DESCRIPTIVE TEKS BASED ON “ PROMBLEMS BASED INSTRUCTION ( PBI ) AT X STUDENTS IN SMK TRIATMA JAYA DALUNG

This study aims to describe the use of instruction-based instructional model, knowing what kind of error students find in writing descriptive text as well as to to improve students' self confidence in English, especially in descriptive writing writing skill. The sample of this research is class X students of SMK Triatma Jaya Dalung consisting of 25 students. The study was conducted in January and February 2018 from two research cycles. The first cycle for the pretest and the second cycle for posttes. The results of the study found that the application of Problem Based Instruction (PBI) based learning process can improve the writing of paragraphs of argument on Class X SMK Triatma Jaya Dalung. Application of learning with the PBI model can also increase student learning activities. The mistakes often made by the students of class X of SMK Triatma Jaya Dalung in writing descriptive text paragraphs among them in terms of creativity of topic development, in terms of organization that includes the structure of argumentation and in terms of vocabulary selection, language use, and mechanical aspects, the argumentation has several deficiency. Management of learning with the right PBI model can improve the skills of writing paragraphs of descriptive text of students of Class X SMK Triatma Jaya Dalung. First, the PBI model is more fun in learning to write descriptive text paragraphs. Secondly, the PBI model is more effective in writing descriptive text paragraphs because the problems that exist in reading are easier and inspire students in generating ideas. Third, the PBI model can enhance student creativity.


I. INTRODUCTION
Writing is one of the language skills.Writing is one of the productive activities in four language skills (Tarigan, 2008).This productive activity generally embodies the work of writing.Writing is very important for education because it allows students to think.Learning to write is to learn to think in / in a certain way (Tarigan, 2008).Writing paragraphs of argument is an activity of creating paragraphs whose development patterns are based on arguments or reasons presented by the author.The argument paragraph includes facts, data, and arguments.Mastika on (Ayu & Darmayanti, 2014) argues that paragraphs of argument (argumentation) is a discussion, criticism, and discussion.
Writing arguments is an activity to create paragraphs whose development patterns are based on arguments or reasons given by the author.The argument paragraph includes facts, data, and arguments.Mastika on (Ayu & Darmayanti, 2014) argues that paragraphs of argument (argumentation) is a discussion, criticism, and discussion.During this time, the quality of the students' writing of the paragraph argument is low.The low quality can be seen from the content (substance) or weak student argumentation.In addition, paragraphs made by students have a poor sentence structure.Student writing techniques are often not in accordance with the rules of writing.In addition, the diction or choice of words used is wrongly reviewed from the form and the monotony (not varied).Factors of substance, argument, sentence structure, writing technique, and diction are student's writing weakness in class X SMK Triatma Jaya Dalung.
The problem faced by students in learning to write is very broad and complex, because most students learn to write passively.This is due to several factors.First, students are asked to read the material and write down the main idea in the text related to the topic.Second, students think that learning to write only to know the meaning of new words that they have not known the meaning.Third, school facilities are not used for learning English especially in writing activities, for example: English labs are not used.Based on the above problem, the researcher found some weakness of X class student in terms of writing skill which become obstacle in writing subject matter.It makes students only want to know the meaning of words they did not know before without trying to find another word or phrase.
With the lack of understanding in the grammar and procedure of writing argumentation in English, the researcher is interested to conduct interviews with X grade students and observe the teaching and learning process of English at SMK Triatma Jaya which still face weakness in writing skill.The ability to write it did not give good results.When they try to write, they do not know how to write words correctly in English.In addition, students are afraid of making mistakes because of their poor grammar knowledge.This will automatically affect their fluency.
To solved the problem on this research is using the theory such as:

A. Problem Based Instruction
The Problem Based Instruction has several other names such as Project-Based Teaching, Experienced-Based Education, Authentic Learning and Anchored Instruction.Learning Problem Based Instruction is a learning model based on the many problems that require authentic investigation, ie investigations that require real settlement of real problems (Trianto, 2007).

