STUDY OF TRANSLITERATION WRITING USING PROBLEM-BASED LEARNING (PBL) FOR SIXTH GRADE STUDENTS AT BANNASEENUAN SCHOOL

Abstract

The purposes of this research were 1) to design a learning management plan for transliteration writing using Problem-Based Learning (PBL). and 2) to investigate the academic achievement in transliteration writing through Problem-Based Learning (PBL) A target group was 30 sixth grade students at Bannaseenuan School. The tools used include: 1) a pre-academic achievement test, 2) a post-academic achievement test, and 3) a learning management plan employing the Problem-Based Learning model. Data were analyzed using statistical analysis to determine mean, standard deviation, and t-test for dependent samples. The research findings indicated that: 1) the design of the learning management plan for transliteration writing based on the Problem-Based Learning model received an overall assessment score indicating it was highly suitable (= 4.52), and 2) the learning outcomes in transliteration writing based on Problem-Based Learning model showed that students at Bannaseenuan School achieved a transliteration writing ability greater than the 70% criteria with a statistically significant difference at the 0.05 level.