scholarly journals PROJECT – BASED LEARNING (PJBL) TO IMPROVE STUDENTS’ WRITING CAPABILITY

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Umi Sholihah
Keyword(s):  
Action Research ◽  
Project Based Learning ◽  
Teaching Writing ◽  
Learning Activity ◽  
English Department ◽  
Classroom Situation ◽  
Student Centered ◽  
Creative Commons ◽  
Writing Class ◽  
The Subject

<p>Writing is considered as a difficult skill in learning English. That’s way the teacher should creative and innovative in teaching writing. One of methods that can be used in teaching writing is PjBL (Project Based Learning). The purpose of this article is to examine the uses of PjBL can improve students’ writing capability. It is based on the classroom action research with the subject is the students of fourth semester of English department of Widya Dharma University. The findings of the research imply that PjBL is very effective. The implementation of PjBL improved the students’ writing capability. PjBL enables the students to be more active to explore their ideas. By doing the project, the students can work together and share their ideas and knowledge with others. It makes the learning activity is not teacher centered but student centered, because most of the activity is done by the students. It can also  improve writing class in a better situation in the way that the classroom situation becomes more alive with various interesting activities, and there is a rising of students’ participation.</p><p> </p><p> </p><center><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></center><p> </p>

scholarly journals PENINGKATAN AKTIVITAS DAN KEMAMPUAN MENATA GEBOGAN MELALUI PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED`LEARNING) PADA PESERTA DIDIK KELAS XI SMKN 3 DENPASAR TAHUN PELAJARAN 2013/2014 (Finalis Lomba Karya Ilmiah dan Inovasi Pembelajaran Dit PSMK Jakarta)

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Nyoman Aris Suparni
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Check List ◽  
Learning Achievement ◽  
The Subject ◽  
Classroom Action Research ◽  
Hotel Accommodation

Penelitian ini bertujuan untuk : (1) Meningkatkan aktivitas belajar peserta didik kelas XI Akomodasi Perhotelan pada pembelajaran Menata Gebogan. sebagai dekorasi ruang melalui pembelajaran berbasis proyek (Project Based Learning). (2) Meningkatkan keterampilan Menata Gebogan sebagai dekorasi ruang pada peserta didik kelas XI Akomodasi Perhotelan melalui pembelajaran berbasis proyek (Project Based Learning) Subyek penelitian ini adalah peserta didik kelas XI Akomodasi Perhotelan D SMKN 3 Denpasar dengan melibatkan 34 orang , terdiri dari peserta didik laki-laki sebanyak 18 orang dan peserta didik perempuan sebanyak 16 orang. Prosedur penelitian adalah Penelitian Tindakan Kelas (Classroom Action Research) dengan 3 siklus. Data yang dikumpulkan dalam penelitian ini meliputi data aktivitas belajar peserta didik,dengan menggunakan lembar observasi (Check-List) dan data hasil belajar peserta didik terhadap penerapan pembelajaran berbasis proyek dalam kompetensi Menata Gebogan dengan menggunakan penilaian autentik. Data aktivitas dan hasil belajar peserta didik dianalisis dengan statistik deskriptif Hasil penelian ini menunjukkan bahwa aktivitas peserta didik pada pelajaran menata gebogan melalui Project Based Learning terjadi peningkatan secara signifikan pada siklus1,siklus 2 dan siklus 3. Peningkatan tersebut meliputi peningkatan aktivitas dan hasil belajar peserta didik. Pada siklus 1 menunjukan bahwa ketuntasan belajar peserta didik sebesar 73,52% dan aktivitas ada pada kategori kurang aktif. Pada siklus 2 menunjukan bahwa ketuntasan belajar peserta didik sebesar 76,47% dan aktivitas ada pada kategori cukup aktif. Dan pada siklus 3 menunjukan bahwa ketuntasan belajar peserta didik sebesar 100% dan aktivitas ada pada kategori sangat aktif. Kata-kata kunci: Pembelajaran berbasis proyek (Project Based Learning), Aktivitas, Keterampilan. ABSTRACT This research has the purposes to: 1) improve the learning activities of grade XI students of Hotel Accommodation Department in the subject of “Menata Gebogan” (Arranging Gebogan) as room decorations through project based learning, 2) Enhancing the skills of grade XI students of Hotel Accommodation Department in using Gebogan arrangement as room decorations through project based learning. The subject of the research is grade XI-D of Hotel Accommodation Department of SMKN 3 Denpasar which involves 34 students, 18 of them are males and 16 are females. The research procedure is the 3-cycle classroom action research. The data obtained in this research include the data of student’s learning activities by using observation check-list and the data of student’s learning outcomes by applying project-based learning for the competency of arranging gebogan with authentic assessment. Both kinds of data above are analyzed by descriptive statistic means. The result of this research reveals that the student’s activities during the lessons of arranging gebogan through project-based learning increased significantly during the 1st, 2nd and 3rd cycles. The increase involved both the activity and the learning outcomes of the students. The 1st cycle indicates that student’s learning achievement is 73.52% while the categorization of activity is still in low level. The 2nd cycle shows the student’s learning achievement reached 76.47% while the student’s activity reached a higher level or middle category. Finally, the 3rd cycle shows that the student’s achievement has reached the maximum of 100% and the student’s activity can be categorized into a level of very high. Keywords: Project-based learning, activity and skill.