B. Problem-Based
Learning Methods

In Descriptive Writing Lessons
Learning descriptive writing is one of learning that requires critical thinking from students.In this case, problem-based learning methods can be useful.This method helps students to develop their thinking ability.In problem-based teaching, students are taught to connect between what they learn with how the knowledge will be utilized or applied in new situations.Students will be taught how to solve a problem.
The core steps of learning descriptive writing using problem-based learning methods are as follows.1) the teacher proposes a phenomenon or demonstration or story to raise the problem; 2) the student conducts research to collect data used as information related to problem solving and problem solving; 3) students present and conduct discussions related to the results of research problems that exist; 4) students make appropriate works such as reports.Student report in descriptive writing study using problem-based teaching method is in the form of descriptive essay and 5) students together with teachers to evaluate the learning of writing descriptive that has been done.

C. Evaluation
Sukardi on (Firdaus, Herpratiwi, & Rosidin, 2015) Evaluation is a series of processes that determine a condition to know whether a goal has been achieved.The processes in the evaluation activities aim to understand, give meaning, gain, and communicate information to make decisions.(Arikunto, 2013) suggests that evaluation is an activity consisting of two steps, namely measuring and assessing.Measuring is the activity of comparing things with an existing measure.Assessing is the activity of taking a decision on something with good and bad sizes.
Based on the understanding of the experts above, it can be concluded that evaluation is a series of processes to be able to know the achievement of a learning goal.The evaluation process consists of two main points, namely measurement and assessment.Measurement and assessment is a continuous series of activities covering both quantitative and qualitative aspects.Quantitative data obtained through the measurement activities further qualitative assessment conducted, namely the interpretation and consideration to obtain certain information to make decisions.

D. Evaluation Tool
(Arikunto, 2013) explains that the tool is something that is used to facilitate a person to perform tasks or achieve goals more effectively, and efficiently.An evaluation tool is something that is used to evaluate something with results like the actual situation.Broadly speaking there are two evaluation tools, namely tests and nontes.The test is a form of assignment or question that must be done by students who are being tested.An essay test is a form of question that demands student answers in the form of a description with their own language.Objective test is a test that asks students to answer briefly, or by choosing an alternative answer that has been provided (Nurgiyantono, Gunawan, & Marzuki, 2009).(Nurgiyantono et al., 2009) mentions that nontes evaluation tool is a tool to get information about people who tested without using the test equipment.There are several kinds of techniques nontes, among others are multilevel scale, questionnaires, match list, interviews, observations, and curriculum vitae (Arikunto, 2013).Based on the above description, this study uses the test as a means of evaluation of learning to write an argumentation.Through the test will be obtained by students so that the results obtained useful data to obtain information about students' writing skills.

D. Characteristics of Descriptive Evaluation Appraisal
Writing is an activity to express ideas, ideas, and thoughts of someone who uses written language.Through writing tests given to students will be obtained essays containing ideas and thoughts of students who want to be communicated to the reader.To be able to know the quality of the students' writing required appropriate assessment characteristics, which can assess the writing of students.There are several models of assignment assignments.First, the assessment model of writing assignments on a scale of 1-10.Second, the assessment of writing assignments with the weighting of each element.Third, assessment of essay with interval scale model (Nurgiyantono et al., 2009).
Based on the background, there are three issues discussed in this research.The problem is, 1) how is the implementation of instruction-based instruction on the students of Class X SMK Triatma Jaya Dalung ?, 2) what kind of mistakes do students do in writing descriptive text on the students of Class X SMK Triatma Jaya Dalung?And 3) how is the improvement of instruction-based instruction on students of Class X SMK Triatma Jaya Dalung?.

II. METHODS
This study uses classroom action research (CAR) as a research design.Therefore, this classroom action research will take note of improving students' writing skills through problem based instruction techniques (PBI) using two types of tests: initial reflection (IR) or pre-test and reflection (R) or post test ( after).Initial reflection (IR) is intended to assess pre-existing writing skills, while reflection (R) to be awarded at the end of each session, is intended to reveal the expected improvement in student writing achievement once they are taught through instruction.This classroom action research is primarily aimed at knowing the effectiveness of teaching writing through instruction -based instruction.Due to this fact, post test results in cycle I will be used as a useful and basic input to improve planning in cycle II.Therefore, cycle II will begin with a revised plan (RP).It will be anticipated to be much more effective and conducive to cycle I.The effectiveness of teaching writing skills through instruction-based instruction is thought by comparing the average value of the initial reflection or Pre-test (X0) obtained by the subject.With the average value of reflection or post test both in cycle I (X1) and cycle II (X2).

