Peningkatan Penguasaan Kosakata Bahasa Inggris Melalui Model PBL Berbantuan Tutor Sebaya pada Siswa Berisiko Kesulitan Belajar Kelas VII SMP

Bambang Tri Cahyono; Bayu Pamungkas

Authors

Bambang Tri Cahyono Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia
Bayu Pamungkas Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia

Keywords:

Kosakata Bahasa Inggris, Problem Based Learning, Tutor Sebaya, Siswa Berisiko Kesulitan Belajar, Penelitian Tindakan Kelas

Abstract

Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) berbantuan tutor sebaya dan menganalisis peningkatan penguasaan kosakata bahasa Inggris siswa berisiko kesulitan belajar kelas VII SMP berdasarkan aspek meaning, spelling, dan usage. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart dalam dua siklus dengan subjek 19 siswa kelas VII SMP Budi Luhur Mandiri Sangatta Utara, termasuk 4 siswa berisiko kesulitan belajar. Data dikumpulkan melalui pre-test, post-test, observasi, wawancara, dan catatan lapangan, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan peningkatan penguasaan kosakata secara konsisten. Nilai rata-rata kelas meningkat dari 59,74 pada prasiklus menjadi 73,68 pada Siklus I dan 86,84 pada Siklus II, dengan ketuntasan klasikal mencapai 100%. Keempat siswa berisiko kesulitan belajar juga berhasil melampaui KKM. PBL membantu siswa memahami kosakata melalui masalah autentik, sedangkan tutor sebaya memberikan pendampingan individual yang mengurangi kecemasan berbahasa dan meningkatkan keterlibatan belajar.

Downloads

Download data is not yet available.

References

Al-Zoubi, S. M., & Bani Abdel Rahman, M. A. (2023). Effects of peer tutoring on academic achievement of students with learning disabilities. International Journal of Disability, Development and Education, 70(3), 332–348. https://doi.org/10.1080/1034912X.2021.1885520

Arends, R. I. (2023). Learning to teach (11th ed.). McGraw-Hill.

Barlian, U. C., Yuni, A. S., Ramadhanty, R. R., & Suhaeni, Y. (2023). Implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka pada mata pelajaran bahasa Inggris. ARMADA: Jurnal Penelitian Multidisiplin, 1(8), 815–822. https://doi.org/10.55681/armada.v1i8.742

Brown, H. D., & Lee, H. (2025). Principles of language learning and teaching: A course in second language acquisition (7th ed.). Routledge.

Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van der Vleuten, C. P. (2022). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732–741.

Duran, D. (2022). Learning-by-teaching: Evidence and implications as a pedagogical mechanism. Innovations in Education and Teaching International, 59(5), 541–551. https://doi.org/10.1080/14703297.2022.2031955

Duran, D. (2023). Cooperative peer tutoring: A promising peer-assisted learning model for all students. International Journal of Educational Research, 119, 102190.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford Press.

Fletcher, J. M., Shaywitz, S. E., & Shaywitz, B. A. (2023). Comorbidity of learning and attention disorders: Separate but equal. Pediatric Clinics of North America, 46(5), 885–897.

Fuchs, D., & Fuchs, L. S. (2023). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174–206.

Fuchs, D., Fuchs, L. S., & Compton, D. L. (2022). Rethinking response to intervention at middle and high school. School Psychology Review, 39(1), 22–28.

Fuchs, L. S., Fuchs, D., & Karns, K. (2021). Enhancing kindergarteners’ mathematical development: Effects of peer-assisted learning strategies. Elementary School Journal, 101(5), 495–510.

Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2022). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206–223.

Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2021). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320.

Hartley, J. (2025). Peer tutoring as a strategy for classroom management and learning enhancement. Educational Psychology Review, 37(1), 45–62.

Hmelo-Silver, C. E. (2022). Problem-based learning: Effects on knowledge, skills, and motivation. In H. Friesen & S. L. Fryer (Eds.), Handbook of problem-based learning (pp. 45–70). Springer.

Hung, W. (2023). Theory to reality: A few issues in implementing problem-based learning. Educational Technology Research and Development, 59(4), 529–552.

Jonassen, D. H. (2021). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.

Kauffman, J. M., Hallahan, D. P., & Pullen, P. C. (2023). Handbook of special education (3rd ed.). Routledge.

Kemdikbudristek. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Kementerian Pendidikan Nasional Republik Indonesia. (2009). Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa. Kementerian Pendidikan Nasional.

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. https://doi.org/10.1007/978-981-4560-67-2

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Maheady, L., Michielli-Pendl, J., Harper, G. F., & Mallette, B. (2024). The effects of numbered heads together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, 15(1), 25–39.

Mayer, R. E., & Fiorella, L. (Eds.). (2022). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.

McKenna, J. W., Flower, A., & Ciullo, S. (2021). Measuring fidelity to improve intervention effectiveness. Intervention in School and Clinic, 56(5), 278–285. https://doi.org/10.1177/1053451220958614

Mogan, R., Fischer, R., & Bulbulia, J. A. (2021). To be in synchrony or not? A meta-analysis of synchrony’s effects on behavior, perception, cognition, and affect. Journal of Experimental Social Psychology, 72, 13–20.

Nation, I. S. P. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press.

Rahmawati, F., & Sulistyowati, E. (2022). Problem-based learning to improve EFL students’ vocabulary mastery at junior high school. English Education Journal, 13(1), 72–85. https://doi.org/10.24815/eej.v13i1.23578

Savery, J. R. (2022). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002

Savery, J. R. (2024). Problem-based learning as a catalyst for authentic assessment in higher education. Journal of Higher Education Theory and Practice, 24(2), 19–33.

Saviri, A. (2025). The role of reflection in problem-based learning for vocabulary retention. Journal of Applied Linguistics and Language Research, 12(1), 88–102.

Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2021). The process of problem-based learning: What works and why. Medical Education, 45(8), 792–806. https://doi.org/10.1111/j.1365-2923.2011.04035.x

Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press.

Stenhoff, D. M., Neel, R. S., & Sinclair, P. T. (2022). Acquisition and generalization of decimal operations in students with learning disabilities. Education and Treatment of Children, 26(4), 462–476.

Sweller, J. (2024). Cognitive load theory: Recent theoretical advances. In F. Pasi & L. Verschaffel (Eds.), Cognitive load theory: New directions (pp. 29–47). Springer.

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5

Torgesen, J. K. (2024). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28(3), 6–19.

Topping, K. J. (2023). Peer learning: Old and new. In K. J. Topping & S. Ehly (Eds.), Peer-assisted learning (2nd ed., pp. 1–18). Lawrence Erlbaum Associates.

Topping, K. J., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. Routledge. https://doi.org/10.4324/9781315695471

Torp, L., & Sage, S. (2024). Problems as possibilities: Problem-based learning for K–16 education (3rd ed.). ASCD.

Vaughn, S., & Fuchs, L. S. (2023). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137–146.

Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2024). Intensive interventions for students struggling in reading and mathematics: A practice guide. RMC Research Corporation.

Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P. T., Fletcher, J., Romain, M., & Francis, D. (2023). The relative effects of group size on reading progress of older students with reading difficulties. Learning and Individual Differences, 20(5), 424–432.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Webb, S., & Nation, I. S. P. (2021). How vocabulary is learned. Oxford University Press.