The effect of problem based learning toward students’ vocabulary size and students’ reading comprehension

Sari, Intan Permata (2020) The effect of problem based learning toward students’ vocabulary size and students’ reading comprehension. Other thesis, IAIN Palangka Raya.

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Abstract

This thesis is motivated by the lack of students’ vocabulary size and students' reading comprehension. In fact, students’ vocabulary and reading comprehension greatly influence students' reading ability. The success of increasing students' vocabulary and reading comprehension is influenced by the learning methods given by the teacher. Teachers must be able to assist students in improving vocabulary and reading comprehension. In this case the researchers used the Problem Based Learning method. This method requires students to solve a problem in the form of descriptive text so that students' thinking skills increase.

The research aimed at investigating: (1) To measure the effect of Problem Based Learning toward students’ vocabulary size. (2) To measure the effect of Problem Based Learning toward students’ reading comprehension. (3) To measure the effect of Problem Based Learning toward students’ vocabulary size and student’s reading comprehension.

The research design was quantitative and the research type was experiment. Instrument used in this study was test. The researcher designed the lesson plan, conducted the treatment and counted the students’ score by pre-test and post-test. Then the researcher used one-way ANOVA to analyze the data and the result showed that there was significant differences among groups after doing the treatment with Fvalue was higher than Ftable (66.935>0.05).

The result showed that: (1) post-test of experiment class of reading comprehension showed the significant value (0.000 < 0.05). It meant that there was significant effect of Problem Based Learning toward reading comprehension; (2) post-test of experiment class of vocabulary size showed the significant value (0.999<0.05). It meant that there was significant effect of Problem Based Learning toward student’s vocabulary size; (3) Post-test of Experiment class of reading comprehension and vocabulary size showed the significant value (0.999 < 0.05). It meant that there was significant effect of Problem Based Learning toward reading comprehension and vocabulary size.

ABSTRAK

Tesis ini dilatarbelakangi oleh kurangnya ukuran kosakata siswa dan pemahaman bacaan siswa. Faktanya, kosakata dan pemahaman bacaan siswa sangat mempengaruhi kemampuan membaca siswa. Keberhasilan peningkatan kosakata dan pemahaman bacaan siswa dipengaruhi oleh metode pembelajaran yang diberikan oleh guru. Guru harus dapat membantu siswa dalam meningkatkan kosakata dan pemahaman bacaan. Dalam hal ini peneliti menggunakan metode Problem Based Learning. Metode ini menuntut siswa untuk menyelesaikan suatu masalah yang berupa teks deskriptif agar kemampuan berpikir siswa meningkat.

Penelitian ini bertujuan untuk menyelidiki: (1) Untuk mengukur pengaruh Problem Based Learning terhadap ukuran kosakata siswa. (2) Untuk mengukur pengaruh Problem Based Learning terhadap pemahaman bacaan siswa. (3) Untuk mengukur pengaruh Problem Based Learning terhadap ukuran kosakata siswa dan pemahaman bacaan siswa.

Desain penelitian adalah kuantitatif dan jenis penelitian adalah eksperimen. Instrumen yang digunakan dalam penelitian ini adalah tes. Peneliti merancang RPP, melakukan treatment dan menghitung nilai siswa dengan pre-test dan post-test. Kemudian peneliti menggunakan ANOVA satu arah untuk menganalisis data dan hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antar kelompok setelah dilakukan perlakuan dengan nilai F lebih tinggi dari Ftabel (66,935> 0,05).

Hasil penelitian menunjukkan bahwa: (1) post-test kelas eksperimen pemahaman membaca menunjukkan nilai signifikan (0,000 <0,05). Artinya, ada pengaruh yang signifikan Problem Based Learning terhadap pemahaman membaca; (2) post-test ukuran kosakata kelas eksperimen menunjukkan nilai signifikan (0,999 <0,05). Artinya ada pengaruh yang signifikan Pembelajaran Berbasis Masalah terhadap ukuran kosakata siswa; (3) Post-test kelas Eksperimen pemahaman bacaan dan ukuran kosa kata menunjukkan nilai signifikan (0,999 <0,05). Artinya ada pengaruh yang signifikan dari Problem Based Learning terhadap pemahaman membaca dan ukuran kosa kata.

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