III.DISCUSSION A. Application of PBI Learning Model
Implementation of PBI can improve the writing skill of descriptive paragraph at student of Class X SMK Triatma Jaya Dalung.Application of learning with the PBI model can also increase student learning activities.The improvement of students' skills and learning activities is supported by positive student responses to the application of the PBI model.Management of learning with PBI models that can improve the skills of writing descriptive paragraphs of student descriptive text are: (1) students who are often noisy moved to the front seat by the teacher to avoid noise in the classroom; (2) students are given the opportunity to prepare learning tools before teachers start learning; (3) students are given emphasis to understand the learning objectives; (4) students pay attention to examples of topic sentences, explanatory sentences, and paragraphs of arguments made by teachers; (5) students are emphasized to listen to the teacher's explanation of the steps to write descriptive text paragraphs based on the problem; and (6) students are given the assertion that the making of descriptive text paragraphs on the basis of problems must begin with incentive reading activities.
This study aims to determine 1) To describe the data in this study obtained from the score of cycle I (pre test) to determine the initial ability of students write descriptive text and cycle score II (post test) to determine the final ability of students write descriptive text.

1) Result of Research of Cycle I (Pre Test)
Based on the observation of the researcher during the first cycle, there are several things that need to be observed in the application of PBM model in learning to write descriptive text paragraph, among others: (1) there are some activities that students do not optimally, such as listening to perception about reading comprehension, listening the purpose of learning well, listening to teacher explanations on the subject matter, reading the existing reading of the actual issues in it, discussing the issues raised with a friend, making the framework of the paragraphs of The results of observation during the learning took place learners began to pay attention to the explanation of the teacher.And in writing descriptive text some learners already understand.As well as the courage of learners to ask and express opinions began to emerge.Although the learner in the delivery with shame.

3) Students Responses
Students responses in the learning are collected based on a response questionnaire given at the end of cycle II.Based on questionnaires filled with students, 7% stated strongly agree, 22% agreed, 35% hesitant and 35% disagreed.
Based on the observation result during the implementation of action of cycle II, obtained a significant development, both in terms of process and learning outcomes.Overall, it can be concluded that the student has reached the determined KKM score.

B. Student Error In Descriptive Text Writing
Based on the results of the research, the errors are often made by the students of class X SMK Triatma Jaya Dalung in writing descriptive text paragraphs among them in terms of creativity of topic development.The content of paragraphs of text is appropriate to the topic, but the development of ideas is still not appropriate.This is evident from the development of explanatory sentences.At the beginning of the sentence the student has made the contents of the paragraph correctly, but entering the explanation of the students often deviated from the topic.This explanatory sentence is less in line with the main sentence the author conveyed at the beginning of the descriptive paragraph.
In the case of an organization, which includes descriptive structures, it is structured as appropriate descriptive structure.However, the descriptive structure is still a little unorganized.In the descriptive text there is already a section of conclusions.However, the conclusions conveyed were less in line with the initial statement submitted by the students.The descriptive structure in the RETORIKA: Jurnal Ilmu Bahasa , Vol. 4, No. 1 April 2018, Page 79 paragraph already exists, but still not well organized.
In terms of vocabulary selection, language usage, and mechanical aspects, the descriptive has several flaws.In terms of vocabulary selection for example there are some inappropriate vocabulary use.There is still a mistake in the formation of vocabulary, as for example the word importance.The big words that coincide with the word importance are less precise, it would be more appropriate if the big word is omitted.In terms of language use, the article still has errors in terms of the structure of the sentence is less clear and the use of sentences is also less precise.This can be seen from the less unified sentence one with another sentence.In terms of mechanical aspects, there are still many errors in the use of punctuation.An example is seen in the use of coma.The error that occurs is the use of commas that should be combined with words written using spaces.Another comma-line misuse error, that is, the use of a comma is behind the word but and therefore.Another mechanical aspect mistake is the use of a hyphen so that the word is interconnected, so it should be used as an intracalimatic word.

