The Effect of Problem Based Learning Methods and Self Confidence to English Learning Outcomes in the Elementary School Students

Sita Ratnaningsih, Desi Nahartini, Atik Yuliyani

Abstract


Abstract

From Central Statistics Agency, the total number of primary schools in Indonesia are 147,536 which most of them have not got any good learning outcomes especially in English. This study aims to determine the effect of Problem Based Learning method and students' self-confidence in English learning outcomes. This research was conducted on the fourth grade students of Al-Fath Primary School, South Tangerang  Indonesia, with the number of students as many as 4 classes consisting of  96 students, from the population of 120 students. The method used in this research is the experimental method with the design of treatment design by level 2 x 2. The results showed that: 1) English learning result between students who taught using Problem Based Learning method is higher than Expository method, 2) There is interaction effect between Problem Based Learning method with students' self confidence, 3) For students who have high confidence, English learning outcomes taught using the Problem Based Learning method is higher than taught using the  Expository method, 4) For students a low level of confidence, English learning outcomes of students taught using the Problem Based Learning method is lower than the Expository method.

Abstrak

Dari data Badan Pusat Statistik, jumlah sekolah dasar di Indonesia adalah 147.536, sebagian   besar   sekolah tersebut belum mendapatkan hasil pembelajaran yang baik terutama dalam bahasa Inggris. Penelitian ini   bertujuan   untuk mengetahui pengaruh metode Problem Based Learning  dan kepercayaan diri siswa terhadap   hasil belajar bahasa Inggris. Penelitian ini dilakukan pada siswa kelas IV Sekolah Dasar Al-Fath, Tangerang Selatan, dengan jumlah siswa sebanyak 4 kelas yang terdiri dari 96 siswa, dari populasi 120 siswa. Metode yang digunakan dalam penelitian ini adalah metode eksperimental dengan perancangan desain faktorial level 2 x 2. Hasil penelitian menunjukkan bahwa:  1) Hasil belajar bahasa Inggris  siswa yang diajar menggunakan metode Problem Based Learning lebih tinggi daripada  yang diajar menggunakan metode Ekspositori,   2) Ada pengaruh interaksi antara metode Problem Based Learning dengan kepercayaan diri siswa,   3) Bagi siswa yang memiliki kepercayaan diri tinggi, hasil belajar bahasa Inggris  yang diajar menggunakan metode Problem Based Learning lebih tinggi daripada menggunakan metode metode Ekspositori, 4) Bagi  siswa   yang   memiliki   tingkat   kepercayaan yang   rendah, hasil   pembelajaran  bahasa Inggris   yang   diajar   menggunakan  metode   Problem   Based   Learning   hasilnya   lebih      rendah daripada yang menggunakan metode pembelajaran Ekspositori.

How to Cite : Ratnaningsih, S.,  Nahartini, D., Yuliyani, A. (2018).  The Effect of  Problem Based Learning Methods and Self Confidence  to English Learning Outcomes in the Elementary School. TARBIYA: Journal of Education in Muslim Society, 5(2), 135-144. doi:10.15408/tjems.v5i2.10640.


Keywords


metode pembelajaran berbasis masalah; problem based learning method; student confidence level; english learning outcomes; tingkat percaya diri siswa; hasil belajar bahasa inggris

Full Text:

PDF

References


References

Brewster, J., Ellis, G., & Girard, D. (2004). The primary English teacher’s guide. London: Penguin.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Departemen Pendidikan Nasional. (2008). Pedoman Pembelajaran Bahasa Inggris di Sekolah Dasar. Jakarta: Depdiknas.

Djahiri, K. (1996). Dasar-Dasar Umum Metodologi Pengajaran Nilai Moral. PVCT. Bandung: Laboratorium Pengajaran PMP IKIP Bandung.

Er, S. (2014).Which is the Most Appropriate Strategy for Very Young Language. International Journal Social Sciences & Education, 4(4), 829-837.

Graddol, D. (2006). English Next: Why global English may mean the end of English as a Foreign Language. London: British Council.

Hu, Y. (2007). China's foreign language policy on primary English education: What's behind it? Language Policy, 6, 359-376. http://dx.doi.org/10.1007/s10993-007-9052-9.

L. R. Gay. (1992). Educational Research: Competencies for Analysis and Application: Fifth Edition, Columbus, Ohio: Merrill, an imprint of Practice Hall.

Lin, Lu-Fang. (2015). System: An International Journal of Educational Technology and Applied Linguistics, 55, December 2015, 30–42, Japan.

Lohman, (2000). Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science 28; 291–305.

Loyens, Sofie MM., Suzanne H. Jones, Jeroen Mikkers, Tamara van Gog. (2015). Problem-based learning as a facilitator of conceptual change, Learning and Instruction International Journal, 38, 34-42.

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia Pacific region.TESOL Quarterly, 37(4), 589-613.

Preston, David L. (2007). 365 Step to Self Confidence, United Kindom.

Sugiyono. (2010). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfa Beta.

Sumantri. (2014). International Journal of Research Studies in Education, IJRSE, Philipines : Consortia Academia Publishing, 4(1), 31-41.

Zakir, O. (2012). Students’ Self Confidence and Attitude Regarding Computer: An International Analysis Based on Computer Availability and Gender Factor, Social and Behavioral Sciences Journal, 47, 1017-1022.




DOI: https://doi.org/10.15408/tjems.v5i2.10640 Abstract - 0 PDF - 0

Refbacks

  • There are currently no refbacks.




This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).

TARBIYA: Journal of Education in Muslim Society, p-ISSN: 2356-1416, e-ISSN: 2442-9848

View My Stats