scholarly journals PENINGKATAN AKTIVITAS DAN KEMAMPUAN MENATA GEBOGAN MELALUI PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED`LEARNING) PADA PESERTA DIDIK KELAS XI SMKN 3 DENPASAR TAHUN PELAJARAN 2013/2014 (Finalis Lomba Karya Ilmiah dan Inovasi Pembelajaran Dit PSMK Jakarta)

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Nyoman Aris Suparni
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Check List ◽  
Learning Achievement ◽  
The Subject ◽  
Classroom Action Research ◽  
Hotel Accommodation

Penelitian ini bertujuan untuk : (1) Meningkatkan aktivitas belajar peserta didik kelas XI Akomodasi Perhotelan pada pembelajaran Menata Gebogan. sebagai dekorasi ruang melalui pembelajaran berbasis proyek (Project Based Learning). (2) Meningkatkan keterampilan Menata Gebogan sebagai dekorasi ruang pada peserta didik kelas XI Akomodasi Perhotelan melalui pembelajaran berbasis proyek (Project Based Learning) Subyek penelitian ini adalah peserta didik kelas XI Akomodasi Perhotelan D SMKN 3 Denpasar dengan melibatkan 34 orang , terdiri dari peserta didik laki-laki sebanyak 18 orang dan peserta didik perempuan sebanyak 16 orang. Prosedur penelitian adalah Penelitian Tindakan Kelas (Classroom Action Research) dengan 3 siklus. Data yang dikumpulkan dalam penelitian ini meliputi data aktivitas belajar peserta didik,dengan menggunakan lembar observasi (Check-List) dan data hasil belajar peserta didik terhadap penerapan pembelajaran berbasis proyek dalam kompetensi Menata Gebogan dengan menggunakan penilaian autentik. Data aktivitas dan hasil belajar peserta didik dianalisis dengan statistik deskriptif Hasil penelian ini menunjukkan bahwa aktivitas peserta didik pada pelajaran menata gebogan melalui Project Based Learning terjadi peningkatan secara signifikan pada siklus1,siklus 2 dan siklus 3. Peningkatan tersebut meliputi peningkatan aktivitas dan hasil belajar peserta didik. Pada siklus 1 menunjukan bahwa ketuntasan belajar peserta didik sebesar 73,52% dan aktivitas ada pada kategori kurang aktif. Pada siklus 2 menunjukan bahwa ketuntasan belajar peserta didik sebesar 76,47% dan aktivitas ada pada kategori cukup aktif. Dan pada siklus 3 menunjukan bahwa ketuntasan belajar peserta didik sebesar 100% dan aktivitas ada pada kategori sangat aktif. Kata-kata kunci: Pembelajaran berbasis proyek (Project Based Learning), Aktivitas, Keterampilan. ABSTRACT This research has the purposes to: 1) improve the learning activities of grade XI students of Hotel Accommodation Department in the subject of “Menata Gebogan” (Arranging Gebogan) as room decorations through project based learning, 2) Enhancing the skills of grade XI students of Hotel Accommodation Department in using Gebogan arrangement as room decorations through project based learning. The subject of the research is grade XI-D of Hotel Accommodation Department of SMKN 3 Denpasar which involves 34 students, 18 of them are males and 16 are females. The research procedure is the 3-cycle classroom action research. The data obtained in this research include the data of student’s learning activities by using observation check-list and the data of student’s learning outcomes by applying project-based learning for the competency of arranging gebogan with authentic assessment. Both kinds of data above are analyzed by descriptive statistic means. The result of this research reveals that the student’s activities during the lessons of arranging gebogan through project-based learning increased significantly during the 1st, 2nd and 3rd cycles. The increase involved both the activity and the learning outcomes of the students. The 1st cycle indicates that student’s learning achievement is 73.52% while the categorization of activity is still in low level. The 2nd cycle shows the student’s learning achievement reached 76.47% while the student’s activity reached a higher level or middle category. Finally, the 3rd cycle shows that the student’s achievement has reached the maximum of 100% and the student’s activity can be categorized into a level of very high. Keywords: Project-based learning, activity and skill.

