IMPROVING STUDENTS’ WRITING SKILL USING PROBLEM-BASED LEARNING
DOI:
https://doi.org/10.51714/dlejpancasakti.v7i2.89.pp.71-81Keywords:
Problem-based learning, writing skill, descriptive textAbstract
The purpose of this classroom action research was to investigate whether Problem-Based Learning (PBL) could effectively address the students’ writing difficulties; to improve their writing skills in the descriptive text as well as to identify the factors that contributed to the improvement. The research participants were 26 students from grade X MIPA 2 of SMAN 6 Kerinci. The study was conducted over two cycles, and data were collected using various instruments, including tasks, tests, observation checklists, field notes, and interviews. The results of the study revealed that the implementation of PBL was effective in improving the student’s writing skills. The PBL process involved giving students a real-life problem to stimulate their writing, group discussion, research, and investigation using worksheets, drafting, writing a descriptive text report, presenting, and evaluating the report as a group. The students’ writing skills were evaluated using test scores, and the average scores significantly improved from 63.1 before the application of PBL to 75.67 after the first cycle and 84.19 after the second cycle. The study also identified several factors that contributed to the improvement, including the quality of the teaching material, the use of appropriate media, and engaging classroom activities. In conclusion, the study demonstrated that PBL was an effective approach to enhancing students' writing skills in the descriptive text at grade X MIPA 2 of SMAN 6 Kerinci.
Downloads
References
Amalia, R. D., & Rusfandi, R. (2020). The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School. Jurnal Inspirasi Pendidikan, 10(1), 1–11. https://doi.org/10.21067/jip.v10i1.3769. DOI: https://doi.org/10.21067/jip.v10i1.3769
Brown, H. D. (2010). Language Assessment: Principle and classroom practices. New York: Pearson Education Inc.
Caesar, M. I. M., Jawawi, R., Matzin, R., Shahrill, M., Jaidin, J. H., & Mundia, L. (2016). The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons. International Education Studies, 9(2), 51. https://doi.org/10.5539/ies.v9n2p51. DOI: https://doi.org/10.5539/ies.v9n2p51
Elizabeth, M. A., & Zulida, A. K. (2012). Problem-Based Learning: A Source of Learning Opportunities in Undergraduates English for Specific Purposes. The International Journal of Social Sciences, 3(1), 47–56.
Eodice, M., Geller, A. E., & Lerner, N. (2017). The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education. Utah: University Press of Colorado. DOI: https://doi.org/10.7330/9781607325802
Guillaume, A. M., Yopp, R. H., & Yopp, H. K. (2007). 50 Strategies for Active Teaching: Engaging K-12 Learners in the Classroom. New Jersey: Pearson Education, Inc.
Ismayanti, E., & Kholiq, A. (2020). An Analysis of Students’ Difficulties in Writing Descriptive Text. E-LINK Journal, 7(1), 10. https://doi.org/10.30736/ej.v7i1.260. DOI: https://doi.org/10.30736/ej.v7i1.260
Jumariati, & Irawati, E. (2017). Problem-Based Learning in English Writing Classroom: A Study on Students’ Perceptions toward Its Impacts. International Journal of English and Education, 6(3), 180–194.
Khan, S., Zaman, A., & Ghaffar, A. (2020). Students’ Outcomes of Implementing Knowledge Exchange Teaching Method in the Classroom: An Action Research. Sjesr, 3(2), 252–257. https://doi.org/10.36902/sjesr-vol3-iss2-2020(252-257). DOI: https://doi.org/10.36902/sjesr-vol3-iss2-2020(252-257)
Mardiyah, D., Saun, S., & Refnaldi, R. (2013). The Second Grade Students’ Ability in Writing a Descriptive Text at SMP N 1 Canduang. Journal of English Language Teaching, 1(2), 281–290. https://doi.org/10.24036/jelt.v1i2.1963.
Othman, N., & Shah, M. I. A. (2013). Problem-Based Learning in English Language Classroom. English Language Teaching, 6(3), 125–134. DOI: https://doi.org/10.5539/elt.v6n3p125
Rahayu, S., Verawati, N. N. S. P., & Islamiah, A. F. (2019). Effectiveness of Problem-Based Learning Model with Worksheet Assisted on Students’ Critical Thinking Ability. Lensa: Jurnal Kependidikan Fisika, 7(2), 51. https://doi.org/10.33394/j-lkf.v7i2.2686. DOI: https://doi.org/10.33394/j-lkf.v7i2.2686
Srikandewie, Y. N., & A. E., Y. (2021). Improving Students Spelling Skills through Using Jolly Phonics Method (Age 5 Years). Dialectical Literature and Educational Journal, 6(2), 44–49. https://doi.org/10.51714/dlejpancasakti.v6i2.51.pp.44-49. DOI: https://doi.org/10.51714/dlejpancasakti.v6i2.51.pp.44-49
Walker, A., Leary, H., & Hmelo-Silver, C. (2015). Essential Readings in Problem-Based Learning. West Lafayette, Indiana: Purdue University Press. DOI: https://doi.org/10.2307/j.ctt6wq6fh
Wardani, I., Basri, H., & Waris, A. (2014). Improving the Ability in Writing Descriptive Text through Guided-Question Technique. Journal of English Language Teaching Society (ELTS), 2(1), 1–13.
Yasin, A. (2011). Penelitian Tindakan Kelas: Tuntunan Praktis. Padang: Bung Hatta University Press.
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004. DOI: https://doi.org/10.1016/j.hpe.2016.01.004
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Rini Mairani
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright to the work and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0.