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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JURNAL KOULUTUS Jurnal Pendidikan dan Ilmu Sosial Journal of Scientific Research, Education, and Technology Pedagogic Research - Applied Literacy Journal
Misela, Jenny Ika
Universitas Wahidiyah
Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Pedagogic Research - Applied Literacy Journal

 1 
PROBLEM BASED LEARNING TO IMPROVE STUDENTS WRITING ABILITY Jenny Ika Misela; Mahendra Puji Permana Aji
Pedagogic Research-Applied Literacy Journal Vol. 2 No. 1 (2025): Volume 2 Number 1 January 2025
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/04eetb59

Abstract

This study is aimed at implementing PBL to improve the students’ writing ability. It was conducted by using classroom action research which has two cycles. Each cycle has 4 steps including planning, acting, observing, and reflecting. The instrument used in this research was qualitative and quantitative instrument. Qualitative instruments that she used is observation check list and field notes. The quantitative data was gotten from the students’ score of posttests from cycle 1 and cycle 2. The questionnaire was used in this research as a preliminary study. The subject of the research was the students of tenth grade SMA Wahidiyah Kediri which consist of 29 students. Based on writing test scores, in the pre-liminary study, there were only 4 % of the students who passed the minimum standard score. After that, the score of the students who passed the test in cycle 1 was 13% and 78% of the students passed the test in cycle 2.  Based on the observation sheet and field notes, it was found that the learning process of writing runs well. The students could follow the step of PBL orderly begin from (1) clarifying and agreeing on terms and concepts that are unclear¸ (2) formulating the problem, (3) analyzing the problem, (4) formulating hypothesis, (5) collecting data, (6) evaluating the hypothesis, (7) formulating the recommendation of problem solving. The result of the research shows that PBL method can improve the students writing ability and it is supported by using pictures and outline.
ENHANCING STUDENTS’ ACHIEVEMENT IN WRITING TEXT USING GROUP INVESTIGATION METHOD Jenny Ika Misela; Mahendra Puji Permana Aji
Pedagogic Research-Applied Literacy Journal Vol. 2 No. 3 (2025): Volume 2 Number 3 May - July 2025
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/cdrwjj55

Abstract

Writing is considered by students as a difficult skill to study. They do not realize that communication can be transferred through writing. Consequently, they write without purpose and in disorder way. They only write what is inside their head down in the paper and ignore what their purpose is, its grammatical and vocabulary use. Group Investigation (GI) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. GI is interesting so that the students will feel the new atmosphere in classroom and they are interested in learning writing. This study aims to investigate the implementation of GI to enhance the students’ writing ability. This study was conducted by using classroom action research that has two cycles within. The subject of the research was the students of eleventh year SMKN 2 Kediri which consisted of 35 students. The instruments of collecting data were quantitative (writing test) and qualitative data (observation sheet, and field notes).  Questionnaire and interview being used by the researcher to know deeply the problem faced by the students then she analyzed them to find the appropriate method. They could follow the writing process from (1) topic selection, (2) cooperative planning, (3) implementation, (4) analysis and synthesis, (5) presentation of final project, and (6) evaluation. Based on the writing test scores, the students’ score kept improving in every test. In the pre-liminary study, there were only 43% of the students who passed the minimum standard score. After giving treatment to the students using GI, there was an enhancement towards the students writing. 91% of the students passed the test in cycle 1 and 100% of the students passed the test in cycle 2. Based on the observation sheet and field notes, it was found that the learning process of writing ran well. The students can be more active in group work, and they can follow the process of writing well-ordered by implementing the steps of GI. The result of the research showed that GI method could enhance students’ achievement in writing instruction text. It was suggested to modify and make the GI method to be more interesting and suitable towards the skill and topic of the study.
IMPLEMENTATION OF P5 PROJECT TO INSTILL INDEPENDENT, CREATIVE AND COOPERATION CHARACTER VALUES IN KINDERGARTEN Yuyun Putri Mandasari; Siti Nafi'yah; Jenny Ika Misela
Pedagogic Research-Applied Literacy Journal Vol. 1 No. 1 (2024): Volume 1 Number 1 January 2024
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Implementation of the Student Pancasila Profile Strengthening Project (P5) was to instill independent, creative, and cooperation character values in 4 kindergartens of Kediri City. This research aims to analyze the implementation of the Project (P5) including design, and management of P5. This research used a descriptive qualitative method at 4 kindergartens of Kediri City in 2022. Data collection techniques included interviews, observations, and documentation. The data was analyzed using an interactive technique, including data collection, data condensation, data presentation, and conclusion/verification. The results of the study showed that 1) the design of P5 consists of forming a team, identifying school readiness, determining the dimensions of the Pancasila Student Profile character to be strengthened, determining the theme, planning the timeline, flow, assessment, and module creation; 2) the management of P5 includes provocation and contextualization, P5 actions, and celebrating learning outcomes. P5 consist of strengthening character and continuing good habits at kindergartens. Through P5 actions, students must continue to be developed so that the cultivation of independent, creative, and cooperation character values can run optimally.
Co-Authors Aji, Mahendra Puji Permana Khoiriyah Khoiriyah Mahendra Puji Permana Aji, Mahendra Puji Permana Aji Nafi'yah, Siti Novitasari, Putri Puji Permana Aji, Mahendra Siti Nafi'yah Yuyun Putri Mandasari