Arab World English Journal (AWEJ) Volume. 8 Number. 2 June, 2017                Pp. 87-100
DOI: https://dx.doi.org/10.24093/awej/vol8no2.6

Abstract PDF

Full Paper PDF

Problem-Based Writing Instruction: Its Effect on Students’ Skills in Argumentative Writing

Jumariati
English Language Teaching, Post Graduate Program, State University of Malang,
Malang, East Java, Indonesia
&
English Department, Teachers Training and Education Faculty
University of Lambung Mangkurat, Banjarmasin, South Kalimantan, Indonesia

Gunadi Harry Sulistyo
English Language Teaching, Post Graduate Program, State University of Malang,
Malang, East Java, Indonesia

Abstract:
Teaching writing has been challenging for some teachers particularly in the context of teaching English as a Foreign Language. Learners’ problems with regard to vocabulary, grammar, organization, and mechanics are among those which can become the sources of the challenge. For that reason, various teaching strategies have been developed to facilitate learners in improving their writing skills among which include Problem-Based Learning (PBL). This paper investigates the effectiveness of Problem-Based writing instruction on students’ argumentative writing skills with regard to content, organization, vocabulary, grammar, and mechanics. It employs a quasi-experimental study by involving the intermediate level students of Lambung Mangkurat University, a state university in Indonesia as the experimental and the control groups. The instrument is a writing test which is statistically proven to be valid and reliable. The findings show that there is a significant difference in the mean scores of argumentative writing skills of students taught using Problem-Based writing instruction compared to those taught using guided-writing instruction in which the obtained value is .041 which is less than the α .05 significance level. A significant difference is also found in the components of organization, vocabulary, and grammar. The results confirm that Problem-Based writing instruction can be recommended as an alternative teaching strategy particularly in teaching argumentative essay writing. The study also suggests that further research involves larger samples and the skills in listening, speaking, and reading to establish more conclusive findings on the roles of PBL in English Language Teaching contexts.

Keywords: argumentative writing, effect, Indonesian EFL learners, Problem-Based writing instruction

Cite as: Jumariati,J., & Sulistyo, G. H. (2017). Problem-Based Writing Instruction: Its Effect on Students’ Skills in Argumentative Writing.
Arab World English Journal, 8 (2).
  DOI: https://dx.doi.org/10.24093/awej/vol8no2.6

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol8no2.6
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Jumariati is a lecturer at the English Department of Lambung Mangkurat University,
Banjarmasin, Indonesia. Currently, she is pursuing her Doctoral degree in English Language
Education in the State University of Malang. Her major academic interests are in teaching EFL
writing and materials development.