EFEKTIVITAS MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) UNTUK MENINGKATKAN KETERAMPILAN MENULIS BAHASA PERANCIS MELALUI MEDIA AUDIOVISUAL

• Main Author: Amalia, Putri (Author)
• Format: Book
• Published: 2017-08-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/31388/1/S_PRC_1306387_Title.pdf; http://repository.upi.edu/31388/2/S_PRC_1306387_Abstract.pdf; http://repository.upi.edu/31388/3/S_PRC_1306387_Table_of_Content.pdf; http://repository.upi.edu/31388/4/S_PRC_1306387_Chapter1.pdf; http://repository.upi.edu/31388/5/S_PRC_1306387_Chapter2.pdf; http://repository.upi.edu/31388/6/S_PRC_1306387_Chapter3.pdf; http://repository.upi.edu/31388/7/S_PRC_1306387_Chapter4.pdf; http://repository.upi.edu/31388/8/S_PRC_1306387_Chapter5.pdf; http://repository.upi.edu/31388/9/S_PRC_1306387_Bibliography.pdf; http://repository.upi.edu/31388/10/S_PRC_1306387_Appendix.pdf
• Keywords: L Education (General)

Penelitian ini bertujuan untuk mendeskripsikan efektivitas penerapan model PBM dalam pembelajaran keterampilan menulis melalui media audiovisual. Hal ini dilatarbelakangi oleh masih adanya kesulitan dalam penguasaan keterampilan menulis. Beberapa faktor kesulitan tersebut diantaranya perbedaan bahasa lisan dan tulisan (Al Fadda, 2012, p.127); kurangnya penguasaan tata bahasa serta kemampuan menyusun paragraf yang koheren (Al Fadda, 2012, p.127; Mohammad & Hazarika, 2016, p.112-113); dan rumitnya proses pembelajaran (Sutarman dalam Apriyani, 2012, p. 1). Adapun rumusan masalah dari penelitian ini yaitu: (1) Apakah terdapat perbedaan hasil belajar antara sebelum dan sesudah penerapan model PBM ini?; (2) Seberapa besar efektivitas penerapan model PBM ini?; dan (3) Bagaimana tanggapan mahasiswa terhadap penerapan model PBM ini? Peneliti menggunakan metode penelitian kuantitatif dengan desain Pre- experimental, one group pretest-posttest. Instrumen yang digunakan yaitu tes dan angket. Sampel penelitian yaitu karakteristik keterampilan menulis karangan narasi ekspositoris bahasa Perancis dari 30 mahasiswa. Hasil penelitian menunjukkan perbedaan yang signifikan antara sebelum dan sesudah penerapan model ini. Pengujian hipotesis menunjukkan bahwa model ini efektif untuk diterapkan dalam pembelajaran menulis bahasa Perancis. Seluruh mahasiswa menganggap bahwa model ini menarik dan dapat memotivasi, serta meningkatkan kemampuan dalam pembelajaran mandiri, kolaboratif, berpikir kritis, juga meningkatkan pemahaman jangka panjang. Model ini membuat mahasiswa lebih aktif dalam proses pembelajaran, meskipun membutuhkan waktu pembelajaran yang lebih banyak.----------This research has been made as a purpose to describe the effectiveness of the application of problem-based learning model (PBL) via the audiovisual media in learning writing skills. This research is based off of some difficulties in the mastery of writing skills. Some factors were found as the different oral and written language (Al Fadda, 2012, p.127); lack of mastery of grammar and the ability to compose a paragraph coherently (Al Fadda, 2012, p.127; Mohammad & Hazarika, 2016, p.112-113); and the complexity of the learning process (Sutarman in Apriyani, 2012, p.1). The problem formulations of this research are: (1) Is there any difference in learning outcomes before and after implementation of this model?; (2) How effective is the implementation of this model?: and (3) How did the students respond to the implementation of this model? Researcher used quantitative research methods with Pre-experimental research design, one group pretest-posttest. The using instruments are test and questionnaire. The sample of this research is characteristic of expository narrative essay writing skills in French from 30 students. The results showed difference significantly before and after the implication of this model. Hypothesis testing shows that this model is effective to be applied in learning writing skills in French. All the students gave responses to this model is interesting to apply and could motivate them, improve the ability in self learning, collaborative, critical thinking, and increase the long-term understanding. This model makes students more active in learning process, although it requires more learning time.