THE EFFECT OF PROBLEM BASED LEARNING ON STUDENTS ACHIEVEMENT IN WRITING REPORT TEXT.
THE EFFECT OF PROBLEM-BASED LEARNING ON
STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
AYU SETIAWATI
Registration Number: 2112121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given
to the writer so that she finally accomplishes her thesis entitled: “The Effect of
Problem-Based Learning on Students’ Achievement in Writing Report Text.”
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. H. Syawal Gultom, M.Pd., the Rector of State University
of Medan.
and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department, Dra. Meisuri, M.A., the Secretary of English
Department, and Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head
of English Education Program, and Syamsul Bahri, S.S., M.Hum.,
the Head of English Literature Program, Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Lince Sihombing, M.Pd., and Dra. Tjut Ernidawaty,
M.Pd., her Thesis Advisors who have given their valuable advice,
suggestion, guidance and spent their precious time in the process of
completing this thesis. Without their knowledgeable and their
excellent advice, the writer would never have been able to complete
this thesis.
Prof. Dr. Busmin Gurning, M.Pd., her Academic Advisor and her
reviewer who has supported her through out the academic years.
ii
iii
ABSTRACT
Setiawati, Ayu. 2112121002. The Effect of Problem-Based Learning on
Students’ Achievement in Writing Report Text. A Thesis. English Literature
Department, Faculty of Languages and Arts, State University of Medan.
2015.
This study dealt with the effect of Problem-Based Learning on students’
achievement in writing report text. It was conducted by using experimental
research design. The population of this study was the students of SMA Negeri 21
Medan, Academic Year 2014/2015. This study was conducted with two
randomized groups namely experimental group and control group. The
experimental group was taught by using Problem-Based Learning while the
control group was taught by using Lecturing Method. The data was analyzed by
using t-test formula. The analysis result showed that the mean scores of the
students in the experimental group was significantly higher than the mean scores
of the students in the control group at the level of significant α= 0.05 with the
degree of freedom (df) 38 with t-observed value 4.28> t-table value 2.024. The
result of this study showed that teaching writing by using Problem-Based
Learning was higher than that taught by using Lecturing Method.
Key words: Problem-Based Learning, Writing Report Text
i
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................................
i
ACKNOWLEDGEMENT .............................................................................................
ii
TABLE OF CONTENTS ..............................................................................................
iv
LIST OF TABLES .........................................................................................................
vi
LIST OF APPENDICES ...............................................................................................
vii
CHAPTER I. INTRODUCTION
A. The Background of the Study ..............................................................................
1
B. The Problem of the Study .....................................................................................
4
C. The Objective of the Study ...................................................................................
4
D. The Scope of the Study .........................................................................................
5
E. The Significant of the Study ................................................................................
5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Framework ........................................................................................
6
1. Students’ Achievement in Writing Report Text ............................................
6
2. Writing ...........................................................................................................
7
3. Genre ...............................................................................................................
8
4. Report text ......................................................................................................
9
5. The Assessment and Scoring of Writing Test ................................................
10
6. Teaching Model .............................................................................................
11
a. Problem-Based Learning ...................................................................
12
b. The Procedure of Problem-Based Learning .......................................
14
c. The Advantages and Disadvantages of Problem-Based Learning .....
15
d. Lecturing Method ...............................................................................
17
B. Relevant Studies ...................................................................................................
18
C. Conceptual Framework ........................................................................................
20
D. Hypothesis ............................................................................................................
22
iv
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design .............................................................................................
