THE EFFECT OF PROBLEM-BASED LEARNING (PBL) ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF PROBLEM-BASED LEARNING ON
STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE
TEXT
A THESIS
Submitted in Partial fulfillment of the Requirement
for the degree of Sarjana Pendidikan
By:
ROSTINA SILALAHI
Registration Number : 2113121065
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Silalahi, Rostina. 2113121065. The Effect of Problem-Based Learning (PBL)
on Students’ Achievement in Writing Procedure Text. A Thesis. Medan :
English Department, Faculty of Languages and Arts, State University of
Medan, 2016.
This experimental study aimed at finding out the effect of Problem-Based
Learning (PBL) on students’ achievement in writing procedure text. The
population of this study was the 2015 / 2016 tenth grade student of SMA Negeri 1
Pematangsiantar. The samples were divided into two groups namely experimental
and control. The experimental group was taught by applying Problem-Based
Learning (PBL) while control group was taught by using lecturing. The test used
to collect the data was essay test namely writing procedure text. The text was
scored by using scoring rubric. The acquired data were analyzed by using t-test.
The calculation showed that t-observed (3.82) is higher than t-table (2.00) at the
level of significance (α) 0.05 with the degree of freedom (df) 58. The score taught
by applying PBL was higher than taught by lecturing. It means that ProblemBased Learning (PBL) model significantly affected the students’ writing
achievement.
Keywords : Problem-Based Learning, Writing Procedure Text.
i
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Jesus Christ for the love and blessing so
the writer has finally completed this thesis. This Thesis is submitted to the English
Department, Faculty of Languages and Arts, State University of Medan as a
partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Syawal Gultom. M.Pd., as the Rector of State University of
Medan.
Arts.
Department.
Thesis Consultant
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English ad Literture
Dra. Meisuri, M.A., as the Secretary of English Department and her
Nora Ronita Dewi, S.S., M. Hum., as the Head of English Education
Study Program.
Isli Iriani Indiah Br.Pane,S.Pd, M.Hum., her Academic Consultant.
Dra. Sri Juniati Ownie, M.A., and Neni Afrida Sari Harahap, S.Pd,
M.Hum., her Thesis Examiners.
All Lecturers who have taught her in this English Department.
Eis Sri Wahyuningsih, M.Pd., the academic staff and adminitrative staff.
Pantes, the staff of English Education and Literature Department.
ii
Bona Sihombing, M.Pd., as the Head Master of SMA Negeri 1
Pematangsiantar, and also Roida Pangaribuan S.Pd., as the English
Teachers of SMA Negeri 1 Pematangsiantar. for their supports to the
writer so the writer could do the research.
Her beloved parents, Rusdin Silalahi and Nerpi Siallagan, for giving her
everlasting love, affection, supports, prays, and hard works and all the
advices especially in the time of completing this thesis, the writer’s special
gratitude also goes to her dearest brothers and sister, Jones silalahi,
Herma Silalahi, Masintan Silalahi, SE., for supporting her in finishing
her study in State University of Medan.
Her beloved friends, “ISO GIRLS” Raideni Kaloko, S.Pd, Nomita
Manurung,
Helena
Siregar
S.Pd,
Putri
Simbolon,
Laura
Hutapea,S.Pd, Rahmadayani Saragih, S.Pd, Rismauli Aritonang for
always being there when she needed their support and motivation.
All Rexyan Family 2011 and all people who cannot be mentioned one by
one.
The writer hopes this thesis will be useful and give positive impact for
those who read it. Especially for the students of State University of Medan.
