Artikel Skripsi Universitas Nusantara PGRI Kediri

THE EFFECT OF PROJECT BASED LEARNING MODEL TOWARD THE EIGHTH GRADE STUDENTS’ WRITING ABILITY AT SMPK St. MARIA TULUNGAGUNG IN ACADEMIC YEAR 2015/2016

THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Degree of Education (S.Pd.) of English Education Department Faculty of Teacher Training and Education University of Nusantara PGRI Kediri

Presented as a Partial Requirements to Obtain

Fulfillment of the

Degree of Education of

English Department

Faculty of Teacher Training

and Education

University of Nusant

ZAKARIA ANGGARA PRASETIA NPM 11.1.01.08.0233

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF NUSANTARA PGRI KEDIRI 2016

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Artikel Skripsi Universitas Nusantara PGRI Kediri

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Artikel Skripsi Universitas Nusantara PGRI Kediri

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Artikel Skripsi Universitas Nusantara PGRI Kediri

THE EFFECT OF PROJECT BASED LEARNING MODEL TOWARD THE EIGHTH GRADE STUDENTS’ WRITING ABILITY AT SMPK St. MARIA TULUNGAGUNG IN ACADEMIC YEAR 2015/2016

ZAKARIA ANGGARA PRASETIA NPM. 11.1.01.08.0233 Fakultas Keguruan dan Ilmu Pendidikan – Prodi Pendidikan Bahasa Inggris Email : [email protected] Agung Wicaksono dan Yunik Susanti UNIVERSITAS NUSANTARA PGRI KEDIRI ABSTRACT Writing is one of the language skills which must be taught by Junior High School students. It is important to be learned and mastered by every student. In teaching writing, the teacher should have various ways, so the students will not get bored. In this skripsi, the writer wants to present one of the new ways, especially in Indonesia to teach writing for Descriptive Text, that is Project Based Learning model. This skripsi is written as a result of The Effect of Project Based Learning Model toward the Eighth Grade Students’ Writing Ability at SMPK St. Maria Tulungagung in Academic Year 2015/2016. The purpose of the study is to know whether or not there is any effect of Project Based Learning model toward the eighth grade students’ writing ability in writing a descriptive text, before and after being taught by using the model. This research, the writer used descriptive quantitative as a method to analyze the data and the experiment was used as a technique to get the result of the research. The experiment was implemented through written test and it was done by the students before and after being taught in writing by using Project Based Learning model. The subject of the research was the eighth grade students at SMPK St. Maria Tulungagung in academic year 2015/2016. Afterward, the writer compared the score using statistical formula of t=test. This research shows that the t-score is 4.07 > and the correspondences are 27 and t-table 2,052 at the level of significance 5% (0.05). It means that t-score (4.07) > t-table as the level of significance 5% (2.052). So, we can say that t-score is greater than t-table at the level of significant of 5%. It means that there is significant difference between the result of the eighth grade students’ pre-test and post-test. Finally, the writer concludes that Project Based Learning model can be used for a various way to teach writing especially in writing Descriptive Text, because the students are more independent in the learning process which the project as their final result should be done a real world condition. Keywords: Project Based Learning, Writing, Descriptive text.

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Artikel Skripsi Universitas Nusantara PGRI Kediri

I.

BACKGROUND In the process of language

Indonesia

has

become

a

learning, there are four language skills

development nation, especially in the

that must be learnt by the learners

development of its education. The

namely listening, speaking, reading

education ministry has developed the

and writing. Writing becomes the most

curriculum and it affects all the

difficult skill. According to Heaton J.B

elements of the teaching. It gives some

(135:1989) stated that writing skills are

learning models to teach, especially

complex and sometimes difficult to

English.

teach because the students need to

students active and creatively. The

concentrate in particular elements such

example models are Problem Based

as organization, grammar, vocabulary,

Learning, Project Based Learning,

etc.

is

Discovery Learning, Inquiry Based

undeniable aspect to be mastered.

Learning and etc. In this research, the

There are a lot of suggestions and

researcher will use Project Based

arguments regarding writing.

Learning to know the writing ability of

However,

writing

skill

As one of the language skills,

Learning models require

students.

writing plays an important role to

According to Bell (2010:76),

express an idea in a piece of paper.

"PROJECT BASED LEARNING is a

That’s why writing likes the hardest

key strategy for creating independent

thing to do in the teaching learning

thinkers and learners. Children solve

process. In the English teaching-

real-world problems by designing their

learning process, many students feel

own inquiries, planning their learning,

bored to study English, moreover about

organizing

writing. From the small things like

implementing a multitude of learning

punctuation, capitalization, spelling

strategies. Within this based learning

until they have a lack of vocabularies,

project models learner should be able to

confused about grammar, and also they

produce the product. This product find

do not have any idea what will they

out as much as their understood about

write, so they will feel lazy and

the material given, and to know how

sometime give up and do not 1want to

the students’ ability in writing through

study.

their written as their product.

