The sample was taken using purposive sampling method and the total number of sample was 30 students. This is evidenced by a t-test value in unity of 18.5 and a t-test value in coherence of 1.6. Thus, the researcher concluded that he used problem-based learning to improve students' writing skills in terms of accuracy.
Title: The use of problem-based learning to improve students' writing skill (an experimental study in the second grade of writing skill (an experimental study in the second grade of SMP Negeri 4 Tamalatea). Judul Skripsi : The use of problem-based learning to improve students' writing skill (an experimental study on the second grade of SMP Negeri 4 Tamalatea).
INTRODUCTION
Problem Statement
Based on the background statement above, the researcher formulates the problem statement as follows: Does the problem-based learning method improve the writing ability of students in SMP negeri 4 Tamalatea.
Purpose of the Study
Significance of the Study
Scope of the Study
A good description is like a "word picture": the reader can imagine the object, place, or person in his or her mind. Classification of the student's pre- and post-test score. Table 3.3 Score classification. The description of the previous part shows that the skills of the students in writing narrative texts have improved.
Before the treatment was given, the students' ability to write storytelling texts was categorized as very poor. This is supported by the fact that the average score after the test of the students' ability to rewrite text is higher than before the test. The student's post-test score is higher than the student's average pre-test score.
Thus, students' ability to write the recount text can be enriched through the problem-based learning method. It shows that there is an improvement in the classification of students in the pre-test and post-test. Therefore, the problem-based learning method can enrich students' ability to write content in the recount text.
Therefore, problem-based learning method can enrich students' ability to write organization in retelling text. Based on the statement, the author wants to conduct a classroom study entitled "The use of problem-based learning to improve students' writing skills The student of SMP negeri 4 Tamalatea. The data in table 4.3 above shows the students' improvement in unity score as a result of the calculation of the students' pre-test and post-test as the student's ability to write retell text problem-based learning method.
Therefore, it can be concluded that the use of problem-based learning in writing can improve the students' writing-narrative text. The score of the students' post-test higher than the average score of the students' pre-test. Therefore, it can be concluded that the use of problem-based learning methods in writing can improve the students' written narrative text.
By seeing the applied problem-based learning of the students content unit and organization in context achievement in writing retelling text.
REVIEW OF THE RELATED LITERATURE
Concept of Writing
Definition of Writing
Purpose Of Writing
Bryne (1988: 6) Writing is a skill that is both limited in value and difficult to learn, we must be very clear about our purpose in teaching it. Some learners, especially those who do not learn easily through oral practice alone, feel more secure if they are allowed to read and write in English. This is probably not a true index of their achievement, but again it satisfies a psychological need.
It also increases the amount of language contact through work that can be done outside the class. Although general oral ability should be measured through an oral test, in practice we are often forced to use some form of written test by circumstances such as the amount of time we have at our disposal and the number of students there in the class.
The Role Of Teacher in Teaching Writing
Problem Based Learning
It means that the teacher should emphasize the use of problem-based learning to keep the students interested in the writing skill. So, problem-based learning can help students solve the problem they often face in writing. While sirregarSirregar (2007) conducted research to improve students' achievement in narrative text writing through problem-based learning.
Based on the statement, the writer wants to conduct a classroom action research titled “Using Problem Based Learning to Improve Writing Skills of Students at SMP Negeri 4 Tamalatea”. Problem-based learning is student-centered, which refers to providing relevant opportunities for the student.
Type of Writing
To write an expository composition that explains a process, it really is best to use the same method that you use in everyday situations. An effective way to organize an expository composition that explains a process is to follow this plan: introduction, steps in the process, and conclusion. An explanatory composition can express an opinion and explain why others should explain why others should accept that opinion.
An effective way to organize an expository composition to express an opinion is to follow this plan: introduction (states your opinion as directly as possible), body (supporting opinion), and conclusion (summarizes your argument as strongly as you can). An effective way to organize an expository composition that states a defense is to follow this plan: introduction (your explanation serves as the topic sentence for the composition), body (the most informative way to develop a defense is with or with facts and figures) , conclusion.
The Adventages Of Problem Based Learning Method
- Rwcount Text
Learners learn actively and independently with integrated material that is relevant to the real world, which is often referred to as student-centred. Learners are able to think critically and develop initiative. Writing reinforces the grammatical structure and vocabulary taught to the students. When the students write, they necessarily get very involved with the new language to express ideas or thinking on paper.
Anderson and Anderson (1997:48) stated that the purpose of retelling text is to provide information about what happened and when it happened. Last week my uncle asked me to go fishing with him in the river near his house.
RESEARCH METHOD
Reaech Variable and Indikator
The population of this research consisted of the second grade students of SMP Negeri 4 Tamalatea, academic year 2017/2018.
Research Instruments
The data in table 4.3 above shows the students' improvement in unit score as a result of the calculation of students' pre-test and post-test as the student's ability to write narrative text problem-based learning method. The students' score of pre-test and post-test was observed based on content component of writing. This is supported by the frequency and rate percentage of the results of the students' pre-test and post-test.
The score for the students' posttest is higher than the average score for the students' pretest. The score for the students' posttest is higher than the average score for the students' pretest. The result of this study shows that the problem-based learning method in writing skill can improve students' performance in writing retelling.
The score of the students' pre-test was higher than the average score of the students' pre-test. But after using problem-based learning in scripture narrative text, the students found word and meaning easily. This means that there is a significant difference between the students' ability to write text before and after using problem-based learning methods.
Collection Data
Technique of Data Analysis
To find out the significant improvement in the students' writing ability using the following formula:. The students' score of pretest score of posttest was observed based on organization component of writing. It was clearly shown that the difference between the students' score of post-test is higher than pre-test.
The students' score of pre-test and post-test was observed based on content and organization of writing. The importance of the students' ability to write retelling text The importance of students' ability to write retelling text to know the meaning level of the pre-test and post-test. Based on the findings above in the application of problem-based learning methods in the class, the data collected through test, as explained in previous findings section, shows that students' ability to write retelling text significantly improves the students' score after giving the problem-based learning method is. better than before the treatment was given to the students.
Also supported by the result of the data analysis of Table 4.4, it was found that from the level of significance (p) = 0.05 and the grade of the value t-test of the students' recount text is greater than the t-table (18 .5>2.045). The improvement of students' frequency and percentage score on the pre- and post-test. After calculating the score, the researcher found that the students' ability to write content had improved by 69%, from the average score of 1.13 on the pre-test to 1.91 on the post-test.
Writing content in retelling text through a problem-based learning method can thus enrich students' ability to write content in retelling text. Writing organization in retelling text through problem-based learning method can thus strengthen students' ability to organize themselves in retelling text. Therefore, it can be concluded that problem-based learning method can improve students' performance in writing retelling text.
Conclusion
Researcher suggested to practice writing more often using problem-based learning methods, as it can improve the students' performance in writing recitation text. The student's score after presentation in teaching writing problem-based learning method is better than before the treatment was given to the students. The students mean score after treatment using problem based learning method in written retell rext better than before the treatment was given to the students.
After calculating the student's score of the unity indicator in the pre-test and post-test, she also explained the classification of the student's improvement in writing narrative text. Mean students' pre- and post-test reading scores for literal comprehension of the main idea. Mean students' pre- and post-test reading scores for interpretive comprehension in terms of sequence.
Suggesstion
Apendixes