Medan,
April 2016
The Writer,
Rostina Silalahi
Reg. No. 2113121065
iii
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of Study ..............................................................1
B. The Problem of The Study .............................................................5
C. The Scope of The Study .................................................................5
D. The Objective of The Study ...........................................................5
E. The Significances of The Study .....................................................5
CHAPTER II. REVIEW OF LITERATURE .....................................................7
A. Theoretical Framework ..................................................................7
1. Writing ......................................................................................7
2. Genre – Based Writing ...............................................................8
3. Students’ Achievement in Writing ...........................................10
4. Procedure Text .........................................................................10
a. Communicative Purpose of Procedure Text ........................11
b. Generic Structure of Procedure Text ...................................11
c. Language Features of Procedure Text .................................11
d Example of Procedure Text ..................................................13
5. Assessment of Writing .............................................................13
6. Problem-Based Learning .........................................................15
a. Definition of Problem-Based Learning (PBL) ...................... 15
b. Characteristics of Problem-Based Learning (PBL) ............17
c. The Advantages and the Disadvantages of Problem-Based
learning(PBL) .....................................................................20
d. Process of Problem-Based Learning (PBL) .......................21
B. Relevant Studies ................................................................................. 24
v
C. Conceptual Framework ................................................................25
D. Hypothesis ...................................................................................26
CHAPTER III. RESEARCH METHODOLOGY ............................................27
A. Research Design...........................................................................27
B. Population and Sample ................................................................28
1. Population ..................................................................................28
2. Sample ........................................................................................28
C. Instrument for Collecting Data.....................................................28
D. Procedure of the Research ...........................................................29
1. Pre-Test ......................................................................................29
2. Treatment ...................................................................................30
3. Post-Test.....................................................................................31
4. Scoring the Test ..........................................................................31
E. The Validity and the Reliability of the Test .................................32
1. The Validity of the Test .............................................................32
2. The Reliability of the Test..........................................................33
F. The Technique for the Data Analysis ...........................................34
G. The Statistical Hypothesis............................................................35
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ...............36
A. The Data .......................................................................................36
B. Data Analysis ..............................................................................36
C. Reliability of the Test ...................................................................38
D. Test of Homogeneity of Variance ................................................39
E. Testing Normality.........................................................................40
F. Testing Hypothesis .......................................................................41
G. Research Finding .........................................................................42
H. Discussion ....................................................................................42
CHAPTER V. CONCLUSION AND SUGESTION .........................................44
A. Conclusion ...................................................................................44
B. Suggestion ....................................................................................44
REFERENCES .....................................................................................................45
APPENDIX ...........................................................................................................48
vi
LIST OF APPENDICES
Pages
Appendix A. The Result of Pre-test and Post-Test of Experimental Group .........48
Appendix B. The Result of Pre-test and Post-test of Control Group .....................49
Appendix C. The Calculation of T-Test .................................................................50
Appendix D. The Calculation of the Reliability of the Test ..................................55
Appendix E. Percentage Point of the T Distribution..............................................57
Appendix F. Test for Homogeneity of Variance ....................................................58
Appendix G. The Calculation of Normality of The Test .......................................62
Appendix H. List of Testing Liliefors ....................................................................70
Appendix I. Table of Normality from 0 to Z .........................................................71
Appendix J. Pre-test and Post-test for Experimental and Control Group ..............72
Appendix K. Lesson Plan.......................................................................................73
vii
LIST OF TABLES
Pages
Table 2.1 The Example of Procedure Text ............................................................13
Table 2.2 The Scoring of Writing ..........................................................................14
Table 2.3 The Syntax of Problem-Based Learning ................................................22
Table 3.1 Research Design .....................................................................................27
Table 3.2 The Scenario of Teaching in Experimental Group ................................... 30
Table 3.3 The Scenario of Teaching in Control Group ..................................................... 31
Table 3.4 Rubrics of Scoring Procedure Text Writing ..........................................32
Table 4.1 Test for Homogeneity of Variance.........................................................40
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Compared with other fundamental skills in language such as listening,
speaking, and reading, writing is considered as the most difficult and complex
one to master. Writing has a great deal with generic structure, linguistic features,
language use and content. This skill does not merely focus on words, phrase,
sentence pattern and grammar, but also on the idea of each paragraph in the text
contextually.
