The result of both journal can be explained as follows:
1. Problem-based learning could improve grammar competence in the fifth semester
students of English department of education faculty of Hasyim Asy’ari University
(UNHASY) Tebuireng Jombang in the academic year of 2016/2017.
2. In cycle one, the lecturer’s activities was following the procedures of problem-based
learning that she planned. She walked around the class when the students discussed.
There was something less in cycle one. She only used her feelings to stop the time for
discussion and presentation without telling the students the exact time. Then, she gave
the time limitation in cycle two after getting information from the observer. The time
for discussion was thirty minutes as well as the presentation.
3. The students’ activities in cycle one and cycle two were basically the same. In cycle
one, there was one group who did the assignment from another lecturer. So that thbey
did not pay full attention to their discussion. In cycle two, all of the students were
active in joining the discussion and also the presentation. All of the groups wanted to
present their discussion result in the second meeting of cycle two. But finally, the
lecturer made a lottery to choose the group presenting their discussion result. Besides,
all of the groups presented their discussion result, made their own reading text without
searching from internet or other sources. Their mean score was 66.7 in cycle one and
72.8 in cycle two. Then, 44.4% of students passed the minimum mastery criteria in
cycle one and 88.9% of students passed the minimum mastery criteria in cycle two. It
means that there was an improvement of their grammar competence.
4. The students’ responses were good since cycle one. Even though some of them said
that they still got difficulty in applying their grammar in their daily life. In cycle two,
the students were more motivated to join the grammar class. It was little different
between cycle one and cycle two.
From the conclusions above, it could be seen that grammar was learned more
interestingly by using PBL. This study found something different from the previous studies
using PBL. The finding was that the increase of the students’ grammar competence was in
line with the increase of their speaking skill and their writing skill. It was because PBL
applied in this grammar class gave the opportunities to the students to speak and write more
and more. Then, the students seemed to compete in making the better writing and to speak
more in presenting their ideas related to the problems of the grammar materials given by the
lecturer. Besides, their motivation to learn also had a role in the success of their grammar
achievements.
Thank you.
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