scholarly journals Effect of Problem-Based Learning Strategy to Students’ Ability in Writing Argumentative Text at Muhammadiyah University of Bengkulu

Radiant ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 87-102
Author(s):  
Erlian Dwisnu
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Writing Skills ◽  
Problem Based Learning ◽  
Average Score ◽  
Study Program ◽  
Argumentative Text ◽  
Class B ◽  
Post Test ◽  
Positive Effect

The question posted in this study was “Did the Problem Based – Learning Strategy give effect to the students’ ability in writing argumentative text in English Study Program of Muhammadiyah University of Bengkulu?”. The aim of this study was to examine whether problem-based learning strategies affect students' ability to write argumentative text in English Study Program of Muhammadiyah University of Bengkulu. The methodology of this research was experimental research. With 146 students, the samples for this study consisted of two classes. Class B has 20 students and class C 20 students. The researchers took courses B and C because they had similar subject-writing skills. The researcher took class B and C because they have similar skill in writing I subject.  The data were obtained from the pre-test before the treatment in three meetings and post-test after the treatment by using Problem-Based Learning Strategy in experimental class. Students’ writing product is assessed by using analytical scoring rubric. The last step was the researcher discussed and concluded the data. The result of this research showed that Problem Based – Learning Strategy can improve students' writing skills. Calculated using T-test formula, it was found that t-count is higher than t-table (2.9>2.0024) and the average score  of the two classes was increased, the experimental class got increasing as much as 38.7 points, while in control class indicate the increasing as much as 3.8 points.  So, it can be concluded that this strategy gave a positive effect to the student’s ability in writing argumentative text.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN TASK BASED LANGUAGE LEARNING DALAM MENINGKATKAN KETERAMPILAN MENULIS TEKS DESKRIPTIF BAHASA PERANCIS

2020 ◽  
Vol 19 (2) ◽  
pp. 245-254
Author(s):  
Dinan Anshary ◽  
Yadi Mulyadi ◽  
Yuliarti Mutiarsih
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Writing Skills ◽  
Average Score ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Text Writing

 Today there are so many learning strategies to support teaching and learning activities. One of the learning strategies that can be applied in writing skills is Task Based Language Learning. This research aims to measure the level of student mastery of descriptive text writing skills before and after the use of Task Based Language Learning strategies; measure the effectiveness of the implementation of Task Based Language Learning, and; obtain information about the implementation of Task Based Language Learning. The method used in this research was a pre-experimental. Meanwhile, the research design was one group pre-test and post-test design. The research findings explained that the use of Task Based Language Learning can improve students’s descriptive text writing skills. This is proven by an increase in the average value obtained by students. The average score in the pre-test was 60.8 while the post-test average score increased by 74.88. Then based on the overall questionnaire data analysis, the application of this learning strategy contributed positively to the learning of descriptive French writing skills.

scholarly journals THE EFFECT OF LEARNING STRATEGY AND INITIAL KNOWLEDGE ON THE ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS

2020 ◽  
Vol 7 (2) ◽  
pp. 329-339
Author(s):  
Edi Puryanto ◽  
Yumna Rasyid ◽  
Fathiathy Murtadho
Keyword(s):  
Learning Strategies ◽  
Writing Assessment ◽  
Learning Strategy ◽  
Writing Skills ◽  
Advance Organizer ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Study Program ◽  
Assessment Skills ◽  
Initial Knowledge

This study was aimed at identifying the the effect of learning strategies and initial knowledge  on the ability in developing writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, FBS, UNJ. The method used in this research was experimental research with 46 samples. Sample 3 PB1 was treated with metacognition strategy and sample 3 PB2 was treated, with strategy advance organizer. The research instrument was a test of the ability to develop writing skills assessment instruments and a test of initial knowledge. After testing the hypothesis with the ANOVA test, in the 2 X 2 calculation table, Fcount (Inter-A) 6.008> Ftable 4.200 at the level of α = 0.05, indicating that H1 is accepted and Ho is rejected. This means that there are differences in ability to develop writing skills assessment instruments between students who are treated with metacognition strategies and strategies advance organizer. Furthermore, testing the hypothesis about the effect of the interaction of learning strategies and initial knowledge on the ability to develop writing skills assessment instruments and testing prior knowledge, data shows arithmetic (AxB interaction) = 5.485> ftable = 4,200 on the level of α = 0.05, H1 accepted and Ho rejected. That is, there is an interaction effect between learning strategies (metacognition strategies and strategies advance organizer) and initial knowledge (high and low) on the ability to develop writing assessment skills instruments. The learning outcomes of the ability to develop students' writing assessment skills instruments are influenced by learning strategies and initial knowledge.

scholarly journals The Acquisition of Vocabulary by Using Children Song and Kinesthetic Learning Strategy in Bali Public School

HUMANIS ◽  
2018 ◽  
pp. 676
Author(s):  
Aridna Suhcera ◽  
I Nengah Sudipa ◽  
Ni Wayan Sukarini
Keyword(s):  
Public School ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Second Grade ◽  
Multiple Choice Questions ◽  
Kinesthetic Learning ◽  
Second Grade Students ◽  
Class B ◽  
Post Test ◽  
Group B

Many learning strategies were made in order to enrich children’s vocabulary. The present research is aimed at seeing if a great combination of learning strategy could affect children in acquiring vocabulary. The research was using a combination of children song and kinesthetic learning strategy to acquire vocabulary. The subject of the research was the second grade students of Bali Public School with 3 samples from Class A and Class B. Group A was using the combination of children song and kinesthetic learning strategy and Group B was using children song alone without kinesthetic learning strategy. The data were obtained through pre-test and post-test that consist of multiple choice questions. The obtained data were analyzed quantitatively and qualitatively. Furthermore, the data are presented using formal (words and natural language) and informal (table and diagrams) methods. The vocabulary that the children had acquired through this combination included adjective, verbs, collective nouns and countable nouns. The process of acquiring vocabulary through kinesthetic learning strategy on the second grade students included the symbolic, centration and elimination of egocentrism process.