Writing can be defined as a process of putting thoughts and ideas in words
into a sequence of words, combining sentences in the form of a paragraph in
which every sentence is related to another semantically. The process of writing is
more than putting words on a piece of paper. It involves prewriting, drafting,
revising, editing and proofreading, and presenting (Caroll : 2001 ).
Writing can be used for a wide variety of purposes so it is produced in many
different types. In writing, there are some stages a writer goes through in order to
produce final written form. Writing should be organized effectively and includes
aspects such as diction, grammar, mechanics, and content or evidence. It means
that writing should communicate something clearly, and avoid ambiguity in order
the readers can comprehend what is being written.
Effective writers are able to communicate ideas using well-chosen words,
phrases, and text structures (Andrzejczak, N., et all : 2005). Writing requires
1
2
composing, which implies the ability either to tell or retell pieces of information
in the form of narratives or description, or to transform information into new
texts, as in expository or argumentative writing (Negari : 2011).
Based on Educational Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan 2006: KTSP 2006 or 2006 Curriculum) the students must have written
and spoken ability in communication. In KTSP 2006, English syllabus of senior
high school demands students to master some genres of writing: recount,
narrative, procedure, descriptive, news item, report, analytical exposition,
hortatory exposition, and spoof.
In fact, this demand cannot be fulfilled because many students do not have
the ability to build a text based on genres especially procedure. It can be proven
by the low score of the students. Based on writer’s preliminary interviewing with
one English teacher of SMA N 1 Pematangsiantar, the writer found that students
get difficulties in writing text based on genre. The students still faced difficulty in
writing text even after being taught. When the students were asked to write text
especially procedure text, students got confused what to write and how to organize
their ideas. The students had the similar answer about their difficulties that they
don’t know what to write for they lack of vocabulary.
Another observation was conducted by Dharma (2014). After giving the pretest, the researcher found that the score was 76% of the students got score less
than 70 and it was absolutely dissatisfied while the standard minimum score at
that school was 70. The similar situation was also faced by Handini (2013). While
conducting a pre-test it is found that the lowest score was 34 and the highest was
3
77. It shows that the average score of the students was relative low. This situation
also happened in school where the writer was holding teaching training (PPL).
She found that students couldn’t find ideas especially in writing procedure text. It
is proven by students’ poor writing results.
This situation can be happened because of some reasons either from teacher
or students. The use of inappropriate and unattractive teaching model that had
been applied could significantly influence the teaching-learning process. In
addition, teaching learning process could be affected by the lack of students’
motivation to study. If the process of teaching and learning are boring and
monotonous, the students will have no interest in studying and will cause a bad
result.
This problem can be solved by implementing new model in teaching and
learning process. A model which is more attractive and can motivates students to
study. Problem Based Learning is suitable for this situation as it involves students
to real problem and encourages them to engage in the learning process (Baden and
Major : 2004).
The implementation of Problem Based Learning (PBL) is started by problem
which is ill-structured which is fuzzy, unclear, and not yet identified. It directs the
students to actively identify and understand the problems. This active participation
makes students’ critical and creative thinking develop well.
PBL enables the students to explore information which relates to the topic of
their writing. The more information they explore, the more inspiration they have.
It makes they have various ideas to be written. PBL is based on constructivist
4
theories of learning which stress learners’ need to investigate their environment
and construct personally meaningful knowledge (Arends: 2007). In this learning
process, students are active to solve the problem by their selves. Teachers’ roles
are as the facilitator, motivator and director in this learning process.
There have been several researches that have ever been conducted through
PBL and have showed effect to the students score. One research was conducted in
SMA N 1 Mengwi by Dharma (2014). The aim of the research was to find out the
effect of PBL and Performance Assessment on reading and writing competencies.
