AN ANALYSIS OF PROBLEM BASED LEARNING IN DEVELOPING TENTH GRADE STUDENTS’ DESCRIPTIVE WRITING SKILLS AT SMK PELITA PESAWARAN

MAGHFIRA, ENO PRATIKASARI (2026) AN ANALYSIS OF PROBLEM BASED LEARNING IN DEVELOPING TENTH GRADE STUDENTS’ DESCRIPTIVE WRITING SKILLS AT SMK PELITA PESAWARAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT AN ANALYSIS OF PROBLEM BASED LEARNING IN DEVELOPING TENTH GRADE STUDENTS’ DESCRIPTIVE WRITING SKILLS AT SMK PELITA PESAWARAN BY MAGHFIRA ENO PRATIKASARI This study entitled “An Analysis of Problem Based Learning in Developing Tenth Grade Students’ Descriptive Writing Skills at SMK Pelita Pesawaran” aims to analyze the implementation of Problem Based Learning (PBL) in teaching descriptive writing and to explore students’ responses toward the learning process. This study focuses on how PBL supports students in developing descriptive writing skills, particularly in organizing ideas, using vocabulary, and expressing descriptions in written form. This research employed a qualitative descriptive design. The participants of this study were tenth grade students at SMK Pelita Pesawaran in the academic year 2025/2026. The data were collected through classroom observation, interviews, and documentation. Observation was conducted to identify the implementation process of Problem Based Learning during descriptive writing activities. Interviews were used to explore students’ and teacher’s responses toward the use of PBL, while documentation consisted of lesson plans and students’ descriptive writing products. The data were analyzed using the qualitative data analysis model proposed by Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing. The findings showed that the implementation of Problem Based Learning created a more active and student-centered learning environment. Students were encouraged to discuss problems, share ideas, and collaborate in developing descriptive texts. The use of contextual topics helped students generate ideas more easily and increased their motivation in writing activities. However, several challenges were still identified, particularly related to grammar, vocabulary mastery, and students’ confidence in expressing ideas independently. Despite these difficulties, Problem Based Learning provided positive support in developing students’ descriptive writing skills and improving classroom participation. In conclusion, Problem Based Learning can be considered an effective learning approach in supporting students’ descriptive writing development because it promotes active participation, collaboration, critical thinking, and meaningful learning experiences.

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