Principles Second Edition: An Interactive Approach to Language Pedagogy, New York: Addison Wesley Longman. Tamblyn, B.Se.N, Problem-based learning, an approach to medical education, Springer Publishing Company: New York. Maulidya.Aliffatul, "Using problem-based learning to improve writing skills of students of SMP Islam Sunan Gunung Jati, Ngunut", (Tulungagung State Islamic Institute, 2014) unpublished thesis.
Paige Wilson & Teresa Glazier, “The Least you should know about English Writing Skill”, New York: Cengage Learning Press 2008. Patrick Ng Chin Leong,”Promoting Problem-Based Learning Through Collaborative Writing”, Ritsumeikan Asia Pacific University, Japan, Vol. :XXXVII. Zejnilagić-Hajrić, M.*, Šabeta, A., Nuić,I,"Effects of problem-based learning on student achievement in elementary school chemistry", University of Sarajevo.
APPENDICES
Documentation (While Giving Treatment)
Documentation (While Giving Treatment)