The result was PBL significantly affects the students writing competencies. Other
research was conducted in SMP Barumun Tengah Padang Lawas by Siregar
(2013). The research goal was to see whether PBL is an effective model to teach
narrative text. In her finding, she found that PBL influence the students’
achievement in writing narrative text. They have found that PBL can influence the
students’ achievement in writing. Another research was conducted by Hutahaean
(2014) in SMA N 1 Air Putih. The aim of the research was to investigate the
effectiveness of PBL in teaching writing anecdote text. The finding of the research
shows that PBL was an effective model to teach anecdote because the score the
students was increased.
By considering the explanation above, the writer hopes that the
implementation of PBL will affect students’ achievement in writing procedure
text.
5
B. The Problem of the Study
In relation to the background of the study, the problem of the study was
formulated in the form of the question as follow:
“Does the use of Problem Based Learning significantly affect the students’
writing procedure text?”
C. The Scope of the Study
There are many kinds of writing, such as Narrative, Descriptive, Report,
Recount, Exposition, Procedure, and Anecdote. This study was limited on Writing
Procedure Text and focused on the application PBL Model.
D. The Objective of the Study
The objective of the study was to investigate the effect of Problem Based
Learning on students’ achievement in writing Procedure text.
E. The Significances of the Study
The study was expected to have both theoretical and practical perspectives:
1. Theoretical perspectives
The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
a. For the teachers
6
The writer hopes that this research can be useful for English teacher,
in improving students’ achievement in writing Procedure text.
b. For the students
This study is also expected to encourage the students to develop their
writing achievement, especially in writing procedure text by PBL.
CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found that the scores of the student that
were taught by applying Problem-Based Learning (PBL) Model was higher than
those who were taught without applying PBL. The alternative hypothesis (Hα) is
accepted and null hypothesis is rejected. This is proven by the data analysis
tobserved = 3.82 is higher than ttable = 2.00. T test analysis is (3.82 > 2.00) which
means that there was significant effect of Problem-Based Learning (PBL) Model
on students’ achievement in writing procedure text.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following:
1. Theoretical perspectives
The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
For both teachers and students this research can be useful for English
teacher, in improving students’ achievement in writing Procedure
text and encourage the students to develop their writing
achievement, especially in writing procedure text by PBL.
44
REFERENCES
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Graw Hill International
Arends, Richard. 2012. Learning to Teach. Ninth Edition. New York: MC Graw
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Arikunto, S. 2003. Prosedure Penelitian: Suatu Pendekatan Praktik: Edisi Revisi
V. Jakarta: Rineka Cipta.
Ary, Donald et al. 2010. Introduction to Research in Education.(8th Ed). Australia:
Wadsworth.
Asdrzejczak, N., et all. 2005. From Image to Text: Using Images in the Writing
Process. International Journal of Education & the Arts, Volume 6, No 2.
(Accessed
on
December,
17th,
2014
from
http://www.ijea.org/v6n12/v6n12.pdf)
Aziz, M.S et al. 2014. The Effects of Problem-Based Learning on Self-Directed
Learning Skills among Physics Undergraduates. International Journal of
Academic Research in Progressive Education and Development, Volume 3,
No 1. (Accessed on March, 19th, 2015 from http://hrmars.com/hrmars
papers/The_Effects_of_Problem Based_Learning_on_ SelfDirectedLearning
Skills_among_Physics_Undergraduates.pdf)
Baden,S.M and Major. H.C. 2004. Foundation of Problem-based Learning. New
York: Open University Press.
Barus, Irawati. 2013. Efektivitas Model Pembelajaran Berbasis Masalah (Problem
Based Learning) Terhadap Kemampuan Menulis Paragraf Argumentasi
Oleh Siswa Kelas X Sma Negeri 1 Pancurbatu Tahun Pembelajaran
2013/2014 . Asas: Jurnal Sastra Volume 2, No 3. (Accessed on February
19th
2015
from http://jurnal.unimed.ac.id/2012/index.php/ajs/article/
download/1486 /1226)
Best, John B. and James V. Kahn. 2006. Research in Education. Boston: Pearson
Education.
Caroll, J.A et al. 2001. Writing and Grammar. New Jersey: Pearson Education.