scholarly journals THE USE OF DRILL TECHNIQUES IN TEACHING PRESENT AND PAST TENSE PRIVATE GRAMMAR TOWARD STUDENTS IN ENGLISH STUDY PROGRAM OF UNIMA

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Fivy Fivy Andries
Keyword(s):  
English Language ◽  
Average Score ◽  
Past Tense ◽  
Study Program ◽  
First Semester ◽  
Class A ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance

This study intends to describe the used of drill techniques can improve understanding and the ability of students to use Simple present and past tense. This research can be classified into quasi-experimental research using the pre-test and post-test design. The research was conducted at the beginning of semester in 2018/2019 academic in year in the first semester, class A amounted to 45 students as the experimental class and class B which amounted to 45 students as a control class. The data were collected through a test. The result showed that the use of drill techniques has been able improve student competence and English performance. The average score of the post test (74) is higher than the pre-test(51.92), and the percentage of student whose grades are 71-100 is 100% while in the pre-test only 18,51%. The researcher came to the conclusion that it was proven, drill techniques can be used as a technique in teaching English to improve the competence and performance of English language students. Keywords: Drill technique, simple present, simple past

scholarly journals EXPLORING ENGLISH FOREIGN LANGUAGE STUDENTS’ LEARNING STRATEGIES IN READING ELT MATERIALS

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Rahayu Meliasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Average Score ◽  
Language Learning Strategies ◽  
Study Program ◽  
Social Strategy ◽  
The Mean

This research aimed to reveal the type of language learning strategies dominantly used by the learners and the least type of learning strategies used by the learners. There were 10 students who were taken as the sample of participants. They are students who officially enrolled in Academic Reading Class in the second semester of English Study Program of Teacher Training and Education Faculty (FKIP) Tanjungpura University in Academic Year 2016/2017. Questionnaire consisting of 40 statements was distributed for data collection which in turn were analyzed by using mean score calculation. The analysis of the data revealed that the mean score of metacognitive learning style was 4.0 which indicated that this type of learning strategy fell into the highest frequency used by the students. Meanwhile, the average score for cognitive strategies was 3.7 in which it is categorized as the second rank of the learning strategy mostly used by the learners. The analysis toward compensation strategy resulted 3.5 for the mean score, and the average score for affective and social strategy reached average at 3.1 and 3.0 respectively. By contrast, memory strategy is the least type of learning strategy used by the students, reaching the mean only at 2,9.Keywords: EFL, Language Learning Strategies, Reading, ELT Materials

scholarly journals Pengaruh Strategi Pembelajaran Problem Based Learning (PBL) Dan Group Investigation (GI) Terhadap Keterampilan Proses Sains Di MAN Kabanjahe

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Iskandar Dinata Ginting ◽  
Ely Djulia ◽  
Tumiur Gultom
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Class A ◽  
Skill Test ◽  
Class B ◽  
Control Learning ◽  
Cluster Random Sampling

This study aims to determine the effect of learning strategies on the skills of the science process. The research method used quasi experiment with research sample of 3 classes determined randomly with cluster random sampling technique. Class A is taught by Problem Based Learning strategy, class B with Group Investigation and Class C (Control) learning strategy using Conventional learning strategy. The research instrument uses a science skill test in the form of a description of the observation sheet. Data analysis techniques with Covariate Analysis (ANACOVA) at significant level α = 0.05 with the help of SPSS 24. The results showed there is a significant influence of learning strategy on science process skills (F = 9,229; P = 0,000). As a follow-up of the results of this study is expected to teachers to be able to implement Problem Based Learning (PBL) strategy on Ecology material in an effort to improve the skills of science process.

scholarly journals PROBLEM BASED LEARNING STRATEGY; AN EFFICIENT ON ENHANCING STUDENTS’ GRAMMAR ABILITY IN PASSIVE VOICE

2019 ◽  
Vol 10 (1) ◽  
pp. 56
Author(s):  
Albet Effendi Pohan
Keyword(s):  
Learning Strategy ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Average Score ◽  
Experiment Research ◽  
Passive Voice ◽  
Test Form ◽  
Post Test ◽  
Teaching Learning

The objective of the study is aimed to know the effect of Problem Based Learning Strategy on Enhancing Students’ Grammar Ability in Passive Voice. The research design was experiment research. The population in this research was selected by simple random sampling technique. The instrument of research used grammar test. Test was given in pre-test and post-test form. The data were analyzed by using quantitave method. Then, the researcher analyzed the research by using t-test formula. The findings indicated that score of students in post-test is highest compared post-test after Problem Based Learning Strategy on grammar ability in passive voice. The average score of students in pre-test experimental class are 62.91. and the average score of students in post-test experimental class are 74.16. the research showed that the value of t-count is 19.984 and the df (degree of freedom) is 22. The values in the table of significance of 5%, df = 22 is 2.0738. the hypothesis showed t-count is higher than t-table, namely 19.984 > 2.0738. it means that Problem Based Learning Strategy gives an effect on enhancing students’ grammar ability in passive voice. Based on the finding above, Problem Based Learning Strategy can be suggested as one of strategy to be implemented in teaching learning process of grammar activities. It is aimed to make the students interested, so become more creative and motivate in learning English.

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

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