23
B. Population and Sample ...................................................................................
24
1. Population ................................................................................................
24
2. Sample ......................................................................................................
24
C. The Instrument of Collecting Data ................................................................
25
D. The Procedure of Research ............................................................................
25
1. Pre-Test .....................................................................................................
25
2. Treatment ..................................................................................................
25
3. Post-Test ..................................................................................................
34
E. Validity and Reliability ..................................................................................
34
1. Validity .....................................................................................................
35
2. Reliability .................................................................................................
35
F. The Technique for Analyzing Data.................................................................
37
G. The Statistical Hypothesis...............................................................................
37
CHAPTER IV. DATA ANALYSIS AND DISCUSSION
A. The Data ........................................................................................................
39
B. Data Analysis ..................................................................................................
41
1. Testing Reliability of the Test ..................................................................
41
2. Analyzing the Data Using t-test ...............................................................
42
C. Testing Hypothesis .........................................................................................
43
D. Discussion ......................................................................................................
44
CHAPTER IV. CONCLUSION AND SUGGESTIONS
A. Conclusion ....................................................................................................
46
B. Suggestions .....................................................................................................
46
REFERENCES ..............................................................................................................
48
APPENDICES ...............................................................................................................
50
v
LIST OF TABLES
Pages
Table 1.1 Students’ English Score ..................................................................................
2
Table 2.1 Scoring of Writing Test in Report Text ..........................................................
11
Table 3.1 Research Design .............................................................................................
23
Table 3.2 The Procedure of Treatment in Experimental Group .....................................
31
Table 3.3 The Procedure of Treatment in Control Group ...............................................
33
Table 4.1 The Result of the Pre-test and Post-test in Experimental and Control Group
39
Table 4.2 The Result of the t-test Calculation ................................................................
43
vi
LIST OF APPENDICES
Pages
APPENDIX A The Score of Pre-Test and Post-Test in Experimental Group ..................
50
APPENDIX B The Score of Pre-Test and Post-Test in Control Group ...........................
51
APPENDIX C The Reliability of The Test.......................................................................
52
APPENDIX D The Calculation of t-test ...........................................................................
54
APPENDIX E Percentage Points of the T Distribution ....................................................
57
APPENDIX F Pre-Test and Post-Test in Experimental and Control Group ....................
58
APPENDIX G Lesson Plan ..............................................................................................
59
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is an activity done to change the idea in written language
effectively. Through writing people can express their experiences, and social
identities which focus on the contents, ideas, and written products. Therefore,
writing involves human actively thinking about ideas. Using good and correct
language is important so that the readers can understand the writing easily. By that
reason, it shows that writing is an important skill that must be mastered.
Generally writing is considered as the most difficult skill to study for
many students. Based on the writer’s observation in one of senior high school that
is SMA Negeri 21 Medan, the teacher told to the writer that there were still many
students who had not able to write well. They are often confused to start and
express their feelings and ideas, then change it into written form and make them
uninterested in writing. To write well, the students must have good capabilities in
writing process and the components of writing itself. They must be able to build
the idea, to construct the sentence, and to use the punctuation and spelling well.
Besides that, the teacher just used a textbook as the media and make the student
does not have a high motivation in learning and most of students get the score
under Minimal Completeness Criteria (KKM). The score of English test from the
students can be seen in the Table 1.1.
1
2
Table 1.1
Students’ English Score of Grade XI in SMA Negeri 21 Medan
Semester
Score
Students
1th Semester 2014/2015
2.024; df= 38, α = 0.05). The used of
Problem-Based Learning in writing report text, the student able to explore
their ideas with their own words and as a stimulus through problem to increase
their creativity in writing included the level of vocabulary development and
able to give suggestions and comments in teaching process. it can help
students more be active. It means the null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted because there was a significant effect
of using Problem-Based Learning on students’ achievement in writing report
text.
B. Suggestions
Based on the conclusion above, the researcher want to give some
suggestions for the English teachers are suggested to apply Problem-Based
Learning in teaching writing skill to the students. In addition, it will be easier
for the students to write a text, especially a report text. In addition, it will
make the students share ideas in a group and elaborate the ideas into writing
individually. Then to the students, it is suggested to practice writing more
46
47
often by using Problem-Based Learning technique since it can enhance the
students’ achievement in report writing. And the last to other researcher, this
research will bring them to good understanding of writing the report text
because by using Problem-Based Learning, people will not get stuck in
writing report text. They will always know what to write since it allows them
to share ideas.
REFERENCES
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: PT Rineka Cipta.