Dharma, I.P. et al. 2014. The Effect of Problem Based Learning And
Performance Assessment On Students’ Reading And Writing Competencies,
e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Volume
2. (Accessed on March, 5th, 2015 from http://pasca.undiksha.ac.id/ejournal
/index.php/jpbi/article/download/1132/878)
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Etherington, M.B.2011. Investigative Primary Science: A Problem-Based
Learning Approach, Australian Journal of Teacher Education, Volume 36.
(Accessed on March, 16th, 2015 from http://ro.ecu.edu.au/cgi/viewcontent.
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Flutcher, G. 2003. Testing Second Language Speaking. Great Britain: Pearson
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Gerot, L. & Wignell, P. 1994. Making Sense of Functional Grammar. Sydney:
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Gultom, J.S and Motlan, M. 2013. The Effect of Problem Based Learning Model
On Learning Outcomes in Static Fluid Topic for Class XI at SMA N 3
Medan Academic Year 2012/2013. Jurnal INPAFI. Volume 1, No 2.
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English Language Teaching and Learning of FBS UNIMED Volume 2 no 3
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Hughey, Arthur. 1992. Testing for Language Teachers. Great Britain: Cambridge
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Knapp, Petter and Megan Watkins. 2005. Genre Text Grammer; Technological
for Writing and Assessing Writing. Australia: A Unsm Press Book.
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index.php/jelt/article/view/902,)
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Yoshiko, U. 2012. Early Literacy Instruction. California: Santa Cruz
STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE
TEXT
A THESIS
Submitted in Partial fulfillment of the Requirement
for the degree of Sarjana Pendidikan
By:
ROSTINA SILALAHI
Registration Number : 2113121065
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Silalahi, Rostina. 2113121065. The Effect of Problem-Based Learning (PBL)
on Students’ Achievement in Writing Procedure Text. A Thesis. Medan :
English Department, Faculty of Languages and Arts, State University of
Medan, 2016.
This experimental study aimed at finding out the effect of Problem-Based
Learning (PBL) on students’ achievement in writing procedure text. The
population of this study was the 2015 / 2016 tenth grade student of SMA Negeri 1
Pematangsiantar. The samples were divided into two groups namely experimental
and control. The experimental group was taught by applying Problem-Based
Learning (PBL) while control group was taught by using lecturing. The test used
to collect the data was essay test namely writing procedure text. The text was
scored by using scoring rubric. The acquired data were analyzed by using t-test.
The calculation showed that t-observed (3.82) is higher than t-table (2.00) at the
level of significance (α) 0.05 with the degree of freedom (df) 58. The score taught
by applying PBL was higher than taught by lecturing. It means that ProblemBased Learning (PBL) model significantly affected the students’ writing
achievement.
Keywords : Problem-Based Learning, Writing Procedure Text.
i
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Jesus Christ for the love and blessing so
the writer has finally completed this thesis. This Thesis is submitted to the English
Department, Faculty of Languages and Arts, State University of Medan as a
partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people, through their guidance, suggestions, and comments
for which the researcher would like to extend her sincere gratitude and special
thanks to:
Prof. Dr. Syawal Gultom. M.Pd., as the Rector of State University of
Medan.
Arts.
Department.
Thesis Consultant
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English ad Literture
Dra. Meisuri, M.A., as the Secretary of English Department and her
Nora Ronita Dewi, S.S., M. Hum., as the Head of English Education
Study Program.
Isli Iriani Indiah Br.Pane,S.Pd, M.Hum., her Academic Consultant.
Dra. Sri Juniati Ownie, M.A., and Neni Afrida Sari Harahap, S.Pd,
M.Hum., her Thesis Examiners.
All Lecturers who have taught her in this English Department.
Eis Sri Wahyuningsih, M.Pd., the academic staff and adminitrative staff.
Pantes, the staff of English Education and Literature Department.
ii
Bona Sihombing, M.Pd., as the Head Master of SMA Negeri 1
Pematangsiantar, and also Roida Pangaribuan S.Pd., as the English
Teachers of SMA Negeri 1 Pematangsiantar. for their supports to the
writer so the writer could do the research.
