Title: The Effect of Project-Based Learning Model on the Quality of Students' Writing on Analytical Exposition Text
Authors: Yolanda Nur Kholisah; Aan Erlyana Fradhani
Volume: 10
Issue: 2
Pages: 127-130
Publication Date: 2026/02/28
Abstract:
In foreign language learning, writing skills are broadly considered as one of challenging aspects for students due to their inherent complexity and insufficient pedagogical scaffolding. In response to these challenges, Project-Based Learning (PBL) is increasingly recognized as a proficient instructional model that foster meaningful student engagement in the writing instruction process. This study examined the effect of PBL on the quality of the students' Analytical Exposition Text writing. This Quasi-Experimental Design examined 42 eleventh-grade students who were designated as the total population and divided into experimental and control groups through a simple lottery technique. The experimental group gained PBL writing instruction, while the control group gained conventional writing instruction. The research data were gathered through a post-test of Analytical Exposition Text Writing and analyzed by using Descriptive Statistics and Independent Sample T-test. Quantitative analysis demonstrated that the mean value of the experimental group (76.40) exceed that of the control group (72.38), exhibiting a statistically significant difference (p=0.036<0.05). These findings revealed that the application of PBL significantly enhanced the quality of students' Analytical Exposition Text writing. Therefore, PBL can be considered an alternative effective instructional model in teaching writing.