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their

research,

and

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PROJECT

BASED

interest of the students and then

has the potential to

incorporate driving questions to keep

engage students' and allow them to

students' interest. Allowing students to

work on contextualized problems,

have their own voice and make their

which can support them in making

own decisions about the project foster

connections between what they learn in

individual learning and encourage

school and their experiences outside of

inquiry so students can form their own

school" (Jurow;2005:112).

Project-

driving questions. While working in

Based Learning seems to match this

groups, students learn and utilize

English teaching and learning need.

valuable "21st century skills" including

PROJECT BASED LEARNING is

group collaboration, communication,

different from traditional instruction

and critical thinking. The teacher's role

because it emphasizes learning through

of

student-centered, interdisciplinary, and

feedback and allowing students to

integrated activities in real world

make revisions through means of

situations (Solomon; 2003:94). Those

rubrics and group evaluations. The

are the reasons why the researcher

final element of successful PROJECT

wants to use the Project Based

BASED LEARNING is a 'Publicly

Learning model

Presented

LEARNING

to knowing the

facilitator

involves

Product"

providing

(Larmer

and

This

final

students’ writing ability. Whether

Mergendoller,

students work individually, in pairs, or

element gives students the opportunity

in

design

to take pride in their work and provides

something from scratch taps their

them with presentation skills that they

creative abilities. The teacher's role is

will certainly use useful in the future.

to serve as coach, guiding students to

With these measures that are in the

use a variety of resources, employ a

learning model Project Base Learning,

strategy that is fun and motivating, and

students will be able to think of an idea

uncover content

depth and

better, manage time well, and produce

breadth. According to Larmer and

the maximum product. Teaching in an

Mergendoller (2010:53), there are

appropriate way is very needed to

seven essential components of project-

facilitate the students. The students

based learning. Successful project-

must learn to write until they know the

based learning first must spark the

way to communicate with others. With

groups,

having

them

with

ZAKARIA ANGGARA PRASETIA | 11.1.01.08.0233 FKIP – Prodi Pend. Bahasa Inggris

2010).

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Artikel Skripsi Universitas Nusantara PGRI Kediri

their good writing skill, the students

EFFECT

will be able to make some various texts.

LEARNING MODEL TOWARD THE

In line with the problem above

EIGHTH

OF

PROJECT

GRADE

BASED

STUDENTS’

that the Project Based Learning model

WRITING ABILITY AT SMPK St.

effective

MARIA

to

improving

students’

writing ability, the researcher wants to

TULUNGAGUNG

IN

ACADEMIC YEAR 2015/2016”.

write the research with the titled “THE

II.

RESEARCH METHOD This is quantitative research in

Learning before teacher gives test

which data can be describing using

(post-test). . In this research, the

statistical formula. The design is pre-

population target is the eighth grade

experimental research in the form of

of SMPK St. Maria Tulungagung that

one group pretest-posttest design. The

consist 151 students. The writer uses

first data got from pre-test in which

only one class to do the experiment.

the teacher gives test to the students

The sample of this research is the VIII

directly without preparation before.

C class. In this class, there are 27

The

students consists 16 male and 11

second,

treatment

III.

the

using

teacher Project

gives Based

female.

THE RESULT AND CONCLUSION Based on the result of the

difference way to teach writing and it

research, it is known that Project

made the students become more

Based Learning has an impact to the

interest in learning English especially

eighth grade students’ writing ability

for writing because the students were

at SMPK St. Maria in academic year

faced to the real world activities

2015/2016. The result of the pre-test

where each members of the group has

and post-test is different. The mean

to do their job. According to Bell

score of the pre-test is 63.741 is lower

(2010;39), "Project Based Learning is

than the mean score of the post-test

a

that is 75.34. It can be concluded that

problems can be solved by designing

Project Based Learning gave a

their own project, planning their

ZAKARIA ANGGARA PRASETIA | 11.1.01.08.0233 FKIP – Prodi Pend. Bahasa Inggris

student-driven,

the

real-world

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IV.

project, organizing their project.” The

As a conclusion, based on the

definition is supported by the students

analysis of the teaching-learning

who made the project. Whether the

process, the researcher concludes that

students work in pairs or in group, the

students have well motivated, become

students can solve their real-world

more active, and the students can

problems and the students also can

manage themselves as a team who has

create themselves become a good

a project that should be done

manager.

creatively.

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