Ary, D. et al. 2010. Introduction to Research in Education. Eight Edition. The
United State of America: Nelson Education
Azer, Samy. 2008. Navigating Problem-Based Learning. Australia: Elsevier.
Barus, Nonita. 2010. Improving Students’ Achievement in Writing Expository
Paragraph trough Problem Based Learning. Medan: Unpublised Thesis
Berkel, H. V. et al. 2010. Lesson from Problem Based Learning. New York:
Oxford University Press.
Buyung. 2012. Definition of Writing. Retrieved on March 11, 2015
from:http://creationbrain.blogspot.com/2012/11/the-definition-ofwriting.html
Coffey, Heather. 2008. Modelling. Retrieved on May, 23, 2015 from:
www.learnnc.org/lp/pages/4697
De Graff, Erik. et al. 2003. Characteristic of Problem-Based Learning. Great
Britian.
Delisle, Robert. 1997. How to Use Problem Based-Learning in the Classroom.
United States of America: Association for Supervision and Curriculum
Development.
Golafshani, N. 2003. Understanding Reliability and Validity in Qualitative
research. The Qualitative Report, 8(4), 597-606. Retrieved on February,
20, 2015 from: http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf
Hillman, W. 2003. Learning How to Learn: Problem-Based Learning. Logat:
Australian Journal of Teacher Education, 28 (2).
Isnian, Sofyan. 2009. Definition of Achievement. Retrieved on March 11, 2015
from:http://hmsofyanisnianspd.blogspot.com/2009/08/definition-ofachievement.html
Miao, Y. et al. 2000. PBL- Protocols: Guiding and Controlling Problem-Based
Learning Processes in Virtual Learning Environment. Fourth International
Conference of the Learning Sciences (pp. 232-237). Mahwah, NJ:
Eribaum.
48
49
Nababan, O. N. 2009. Improving Students’ Achievement in Business Memos
Writing through Problem Based Learning. Medan: Unpublised Thesis
Newton, Mark and Martinez, Barb. 2007. Genre (Grade) Specific 6+1 Traits
Rubric Project. Ottawa: Carleton
Nikols, F. 2012. Strategy: Definitions and Meaning. Retrieved on April 07, 2015
from: http//www.nickols.us/strategy_defenition.htm
Novisari, 2011. Educational. Retrieved on April 07, 2015 from: http://novisarieducational.blogspot.com/2010/01/improving-students-descriptive.html
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar
Writing Berbasis Genre Secara Efektif. Yogyakarta: ANDI.
Rifan, Hakim. 2012. Contoh report text. Retrieved on April 28, 2015 from
:http://hakimachmadrifan.blogspot.com/2012/11/contoh-report-text.html
Rikawati, 2013. UJi Validitas dan Reliabilitas. Retrieved on April 07, 2015 from:
http://www.academia.edu/5170798/UJi_Validita_Dan_Reliabilitas
Sadlo, Gaynor. 2014. Using Problem Based Learning During Student Placements
to Embed Theory in Practice. Logat: The Higher Education Academy, 2
(1) 7
Silver, C.E.H. 2004. Problem Based Learning: What and How Do the Student
Learn?. Logat: Educational Psychology Review, 16 (3) 236-237
Siregar, Nurhanna Sari. 2011. Improving Students’ Achievement in Writing
Narrative Text through Problem-Based Learning. Medan: Unpublised
Thesis
So, H,J. & Kim, B. 2009. Learning about Problem Based Learning: Student
teachers integrating technology, pedagogy, and content knowledge. Logat:
Australian Journal of Education Technology, 25 (1) 101-116.
Torp, Linda & Sage, Sara. 2002. Problem as Possibilities: Problem Based
Learning for K-16 Education. USA: ASCD
Weimer, Marvellen. 2009. Problem-Based Learning: Benefits and Risks.
