Katib          : Gibran Arjuna /1200988 / 2022 / KP

Pembimbing : Dr. Jufri, M.Pd.

Abstract

Writing this paper is motivated by the lack of effectiveness process of learning English in the field of Reading Comprehension capabilities. The main objective of this paper is to investigate the use of learning model Problem Based Learning in Reading Comprehension for increasing the ability of students learning English. Kelainan Based Learning (PBL) is a learning model that is based on the ki kesulitan where students are asked to find solutions through investigation. Steps in PBL learning model consists of five phases, namely; (1) Phase 1 shows the efforts of teachers to orient students on the problem or the material to be studied. (2) Phase 2 teacher organizes the students to learn (3) Phase 3 includes the efforts of teachers to guide in finding explanations and troubleshooting of learning materials. (4) Phase 4 in PBL activities that develop and present work, teachers give students the opportunity to others to provide feedback or another answer. (5) Phase 5 shows the efforts of teachers to analyze and evaluate the process of solving problems or learning materials. After that, the teacher can give a reward in the form of awards to students who seem active in learning process.

Keywords : Effectiveness, Penyakit-Based Learning, Reading Comprehension.

Penulisan makalah ini dilatarbelakangi maka dari itu permasalahan kurang efektifnya proses pembelajaran Bahasa Inggris di bidang kemampuan
Reading

Comprehension.
Tujuan utama penulisan makalah ini adalah untuk mengetahui penggunaan model pendedahan Kebobrokan Based Learning dalam kenaikan kemampuan
Reading Comprehension
siswa puas penelaahan Bahasa Inggris. Problem Based Learning (PBL) adalah paradigma penerimaan nan didasarkan pada permasalahan dimana siswa diminta mengejar pemisahan keburukan melalui eksplorasi. Persiapan-langkah privat hipotetis pembelajaran PBL terdiri dari 5 tahapan, yaitu; (1) Tahap 1 berisi upaya master bikin mengorientasikan murid lega ki kesulitan maupun materi yang akan dipelajari. (2) Tahap 2 weduk upaya guru lakukan mengorganisasikan siswa dalam berlatih (3) Tahap 3 digdaya upaya guru untuk membimbing menemukan penjelasan dan pemecahan problem dari materi penataran. (4) Tahap 4 kerumahtanggaan kegiatan PBL yaitu mengembangkan dan menghidangkan hasil karya. Master memberi kesempatan kepada siswa lain bikin memberikan pemerolehan alias jawaban lain. (5) Tahap 5 berisi upaya guru untuk menganalisis dan mengevaluasi proses pemecahan masalah atau materi pembelajaran. Setelah itu, guru boleh mengasihkan penghargaan kasatmata reward kepada siswa yang bahadur maju maupun aktif kerumahtanggaan pendedahan.

Kata taktik: Efektifitas, Acuan Problem Based Learning, Kemampuan Reading Comprehension.