THE EFFECTIVENESS OF USING PROJECT-BASED LEARNING ON THE STUDENTS' WRITING DESCRIPTIVE TEXT ACHIEVEMENT

Ledi Setiawan; Nurul Chojimah; Susanto; Arina Shofiya

doi:10.70062/incoils.v5i1.365

Authors

Ledi Setiawan UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG
Nurul Chojimah
Susanto
Arina Shofiya

DOI:

https://doi.org/10.70062/incoils.v5i1.365

Abstract

Writing proficiency remains one of the most challenging aspects of English learning due to the complexity of generating, organizing, and expressing ideas accurately. This study investigates the effect of Project-Based Learning (PjBL) on students’ achievement in writing descriptive texts and examines its potential to reduce writing-related anxiety by promoting active and contextual learning. A quasi-experimental design with pre-test and post-test was applied to two groups of eighth-grade students at SMPN 1 Karangrejo, each consisting of 35 participants. Data were analyzed using SPSS 25.0 through normality tests, homogeneity tests, and independent sample t-tests. Results show that the experimental group obtained a higher post-test mean score (M = 85.14, SD = 8.11) compared to the control group (M = 71.63, SD = 7.13). The independent sample t-test confirmed a significant difference between the two groups (t = 5.786, p = 0.000 < 0.05), indicating that PjBL effectively enhances students’ descriptive writing performance. Overall, the findings demonstrate that PjBL improves writing competence while fostering student engagement, collaboration, and confidence throughout the writing process.

Author Biography

Ledi Setiawan, UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

Writing proficiency remains one of the most challenging aspects of English learning due to the complexity of generating, organizing, and expressing ideas accurately. This study investigates the effect of Project-Based Learning (PjBL) on students’ achievement in writing descriptive texts and examines its potential to reduce writing-related anxiety by promoting active and contextual learning. A quasi-experimental design with pre-test and post-test was applied to two groups of eighth-grade students at SMPN 1 Karangrejo, each consisting of 35 participants. Data were analyzed using SPSS 25.0 through normality tests, homogeneity tests, and independent sample t-tests. Results show that the experimental group obtained a higher post-test mean score (M = 85.14, SD = 8.11) compared to the control group (M = 71.63, SD = 7.13). The independent sample t-test confirmed a significant difference between the two groups (t = 5.786, p = 0.000 < 0.05), indicating that PjBL effectively enhances students’ descriptive writing performance. Overall, the findings demonstrate that PjBL improves writing competence while fostering student engagement, collaboration, and confidence throughout the writing process.

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