PROBLEM-BASED LEARNING FOR TEACHING WRITING OF DESCRIPTIVE TEXT TO EFL STUDENTS WITH PERSONALITY TRAITS: INTROVERSION AND EXTROVERSION

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Jumbuh Prabowo, Dwi Rukmini, Rudi Hartono

Abstract

Problem-based learning (PBL) provides a number of potential language learning benefits through opportunities for
authentic meaningful language use. Previous researches have also showed how PBL can generate students ’ idea and develop
their writing skill independently. The aim of this study was to provide more conclusive results in the area of the relationship
between extroversion and introversion and language performance in English as a Foreign Language (EFL) environment. The
data was taken from pretest and posttest. There were 40 participants from one class of the fourth semester students of English
Department who attended Genre Based Writing class taken by using purposive sampling. The research was conducted at
English department of University of Sultan Ageng Tirtayasa, Banten. The main outcome of this research was to trigger
students’ idea in order they could express their thought in the written form. Result indicated that through PBL, both introvert
and extrovert students had better result in writing descriptive. Hence, it can be concluded that applying PBL as the method is
necessary to trigger students’ idea for having writing product. It is because writing skill requires self-knowledge to express the
thought process. Thus, students can experience the combination between process and product.

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