Her beloved parents, Rusdin Silalahi and Nerpi Siallagan, for giving her
everlasting love, affection, supports, prays, and hard works and all the
advices especially in the time of completing this thesis, the writer’s special
gratitude also goes to her dearest brothers and sister, Jones silalahi,
Herma Silalahi, Masintan Silalahi, SE., for supporting her in finishing
her study in State University of Medan.
Her beloved friends, “ISO GIRLS” Raideni Kaloko, S.Pd, Nomita
Manurung,
Helena
Siregar
S.Pd,
Putri
Simbolon,
Laura
Hutapea,S.Pd, Rahmadayani Saragih, S.Pd, Rismauli Aritonang for
always being there when she needed their support and motivation.
All Rexyan Family 2011 and all people who cannot be mentioned one by
one.
The writer hopes this thesis will be useful and give positive impact for
those who read it. Especially for the students of State University of Medan.
Medan,
April 2016
The Writer,
Rostina Silalahi
Reg. No. 2113121065
iii
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................ i
ACKNOWLEDGEMENT .................................................................................... ii
TABLE OF CONTENTS..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF APPENDICES .................................................................................... vii
CHAPTER I. INTRODUCTION..........................................................................1
A. The Background of Study ..............................................................1
B. The Problem of The Study .............................................................5
C. The Scope of The Study .................................................................5
D. The Objective of The Study ...........................................................5
E. The Significances of The Study .....................................................5
CHAPTER II. REVIEW OF LITERATURE .....................................................7
A. Theoretical Framework ..................................................................7
1. Writing ......................................................................................7
2. Genre – Based Writing ...............................................................8
3. Students’ Achievement in Writing ...........................................10
4. Procedure Text .........................................................................10
a. Communicative Purpose of Procedure Text ........................11
b. Generic Structure of Procedure Text ...................................11
c. Language Features of Procedure Text .................................11
d Example of Procedure Text ..................................................13
5. Assessment of Writing .............................................................13
6. Problem-Based Learning .........................................................15
a. Definition of Problem-Based Learning (PBL) ...................... 15
b. Characteristics of Problem-Based Learning (PBL) ............17
c. The Advantages and the Disadvantages of Problem-Based
learning(PBL) .....................................................................20
d. Process of Problem-Based Learning (PBL) .......................21
B. Relevant Studies ................................................................................. 24
v
C. Conceptual Framework ................................................................25
D. Hypothesis ...................................................................................26
CHAPTER III. RESEARCH METHODOLOGY ............................................27
A. Research Design...........................................................................27
B. Population and Sample ................................................................28
1. Population ..................................................................................28
2. Sample ........................................................................................28
C. Instrument for Collecting Data.....................................................28
D. Procedure of the Research ...........................................................29
1. Pre-Test ......................................................................................29
2. Treatment ...................................................................................30
3. Post-Test.....................................................................................31
4. Scoring the Test ..........................................................................31
E. The Validity and the Reliability of the Test .................................32
1. The Validity of the Test .............................................................32
2. The Reliability of the Test..........................................................33
F. The Technique for the Data Analysis ...........................................34
G. The Statistical Hypothesis............................................................35
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS ...............36
A. The Data .......................................................................................36
B. Data Analysis ..............................................................................36
C. Reliability of the Test ...................................................................38
D. Test of Homogeneity of Variance ................................................39
E. Testing Normality.........................................................................40
F. Testing Hypothesis .......................................................................41
G. Research Finding .........................................................................42
H. Discussion ....................................................................................42
CHAPTER V. CONCLUSION AND SUGESTION .........................................44
