The Effect of Problem-Based Learning Model Assisted by Audiovisual Media and Reading Interest on the Anecdotal Text Writing Skills of Grade X of Vocational High School Students

Rika Anggraini; Afnita Afnita

doi:10.35445/alishlah.v18i2.7723

The Effect of Problem-Based Learning Model Assisted by Audiovisual Media and Reading Interest on the Anecdotal Text Writing Skills of Grade X of Vocational High School Students

Rika Anggraini, Afnita Afnita

Abstract

This study examined the effect of audiovisual-assisted Problem-Based Learning (PBL) and reading interest on Grade X students’ anecdotal text writing skills at SMK Negeri 6 Padang. A quantitative quasi-experimental design was used by combining a pretest–posttest nonequivalent control group design with a 2 × 2 factorial design. Two intact classes consisting of 71 students were selected purposively, with one class assigned to audiovisual-assisted PBL and the other to conventional instruction. For factorial analysis, 40 students were selected through an extreme-group procedure based on reading-interest scores, consisting of high- and low-reading-interest groups from each class. Data were collected using an anecdotal text writing test and a reading-interest questionnaire. The data were analyzed using two-way ANOVA and planned independent-samples t tests. The results showed that the learning model had a significant effect on students’ writing skills, F(1, 36) = 31.90, p < .001, partial η² = .470. Students taught through audiovisual-assisted PBL achieved higher writing scores than those taught through conventional instruction in both high-reading-interest and low-reading-interest groups. However, reading interest had no significant main effect, F(1, 36) = 0.01, p = .921, and no significant interaction was found between the learning model and reading interest, F(1, 36) = 0.05, p = .817. These findings indicate that audiovisual-assisted PBL supports anecdotal text writing across different reading-interest levels.

Keywords

problem based learning; audiovisual media; reading interest; writing skills; anecdotal text

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DOI: https://doi.org/10.35445/alishlah.v18i2.7723