Retrieved
on
April
29,
2015
from:http://www.facultyfocus.com/articles/effective-teachingstrategies/problem-based-learning-benefits-and-risks/
STUDENTS’ ACHIEVEMENT IN WRITING REPORT TEXT
A THESIS
Submitted as Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
AYU SETIAWATI
Registration Number: 2112121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGMENT
The greatest gratitude is expressed to Allah SWT, the Almighty and Most
Beneficial for His Grace, Guidance, Praise, Honor, and Mercy that has been given
to the writer so that she finally accomplishes her thesis entitled: “The Effect of
Problem-Based Learning on Students’ Achievement in Writing Report Text.”
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. H. Syawal Gultom, M.Pd., the Rector of State University
of Medan.
and Arts, State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English and Literature
Department, Dra. Meisuri, M.A., the Secretary of English
Department, and Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head
of English Education Program, and Syamsul Bahri, S.S., M.Hum.,
the Head of English Literature Program, Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Lince Sihombing, M.Pd., and Dra. Tjut Ernidawaty,
M.Pd., her Thesis Advisors who have given their valuable advice,
suggestion, guidance and spent their precious time in the process of
completing this thesis. Without their knowledgeable and their
excellent advice, the writer would never have been able to complete
this thesis.
Prof. Dr. Busmin Gurning, M.Pd., her Academic Advisor and her
reviewer who has supported her through out the academic years.
ii
iii
ABSTRACT
Setiawati, Ayu. 2112121002. The Effect of Problem-Based Learning on
Students’ Achievement in Writing Report Text. A Thesis. English Literature
Department, Faculty of Languages and Arts, State University of Medan.
2015.
This study dealt with the effect of Problem-Based Learning on students’
achievement in writing report text. It was conducted by using experimental
research design. The population of this study was the students of SMA Negeri 21
Medan, Academic Year 2014/2015. This study was conducted with two
randomized groups namely experimental group and control group. The
experimental group was taught by using Problem-Based Learning while the
control group was taught by using Lecturing Method. The data was analyzed by
using t-test formula. The analysis result showed that the mean scores of the
students in the experimental group was significantly higher than the mean scores
of the students in the control group at the level of significant α= 0.05 with the
degree of freedom (df) 38 with t-observed value 4.28> t-table value 2.024. The
result of this study showed that teaching writing by using Problem-Based
Learning was higher than that taught by using Lecturing Method.
Key words: Problem-Based Learning, Writing Report Text
i
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................................
i
ACKNOWLEDGEMENT .............................................................................................
ii
TABLE OF CONTENTS ..............................................................................................
iv
LIST OF TABLES .........................................................................................................
vi
LIST OF APPENDICES ...............................................................................................
vii
CHAPTER I. INTRODUCTION
A. The Background of the Study ..............................................................................
1
B. The Problem of the Study .....................................................................................
4
C. The Objective of the Study ...................................................................................
4
D. The Scope of the Study .........................................................................................
5
E. The Significant of the Study ................................................................................
5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Framework ........................................................................................
6
1. Students’ Achievement in Writing Report Text ............................................
6
2. Writing ...........................................................................................................
7
3. Genre ...............................................................................................................
8
4. Report text ......................................................................................................
9
5. The Assessment and Scoring of Writing Test ................................................
10
6. Teaching Model .............................................................................................
11
a. Problem-Based Learning ...................................................................
12
b. The Procedure of Problem-Based Learning .......................................
14
c. The Advantages and Disadvantages of Problem-Based Learning .....
15
d. Lecturing Method ...............................................................................
17
B. Relevant Studies ...................................................................................................
18
C. Conceptual Framework ........................................................................................
20
D. Hypothesis ............................................................................................................
22
iv
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design .............................................................................................