A. Conclusion ...................................................................................44
B. Suggestion ....................................................................................44
REFERENCES .....................................................................................................45
APPENDIX ...........................................................................................................48
vi
LIST OF APPENDICES
Pages
Appendix A. The Result of Pre-test and Post-Test of Experimental Group .........48
Appendix B. The Result of Pre-test and Post-test of Control Group .....................49
Appendix C. The Calculation of T-Test .................................................................50
Appendix D. The Calculation of the Reliability of the Test ..................................55
Appendix E. Percentage Point of the T Distribution..............................................57
Appendix F. Test for Homogeneity of Variance ....................................................58
Appendix G. The Calculation of Normality of The Test .......................................62
Appendix H. List of Testing Liliefors ....................................................................70
Appendix I. Table of Normality from 0 to Z .........................................................71
Appendix J. Pre-test and Post-test for Experimental and Control Group ..............72
Appendix K. Lesson Plan.......................................................................................73
vii
LIST OF TABLES
Pages
Table 2.1 The Example of Procedure Text ............................................................13
Table 2.2 The Scoring of Writing ..........................................................................14
Table 2.3 The Syntax of Problem-Based Learning ................................................22
Table 3.1 Research Design .....................................................................................27
Table 3.2 The Scenario of Teaching in Experimental Group ................................... 30
Table 3.3 The Scenario of Teaching in Control Group ..................................................... 31
Table 3.4 Rubrics of Scoring Procedure Text Writing ..........................................32
Table 4.1 Test for Homogeneity of Variance.........................................................40
vi
CHAPTER I
INTRODUCTION
A. The Background of the Study
Compared with other fundamental skills in language such as listening,
speaking, and reading, writing is considered as the most difficult and complex
one to master. Writing has a great deal with generic structure, linguistic features,
language use and content. This skill does not merely focus on words, phrase,
sentence pattern and grammar, but also on the idea of each paragraph in the text
contextually.
Writing can be defined as a process of putting thoughts and ideas in words
into a sequence of words, combining sentences in the form of a paragraph in
which every sentence is related to another semantically. The process of writing is
more than putting words on a piece of paper. It involves prewriting, drafting,
revising, editing and proofreading, and presenting (Caroll : 2001 ).
Writing can be used for a wide variety of purposes so it is produced in many
different types. In writing, there are some stages a writer goes through in order to
produce final written form. Writing should be organized effectively and includes
aspects such as diction, grammar, mechanics, and content or evidence. It means
that writing should communicate something clearly, and avoid ambiguity in order
the readers can comprehend what is being written.
Effective writers are able to communicate ideas using well-chosen words,
phrases, and text structures (Andrzejczak, N., et all : 2005). Writing requires
1
2
composing, which implies the ability either to tell or retell pieces of information
in the form of narratives or description, or to transform information into new
texts, as in expository or argumentative writing (Negari : 2011).
Based on Educational Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan 2006: KTSP 2006 or 2006 Curriculum) the students must have written
and spoken ability in communication. In KTSP 2006, English syllabus of senior
high school demands students to master some genres of writing: recount,
narrative, procedure, descriptive, news item, report, analytical exposition,
hortatory exposition, and spoof.
In fact, this demand cannot be fulfilled because many students do not have
the ability to build a text based on genres especially procedure. It can be proven
by the low score of the students. Based on writer’s preliminary interviewing with
one English teacher of SMA N 1 Pematangsiantar, the writer found that students
get difficulties in writing text based on genre. The students still faced difficulty in
writing text even after being taught. When the students were asked to write text
especially procedure text, students got confused what to write and how to organize
their ideas. The students had the similar answer about their difficulties that they
don’t know what to write for they lack of vocabulary.
Another observation was conducted by Dharma (2014). After giving the pretest, the researcher found that the score was 76% of the students got score less
than 70 and it was absolutely dissatisfied while the standard minimum score at
that school was 70. The similar situation was also faced by Handini (2013). While
conducting a pre-test it is found that the lowest score was 34 and the highest was
3
77. It shows that the average score of the students was relative low. This situation
also happened in school where the writer was holding teaching training (PPL).
She found that students couldn’t find ideas especially in writing procedure text. It
is proven by students’ poor writing results.