scholarly journals Improving The Students’ Writing Skill by Using Picture

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Arif Kartika ◽  
Joko Nurkamto ◽  
A. Handoko Pudjobroto
Keyword(s):  
Action Research ◽  
Teaching Writing ◽  
Classroom Situation ◽  
Test Cycle ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Writing Skill ◽  
Post Test ◽  
Research Findings ◽  
The Mean

<p><em>The objectives of this thesis are to describe whether picture improves students’ writing skill and to describe the classroom situation when picture is used in writing class. The method of the research was classroom action research.   The action research was conducted from January to April 2013 and was carried out in two cycles in 32 students of VIII A in SMPN 1 Jaten. The researcher collected the data using observation and questionnaire. After collecting the data, the researcher analyzed the data using qualitative and quantitative</em><em> technique. </em><em> </em><em>The research findings show that the using of picture could improve the students’ writing. It can be seen from the mean scores improvement of pre test, post test cycle 1 ,and post test cycle 2, were 51.62 for the pre-test, 68.00 for the post-test in cycle 1 and 78.31 for the post-test in cycle 2. The using of picture in teaching writing also could improve classroom situation in writing class.</em></p>

scholarly journals The Study of Teacher Role in Writing 3 Class at the English Department of Petra Christian University

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 48-55
Author(s):  
Carmelia Lay
Keyword(s):  
Video Recording ◽  
Teaching Writing ◽  
Problem Solver ◽  
English Department ◽  
Teacher Roles ◽  
Teacher Role ◽  
Christian University ◽  
Writing Class ◽  
The Subject ◽  
Regular Students

In this study, the writer discussed types of teacher role in Writing 3 class at English Department of Petra Christian University. The purpose of this study was to find out the types of teacher roles and different treatments between regular and repeater students. The subject of this study was a lecturer teaching Writing 3 class at English Department of Petra Christian University. The theories used by the writer were types of teacher roles in writing class by Harmer (2007) and Richards (2015). The writer used classroom observation and video recording to collect the data. The findings of this study revealed that there were eight types of teacher role out of nine seen in Writing 3 class which were resource/facilitator, feedback provider/evaluator, motivator, expert writer, cultural informant, collaborator, investigator, and problem solver. As for the treatment, there were different treatments between regular and repeater students. From this study, it could be concluded that the teacher played eight roles out of nine types of teacher roles based on what the students needed and the teacher gave more attention to the repeater students.  Key words: Teacher roles, repeater students, regular students, treatment

scholarly journals STUDENTS’ CHOICES ON TOPICS PUBLISHED IN PROJECT IBUNKA AND THEIR RATIONALES (A CASE STUDY )

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Elis Homsini Maolida ◽  
Gilang Mustika
Keyword(s):  
Writing Process ◽  
Teaching Writing ◽  
English Department ◽  
School Life ◽  
Writing Teachers ◽  
Writing Class ◽  
Stage Process ◽  
The Subject ◽  
Campus Activities

For novice writer, choosing a topic to write can be a difficult stage process since there are many factors to consider. The process of choosing topic and factors contribute to those choices are important to investigate since it can inform the writing teachers and lecturers about possible topics they may bring to the writing class. In addition, the students’ topic choices and their motives provide valuable information for writing teachers and lecturers to understand the students’ writing process, especially pre writing stage, which is very important to consider in teaching writing. This case study reveals students’ choice on topics and their rationales for choosing those topics. Fifteen English department students who took part in an online writing forum for more than twelve weeks, Project Ibunka, were observed and interviewed. The results show that campus activities and friendship were the top two topics chosen by students regarding school life. Meanwhile, entertainment and Events&Spots dominated students’ choice when they were asked to write about cultural topics. On the subject of social theme, majority of students chose educational issues for their topic. Various rationales of students topics choices were also discovered such as students’ interest on the topic, students’ consideration of audience and familiarity on the topic.

