THE EFFECT OF PROBLEM BASED LEARNING ON STUDENT ABILITY IN WRITING NARRATIVE TEXT (Quasi Experimental Research at Tenth Grade Students of SMKS 11 Serunting 2 Bengkulu in Academic year 2018/2019)

Merisa,, Rani Ramadhania (2020) THE EFFECT OF PROBLEM BASED LEARNING ON STUDENT ABILITY IN WRITING NARRATIVE TEXT (Quasi Experimental Research at Tenth Grade Students of SMKS 11 Serunting 2 Bengkulu in Academic year 2018/2019). Diploma thesis, IAIN BENGKULU.

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Abstract

This study is aimed to To find out whether or not there is a significant difference in writing narrative text achievement at tenth grade students of SMKS 11 Serunting Bengkulu between the students who were taught using PBL method and that of those who were not and To find out whether or not there is an effect of using PBL method on the students writing narrative text achievement at tenth grade students of SMKS 11 Serunting 2 Bengkulu.. This study was designed as quasi-experimental design research. Data collection techniques used are The researcher collect the data by giving pre-test, giving different treatments in experimental class and controll class and giving post-test for investigating the effect of problem-based learning on students‟ writing ability of narrative text. After analyzing the data the researcher found The hypothesis test showed that the sig. 2 tailed (p) was 0.000044 and the alpha (α) was 0.05. It would be accepted, Ha (Alternative Hypothesis), if the sig. 2 tailed was lower than alpha (α) or p < α. It means that there is a significant effect of Project-based learning on students‟ writing ability of narrative text. The mean score in experimental class increased 18.2 points, from 60.47 become 78.67. contrast, the controlled class increased 11.55 points, from 59.57 become 71.12. This research result have lead me to point out some suggestions for several different focuses like teachers, students, and further researchers. Teachers should be more creative and active in teaching and delivering lessons by giving new method of learning in class such as project-based learning in learning narrative text so students become more interested and engaged. .

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