This situation can be happened because of some reasons either from teacher
or students. The use of inappropriate and unattractive teaching model that had
been applied could significantly influence the teaching-learning process. In
addition, teaching learning process could be affected by the lack of students’
motivation to study. If the process of teaching and learning are boring and
monotonous, the students will have no interest in studying and will cause a bad
result.
This problem can be solved by implementing new model in teaching and
learning process. A model which is more attractive and can motivates students to
study. Problem Based Learning is suitable for this situation as it involves students
to real problem and encourages them to engage in the learning process (Baden and
Major : 2004).
The implementation of Problem Based Learning (PBL) is started by problem
which is ill-structured which is fuzzy, unclear, and not yet identified. It directs the
students to actively identify and understand the problems. This active participation
makes students’ critical and creative thinking develop well.
PBL enables the students to explore information which relates to the topic of
their writing. The more information they explore, the more inspiration they have.
It makes they have various ideas to be written. PBL is based on constructivist
4
theories of learning which stress learners’ need to investigate their environment
and construct personally meaningful knowledge (Arends: 2007). In this learning
process, students are active to solve the problem by their selves. Teachers’ roles
are as the facilitator, motivator and director in this learning process.
There have been several researches that have ever been conducted through
PBL and have showed effect to the students score. One research was conducted in
SMA N 1 Mengwi by Dharma (2014). The aim of the research was to find out the
effect of PBL and Performance Assessment on reading and writing competencies.
The result was PBL significantly affects the students writing competencies. Other
research was conducted in SMP Barumun Tengah Padang Lawas by Siregar
(2013). The research goal was to see whether PBL is an effective model to teach
narrative text. In her finding, she found that PBL influence the students’
achievement in writing narrative text. They have found that PBL can influence the
students’ achievement in writing. Another research was conducted by Hutahaean
(2014) in SMA N 1 Air Putih. The aim of the research was to investigate the
effectiveness of PBL in teaching writing anecdote text. The finding of the research
shows that PBL was an effective model to teach anecdote because the score the
students was increased.
By considering the explanation above, the writer hopes that the
implementation of PBL will affect students’ achievement in writing procedure
text.
5
B. The Problem of the Study
In relation to the background of the study, the problem of the study was
formulated in the form of the question as follow:
“Does the use of Problem Based Learning significantly affect the students’
writing procedure text?”
C. The Scope of the Study
There are many kinds of writing, such as Narrative, Descriptive, Report,
Recount, Exposition, Procedure, and Anecdote. This study was limited on Writing
Procedure Text and focused on the application PBL Model.
D. The Objective of the Study
The objective of the study was to investigate the effect of Problem Based
Learning on students’ achievement in writing Procedure text.
E. The Significances of the Study
The study was expected to have both theoretical and practical perspectives:
1. Theoretical perspectives
The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
a. For the teachers
6
The writer hopes that this research can be useful for English teacher,
in improving students’ achievement in writing Procedure text.
b. For the students
This study is also expected to encourage the students to develop their
writing achievement, especially in writing procedure text by PBL.
CHAPTER V
CONCLUSSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found that the scores of the student that
were taught by applying Problem-Based Learning (PBL) Model was higher than
those who were taught without applying PBL. The alternative hypothesis (Hα) is
accepted and null hypothesis is rejected. This is proven by the data analysis
tobserved = 3.82 is higher than ttable = 2.00. T test analysis is (3.82 > 2.00) which
means that there was significant effect of Problem-Based Learning (PBL) Model
on students’ achievement in writing procedure text.
B. Suggestion
Based on the result of this study, the suggestion can be stated as the
following:
1. Theoretical perspectives
The result of this research can be used as reference for those who
want to conduct a research about writing procedure text.
2. Practical perspectives
For both teachers and students this research can be useful for English
teacher, in improving students’ achievement in writing Procedure
text and encourage the students to develop their writing
achievement, especially in writing procedure text by PBL.
44
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