scholarly journals The Effectiveness of Using Wattpad on Development Students’ Writing Ability

IdeBahasa ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 105-114
Author(s):  
Ance Jusmaya
Keyword(s):  
Alternative Hypothesis ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Department ◽  
Z Score ◽  
Writing Ability ◽  
Writing Test ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental

The purpose of this study is to look for a significant influence on the application of using  Wattpad  as learning activities on students' ability to write descriptive texts. The main consideration is because an educator in this case should  used interesting instructional media, particularly to teach writing so that the potential of students can be developed optimally. Meanwhile the development of writing of English Department Students of Putera Batam University is still relatively low in quality. Wattpad is an applications which provides the students  an opportunity to write, promote and help their writing  reach acroos  the world. The design of the research was quasi-experimental research that want to find out the effect of  using Wattpad towards students  writing ability. To know students’ writing ability, this research uses writing test as Instrument. There are three pre tests and post tests. The pre-test were used to see students writing ability before having treatment and posttest are used to see the differences on students  writing ability after giving treatments. The subjects were the students of English Department of Putera Batam University who took writing class. The data found that  using Wattpad has a significant effect on student’s writing ability. This conclusion can be seen based on the analysis that has been done where the obtained Z score was smaller than critical value, the null hypothesis (Ho) was rejected and alternative hypothesis (Hi) was accepted. So, based on the results , it was concluded that there was statistically diffrence between the pre-test and post-test score at the 0.05 levels. It means that teaching writing  by using wattpad gives significant effect on students’ writing ability

scholarly journals THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Nadya Isnan Furqoni
Keyword(s):  
Peer Feedback ◽  
Teaching Writing ◽  
Teacher Feedback ◽  
Control Group ◽  
English Department ◽  
Writing Achievement ◽  
Proof Reading ◽  
Writing Class ◽  
The Difference ◽  
And Control

Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback.  This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.

scholarly journals THE APPLICATION OF SEMINAR PAPER TECHNIC IN WRITING COURSE IN ENGLISH DEPARTMENT IN FACULTY OF ADAB AND HUMANITY UIN SUNAN AMPEL SURABAYA

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Abu Fanani
Keyword(s):  
Action Research ◽  
Research Method ◽  
English Department ◽  
Is Success ◽  
Main Indicator ◽  
Writing Class ◽  
Writing Course ◽  
Writing Skill ◽  
Humanities Faculty ◽  
Classroom Action Research

There three points in this research. These are the proses of the use of paper seminar technic on writing class of English Department, the result of the use of paper seminar technic on writing class of English Department and obstacle of the use of paper seminar technic on writing class of English Department Art and Humanities Faculty, State Islamic University of Sunan Ampel Surabaya. This research method is Classroom Action Research. There are two cycles of this research. The enhancement appeared from the first cycle to the second cycle. It can be seen from the main indicator that shows the improvement. There are some variables that are used but only two variables that are not increase, these are prewriting and drafting.  So it can be said that this research is success. While the obstacle of this research are the weakness of students competence of English especially writing skill and the infrastructures that are not support.

scholarly journals The Effectiveness of Written ‘Peer Review’ Towards English 3 Students’ Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Ma’rifatul Fadhilah
Keyword(s):  
Action Research ◽  
Peer Review ◽  
English Department ◽  
Generic Structure ◽  
Writing Ability ◽  
Writing Improvement ◽  
The Social ◽  
Writing Class ◽  
Writing Skill ◽  
Write Text

<p>The writer conducted this research because the students of the non-English department, FITK UIN Semarang could not write text well. They still wrote text with random way, and they did not understand the social function, the generic structure and the language feature of the text. Using peer review in writing class, the writer intended to improve students' writing especially recount, descriptive, procedure, and cause and effect texts. The had two problems: 1). How is the implementation of ‘peer review' writing for the FITK students of 2014/2015?; 2). How is the writing improvement of FITK students of 2014/2015 after applying ‘peer review’ writing? There are some texts introduced to the FITK students. The students are expected to be able to write text. Through classroom action research implementing peer review, the students’ writing ability had been improved well.</p>

scholarly journals IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

2019 ◽  
Vol 13 (2) ◽  
pp. 88
Author(s):  
Fuad Abdul Baqi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Learning Activity ◽  
Comprehension Skill ◽  
The Subject ◽  
Teaching Learning ◽  
High Level

<p>This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension. The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS<sup>3</sup>. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test. The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill. It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively.  Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR.</p>

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