C. Improved Instruction-Based Teaching
Management of learning with the right PBI model can improve the skills of writing paragraphs of descriptive text of students of Class X SMK Triatma Jaya Dalung.Improved understanding of reading and learning activities of students is also supported by the response of students who agree with the application of the PBI model on learning to write paragraphs of descriptive text.Based on the questionnaires filled with the students, the average student response is agreed.There are several reasons why students agree with the application of the PBI model.First, the PBI model is more fun in learning to write descriptive text paragraphs.The activity of pouring thoughts / ideas in the form of descriptive text paragraphs is stimulated by the problems that exist in the reading.Secondly, the PBI model is more effective in writing descriptive text paragraphs because the problems that exist in reading are easier and inspire students in generating ideas.Third, the PBI model can enhance student creativity.This behavior can be observed from the writings of students, especially writing skills topic sentences, explanatory sentences, choice of words, and writing techniques.Fourth, the PBI model can increase students' criticality when writing descriptive text paragraphs.They are pouring ideas based on the problems they have on reading.In writing descriptive text paragraphs, students take the thinking process to analyze, synthesize, and evaluate problems.The process of thinking when students write descriptive text paragraphs is to increase students' criticality to the problems at hand.Sixth, the PBI model can motivate students in writing.They are motivated to solve problems, departing from interesting issues that they need to address and address, such as describing about someone or things in our life.

III.CONCLUSION
The results showed that the learning of writing descriptive text using instruction-based learning method is more effective than writing learning without using instruction-based instruction method.The results of these studies have practical implications.In practical terms, the results of this study prove that the use of instruction-based instructional methods in writing descriptive writing lessons is more effective than learning to write without using instruction-based learning method so that strategy can be used on learning writing descriptive text.Teachers of SMK Triatma Jaya Dalung can use instruction-based instructional method in learning descriptive text writing to improve the skills of writing descriptive text on students.

RETORIKA: Jurnal Ilmu Bahasa , Vol. 4, No. 1 April 2018, Page 77 descriptive
text in the form of a topic sentence, creating a descriptive text paragraph framework in the form of several explanatory sentences, and (2) the students' KKM scores have not been met as a result of poor student behavior.Bad student behavior, such as students do not directly read the reading because they are stunned and engrossed in chatting with their friends so they cannot understand the reading well and the students have not done the thinking process in writing descriptive text paragraphs because of their lack of understanding of the reading.The number of students who have not completed indicates that the learning in cycle I is not going optimally.That is, students do not have understanding in accordance with the established criteria mastery.Therefore, the application of the PBM pattern to improve the skill of writing argument paragraphs in the next cycle is very important.Another effort by the teacher is to provide a longer and comprehensive reading so as to contain more clear and detailed issues.This will affect the perspective and degree of student criticism.Reflecting from cycle I that the reading material is very short, cycle II will be presented a long enough reading.
CONCLUDE 1) Application of learning with PBI model can also increase student learning activity.Management of learning with PBI models that can improve students' descriptive paragraph writing skills are: (1) students who are often noisy moved to the front seat by teachers to avoid noise in the classroom; (2) students are given the opportunity to prepare learning tools before teachers start learning; (3) students are given emphasis to understand the learning objectives; (4) students pay attention to examples of topic sentences, explanatory sentences, and paragraph descriptive paragraphs made by teachers; (5) students are emphasized to listen to the teacher's explanation of the steps to write descriptive paragraphs based on the problem; and (6) students are given the assertion that the making of descriptive paragraphs based on the problem should be initiated by intensive reading.2) The mistakes often made by the students of class X of SMK Triatma Jaya Dalung in writing descriptive text paragraph among them in terms of creativity of topic development, in terms of organization that includes descriptive structure and in terms of vocabulary selection, language use, and mechanical aspects, descriptive paragraph it has some drawbacks.3) Management of learning with the right PBI model can improve the skills of writing paragraphs of descriptive text of students of Class X SMK Triatma Jaya Dalung.First, the PBI model is more fun in learning to write descriptive text paragraphs.Secondly, the PBI model is more effective in writing descriptive text paragraphs because the problems that exist in reading are easier and inspire students in generating ideas.Third, the PBI model can enhance student creativity.