THE USE OF THINKQUEST-BASED PROJECT LEARNING IN TEACHING WRITING PROCEDURAL TEXTS(A quasi-experimental study of tenth graders of SMAN 22 Bandung)
This study investigated the effectiveness of ThinkQuest-based Project Learning method in teaching writing procedural texts to ten-graders of SMAN 22 Bandung. The strengths and weaknesses of the new method were also investigated in order to see the potentials of the method in equipping students with...
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2010-12-08.
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| Summary: | This study investigated the effectiveness of ThinkQuest-based Project Learning method in teaching writing procedural texts to ten-graders of SMAN 22 Bandung. The strengths and weaknesses of the new method were also investigated in order to see the potentials of the method in equipping students with skills required in global workforce, namely expertise in the subject matter and effective personal and interpersonal skills. Quasi-experimental design was used in this study with pre-test-post-test non-equivalent group design. The experimental and control groups consisted of 30 students. Data collection was conducted by collecting students' writings on both pre-test and post-test and conducting interview to both high-motivated and low-motivated students. The data were analyzed using independent t-test to see whether or not the means of the two groups are significantly different and dependent t-test to see whether or not the treatment has given significance influence to the students' achievement. The findings showed that the new method was not effective in increasing students' scores (post-test scores of experimental group, M= 66.00, SE= 8.137, was considered to be not significantly different from the scores of control group, M= 67.50, SE= 8.784). However, the new method, which included its practical activities, was successful to equip students with expertise of application of the subject matter as well as practice of developing students' personal and interpersonal skills. Apart from its strengths, the method had three weaknesses, namely enabling some low-motivated students to be less contributive in the project which caused them to learn very less, misleading students to tend to ignore their individual theory mastery and providing chances for less successful project due to students' decreasing motivation. In order to achieve maximum benefits of the method, it is suggested that some aspects of the method should be improved, such as the number of students in each team is limited into four or five students, the individual grammar practice and tests are administered, and time available for the project completion is extended into two or three months. |
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| Item Description: | http://repository.upi.edu/104354/1/s_ing_0606698_chaptertable_of_content.pdf http://repository.upi.edu/104354/2/s_ing_0606698_chapter1.pdf http://repository.upi.edu/104354/4/s_ing_0606698_chapter2.pdf http://repository.upi.edu/104354/6/s_ing_0606698_chapter3.pdf http://repository.upi.edu/104354/5/s_ing_0606698_chapter4.pdf http://repository.upi.edu/104354/3/s_ing_0606698_chapter5.pdf http://repository.upi.edu/104354/7/s_ing_0606698_bibliography.pdf |