23
B. Population and Sample ...................................................................................
24
1. Population ................................................................................................
24
2. Sample ......................................................................................................
24
C. The Instrument of Collecting Data ................................................................
25
D. The Procedure of Research ............................................................................
25
1. Pre-Test .....................................................................................................
25
2. Treatment ..................................................................................................
25
3. Post-Test ..................................................................................................
34
E. Validity and Reliability ..................................................................................
34
1. Validity .....................................................................................................
35
2. Reliability .................................................................................................
35
F. The Technique for Analyzing Data.................................................................
37
G. The Statistical Hypothesis...............................................................................
37
CHAPTER IV. DATA ANALYSIS AND DISCUSSION
A. The Data ........................................................................................................
39
B. Data Analysis ..................................................................................................
41
1. Testing Reliability of the Test ..................................................................
41
2. Analyzing the Data Using t-test ...............................................................
42
C. Testing Hypothesis .........................................................................................
43
D. Discussion ......................................................................................................
44
CHAPTER IV. CONCLUSION AND SUGGESTIONS
A. Conclusion ....................................................................................................
46
B. Suggestions .....................................................................................................
46
REFERENCES ..............................................................................................................
48
APPENDICES ...............................................................................................................
50
v
LIST OF TABLES
Pages
Table 1.1 Students’ English Score ..................................................................................
2
Table 2.1 Scoring of Writing Test in Report Text ..........................................................
11
Table 3.1 Research Design .............................................................................................
23
Table 3.2 The Procedure of Treatment in Experimental Group .....................................
31
Table 3.3 The Procedure of Treatment in Control Group ...............................................
33
Table 4.1 The Result of the Pre-test and Post-test in Experimental and Control Group
39
Table 4.2 The Result of the t-test Calculation ................................................................
43
vi
LIST OF APPENDICES
Pages
APPENDIX A The Score of Pre-Test and Post-Test in Experimental Group ..................
50
APPENDIX B The Score of Pre-Test and Post-Test in Control Group ...........................
51
APPENDIX C The Reliability of The Test.......................................................................
52
APPENDIX D The Calculation of t-test ...........................................................................
54
APPENDIX E Percentage Points of the T Distribution ....................................................
57
APPENDIX F Pre-Test and Post-Test in Experimental and Control Group ....................
58
APPENDIX G Lesson Plan ..............................................................................................
59
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is an activity done to change the idea in written language
effectively. Through writing people can express their experiences, and social
identities which focus on the contents, ideas, and written products. Therefore,
writing involves human actively thinking about ideas. Using good and correct
language is important so that the readers can understand the writing easily. By that
reason, it shows that writing is an important skill that must be mastered.
Generally writing is considered as the most difficult skill to study for
many students. Based on the writer’s observation in one of senior high school that
is SMA Negeri 21 Medan, the teacher told to the writer that there were still many
students who had not able to write well. They are often confused to start and
express their feelings and ideas, then change it into written form and make them
uninterested in writing. To write well, the students must have good capabilities in
writing process and the components of writing itself. They must be able to build
the idea, to construct the sentence, and to use the punctuation and spelling well.
Besides that, the teacher just used a textbook as the media and make the student
does not have a high motivation in learning and most of students get the score
under Minimal Completeness Criteria (KKM). The score of English test from the
students can be seen in the Table 1.1.
1
2
Table 1.1
Students’ English Score of Grade XI in SMA Negeri 21 Medan
Semester
Score
Students
1th Semester 2014/2015
2.024; df= 38, α = 0.05). The used of
Problem-Based Learning in writing report text, the student able to explore
their ideas with their own words and as a stimulus through problem to increase
their creativity in writing included the level of vocabulary development and
able to give suggestions and comments in teaching process. it can help
students more be active. It means the null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted because there was a significant effect
of using Problem-Based Learning on students’ achievement in writing report
text.
B. Suggestions
Based on the conclusion above, the researcher want to give some
suggestions for the English teachers are suggested to apply Problem-Based
Learning in teaching writing skill to the students. In addition, it will be easier
for the students to write a text, especially a report text. In addition, it will
make the students share ideas in a group and elaborate the ideas into writing
individually. Then to the students, it is suggested to practice writing more
46
47
often by using Problem-Based Learning technique since it can enhance the
students’ achievement in report writing. And the last to other researcher, this
research will bring them to good understanding of writing the report text
because by using Problem-Based Learning, people will not get stuck in
writing report text. They will always know what to write since it allows them
to share ideas.
