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All Journal Inspiring: English Education Journal English Language, Linguistics, and Culture International Journal (ELSTIC-IJ)
Yulie Asni
IAIN Parepare
Languange, Linguistic, Communication & Media

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The Effect of Project-Based Learning (PBL) on Lessons Written in The Second Grade of SMPN 1 Parepare Anita Anggerani; Mujahidah; Wahyu Hidayat; Yulie Asni
Inspiring: English Education Journal Vol 5 No 1 (2022): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.628 KB) | DOI: 10.35905/inspiring.v5i1.2531

Abstract

Anita Anggreani, The Effect of Project Based Learning (PBL) in Teaching Writing to the Second Grade of SMPN 1 Parepare, (Supervised by Mujahidah and Wahyu Hidayat.) Project Based Learning (PBL) is a learning model in which students work individually to produce a particular product that originates from the problems that surround it. The goal of this study is to describe how students learn English in class VIII.2 of SMPN 1 Parepare using Project Based Learning (PBL) strategy, as well as to determine whether students’ writing ability in learning English increases as a result of the Project Based Learning (PBL) strategy. This research is a classroom action research that attempts to improve students’ writing abilities in English learning through a Project Based Learning strategy. The subjects were 32 students from SMPN 1 Parepare class VIII.2 during the academic year 2021/2022. The research was split into two cycle. The information for this research was acquired thorugh an interview, an observation checklist, a questionnaire, and a test. The study’s fidings revealed that students’ English skills improved as evidenced by: a) the percentage of students steadily improved their scores at the conclusion of each cycle. The English lesson’s Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) Score was 78 (Seventy Five). The students average pre-test score was 58,9. In the first cycle, the average score was 76,6. In the second cycle, the average score was 86,3. b) The students’ responses to the increased interest in learning English through a Project Based Learning (PBL) strategy are generally positive. The data showed a score of 94,3%, which means “Excellent”. c) through an observation checklist, students’ participation in students activities indicating that students’ participation steadily increased form the first to the second cycle. Keywords: Project based learning, Writing ability, Descriptive text
THE EFFECTIVENESS OF MAKE A MATCH METHOD IN IMPROVING STUDENTS’ WRITING SKILLS Yulie Asni; Annisa Shofa Tsuraya; Muthi'ah Muthi'ah; Multazam Abubakar
elstic : english language linguistics culture Vol 1 No 3 (2021): Volume 1, Number 3, December 2021
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (453.354 KB) | DOI: 10.24252/elstic-ij.v1i3.25977

Abstract

This research aimed to explain how the use of “Make a Match Method” was able to improve the students’ writing descriptive text view from content aspect and explain how the use of “Make a Match Method” was able to improve the students’ writing descriptive text view from grammar aspect. The researcher used a pre-experimental design with one group pre-test and post-test design. The population was the seventh-grade students of one of junior high schools in Gowa which consisted of one class. The sample was taken by total sampling technique and the total number of samples was 28 students. It employed six meetings which writing test as the instrument. The research findings indicated that the use of “Make a Match Method” could improve the students’ writing skill view from content aspect and grammar aspect. It was proven by the students’ mean score in post-test (75.36) improved 25.6% from the pre-test mean score (60) with t-test 25.545 and t-table 2.052 where (25.545 > 2.052). It was improved because the t-test was higher than t-table. It meant that there was significant difference of the students’ writing descriptive text before and after being taught through Make a Match Method.
Co-Authors Anita Anggerani Annisa Shofa Tsuraya Hidayat, Wahyu Mujahidah Multazam Abubakar Muthi'ah Muthi'ah