Discussion (Rida Yulianti)

Assalamu'alaikum.. Hallo fellas ! on this time I will discuss my next blog which is about the discussion chapter on how grammar learning in the classroom uses the Problem-based Learning (PBL) method. Just go right ..

We divide into two activities, namely lecturer activities and student activities

A. Lecturer’s activities

    Every meeting the lecturer does the same activites. He starts the class by greeting and he always check the attendance list. Then the lecturer tell us that there is something different for this time because the method use the PBL method to teach grammar classes. Then the lecturer performs several procedures such as:

1. Lecturer provides problems that must be solved by students (the problem is the definition of noun clause and examples in the form of reading texts)
2. Lecturer groups students into three groups
3. Lecturer provides guidance questions about the definition of noun, the use of noun clause in sentences and real examples of noun clause in reading texts
4. Lecturer pay attention to the group that is discussing
5. The lecturer asks one group to present the results of their discussion to the class randomly.
6. Lecturer provides corrections to students' explanations in the class. 

Source : google image

B. Student's activities

1.      Students are formed in 3 groups

2.      Students discuss about the definition of noun clause and examples in the form of reading texts

3.      Students find information needed from the internet and other sources

4.      One of the group may present the result of their discussion in front of class. While other students ask questions what they don’t know.

On the first day there were indeed some students who were less enthusiastic, but the following days the students became enthusiastic. For the response they also looked comfortable with the PBL method that the lecturer applied. They give a positive response by following what the lecturer directs. Finally, in my opinion this method is very suitable to be applied because teaching grammar by using problem-based learning improved not only students’ grammar competence but also students’ speaking skill as well as students’ writing skill. When the students were discussing grammar problems given by the lecturer, they tried to speak as clearly as possible to explain their ideas about their solutions to their friends. This condition was interchangeably done by them in the case of giving questions and answers. It also happened when they were presenting their discussion result in front of the class. They also tried to use the appropriate grammar when asking and answering questions.

Thank you. Wassalamu’alaikum wr.wb

Hallo fellas! This is my second blog of 4th semester. In this time, I would you like to make a review about reserch method that used in my journal.

This research is a collaborative classroom action research consisting of four main
stairs. They are plan action, carry out actions, observe actions, and
reflect action. In this research, lecturer of grammar class was as researcher,
Especially advanced grammar. Learning Teaching Planning Semester (RPS) from
grammar for the fifth semester and blank form of observation sheet given to
collaborator. The observation sheet is a field note used to report
everything related to lecturer activities, student activities, and student responses
when lecturers apply PBL in grammar classes. There are two cycles with two
meeting each cycle in this study. Meanwhile, the research subject was 9
fifth semester students majoring in English language education faculty in the academic year
2016/2017, Hasyim Asy'ari University (UNHASY).
Data Collection and Data Analysis Techniques
Observation and grammar post-test are data collection techniques in this case
research. Observations were carried out by collaborators by writing everything that happened
in class at each cycle meeting. Meanwhile, grammar post-tests were held at
the following meeting after the second meeting of each cycle. This study uses descriptive
data analysis and statistical data analysis. Descriptive data analysis was obtained from
observation data. This data tells about the activities of lecturers, student activities, and
student responses during the learning process using PBL. Then, statistical data
Analysis was obtained from grammar post-test scores. This score shows
improvement of student grammar competence and the percentage of students who
can pass mastery minimum criteria. The average value of pre-test, post-test I, and post-test II was compared to determine the improvement of students' grammar competencies. Then that
consulted with the results of the calculation of the SPSS t-test to find out whether or not
the increase in average score is significant. This uses SPSS version 20. Meanwhile,
Minimum mastery criteria are 70. When 75% of students get a score of 70 becomes a criterion
from the success of this study.

Thank you. :)