REFERENCES
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: PT Rineka Cipta.
Ary, D. et al. 2010. Introduction to Research in Education. Eight Edition. The
United State of America: Nelson Education
Azer, Samy. 2008. Navigating Problem-Based Learning. Australia: Elsevier.
Barus, Nonita. 2010. Improving Students’ Achievement in Writing Expository
Paragraph trough Problem Based Learning. Medan: Unpublised Thesis
Berkel, H. V. et al. 2010. Lesson from Problem Based Learning. New York:
Oxford University Press.
Buyung. 2012. Definition of Writing. Retrieved on March 11, 2015
from:http://creationbrain.blogspot.com/2012/11/the-definition-ofwriting.html
Coffey, Heather. 2008. Modelling. Retrieved on May, 23, 2015 from:
www.learnnc.org/lp/pages/4697
De Graff, Erik. et al. 2003. Characteristic of Problem-Based Learning. Great
Britian.
Delisle, Robert. 1997. How to Use Problem Based-Learning in the Classroom.
United States of America: Association for Supervision and Curriculum
Development.
Golafshani, N. 2003. Understanding Reliability and Validity in Qualitative
research. The Qualitative Report, 8(4), 597-606. Retrieved on February,
20, 2015 from: http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf
Hillman, W. 2003. Learning How to Learn: Problem-Based Learning. Logat:
Australian Journal of Teacher Education, 28 (2).
Isnian, Sofyan. 2009. Definition of Achievement. Retrieved on March 11, 2015
from:http://hmsofyanisnianspd.blogspot.com/2009/08/definition-ofachievement.html
Miao, Y. et al. 2000. PBL- Protocols: Guiding and Controlling Problem-Based
Learning Processes in Virtual Learning Environment. Fourth International
Conference of the Learning Sciences (pp. 232-237). Mahwah, NJ:
Eribaum.
48
49
Nababan, O. N. 2009. Improving Students’ Achievement in Business Memos
Writing through Problem Based Learning. Medan: Unpublised Thesis
Newton, Mark and Martinez, Barb. 2007. Genre (Grade) Specific 6+1 Traits
Rubric Project. Ottawa: Carleton
Nikols, F. 2012. Strategy: Definitions and Meaning. Retrieved on April 07, 2015
from: http//www.nickols.us/strategy_defenition.htm
Novisari, 2011. Educational. Retrieved on April 07, 2015 from: http://novisarieducational.blogspot.com/2010/01/improving-students-descriptive.html
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar
Writing Berbasis Genre Secara Efektif. Yogyakarta: ANDI.
Rifan, Hakim. 2012. Contoh report text. Retrieved on April 28, 2015 from
:http://hakimachmadrifan.blogspot.com/2012/11/contoh-report-text.html
Rikawati, 2013. UJi Validitas dan Reliabilitas. Retrieved on April 07, 2015 from:
http://www.academia.edu/5170798/UJi_Validita_Dan_Reliabilitas
Sadlo, Gaynor. 2014. Using Problem Based Learning During Student Placements
to Embed Theory in Practice. Logat: The Higher Education Academy, 2
(1) 7
Silver, C.E.H. 2004. Problem Based Learning: What and How Do the Student
Learn?. Logat: Educational Psychology Review, 16 (3) 236-237
Siregar, Nurhanna Sari. 2011. Improving Students’ Achievement in Writing
Narrative Text through Problem-Based Learning. Medan: Unpublised
Thesis
So, H,J. & Kim, B. 2009. Learning about Problem Based Learning: Student
teachers integrating technology, pedagogy, and content knowledge. Logat:
Australian Journal of Education Technology, 25 (1) 101-116.
Torp, Linda & Sage, Sara. 2002. Problem as Possibilities: Problem Based
Learning for K-16 Education. USA: ASCD
Weimer, Marvellen. 2009. Problem-Based Learning: Benefits and Risks.
Retrieved
on
April
29,
2015
from:http://www.facultyfocus.com/articles/effective-teachingstrategies/problem-based-learning-benefits-and-risks/