Neni Rubianti (2017) A Comparative Study on the Effect of Using Transition Action Details (TAD ) and Problem Based Instruction (PBI) Strategies on Students’ Writing Ability at Mts Daarunnajah Teratak Buluh Siak Hulu Kampar. Thesis thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

	Text 1. 2017172PAI-S2COVER.pdf Download (266kB)
	Text 2. 2017172PAI-S2PENGESAHAN.pdf Download (289kB)
	Text 3. 2017172PAI-S2ABSTRACT.pdf Download (400kB)
	Text 4. 2017172PAI-S2ACKNOWLEDGEMENT.pdf Download (269kB)
	Text 5. 2017172PAI-S2TABLE OF CONTENT.pdf Download (269kB)
	Text 6. 2017172PAI-S2CHAPTER I.pdf Download (335kB)
	Text 7. 2017172PAI-S2CHAPTER II.pdf Download (471kB)
	Text 8. 2017172PAI-S2CHAPTER III.pdf Download (354kB)
	Text 9. 2017172PAI-S2CHAPTER IV.pdf Restricted to Registered users only Download (658kB)
	Text 10. 2017172PAI-S2CHAPTER V.pdf Download (279kB)
	Text 11. 2017172PAI-S2REFERENCES.pdf Download (270kB)

Abstract

The purpose of this research was to compare the effect of Transition Action Details (TAD ) and Problem Based Instruction (PBI ) strategies on students’ writing ability. It was carried out through a quasi-experimental research design to compare the two strategies in two experimental groups and one control group that were evaluated in a pre- and posttest design. The participants were 90 students of MTs Daarunnajah Teratak Buluh and they were divided into two experimental groups and one control group. Nine research questions and nine hypotheses were posed in order to find out the significant difference between the use of TAD and PBI strategies on the students’ writing ability. Pretest and posttest were administered to collect data; and, then, independent sample t-test and paired sample t-test was used to analyze the collected data. The research findings showed that there was no significant difference of post-test mean scores between the experimental group 1 (TAD strategy ) and the experimental group 2 (PBI strategy ) on the students’ writing ability. The effect (contribution) of TAD strategy on the students’ writing ability improvement was 82%, while the contribution of PBI strategy was 74%. On the other hand, the control class contributed by -6%. In conclusion, both strategies can be applied to teach writing in the school.

Actions (login required)

View Item