Jul 2026· Journal of Applied Linguistics· Vol 6, pp. 75-82· 0 citations
Abstract
Improving English writing skills continues to be a critical issue in Indonesian junior high schools, particularly in writing personal recount texts. A baseline assessment conducted at SMP St. Thomas 3 Medan highlighted that students faced significant language challenges, particularly in organizing chronological events and using past tense, and showed minimal interest in writing activities. This study aimed to address these challenges by implementing a Project-Based Learning (PjBL) approach to improve students' recount writing skills and stimulate increased classroom engagement. Using a Classroom Action Research (CAR) framework, the study spanned two cycles and involved 31 eighth-grade students. Information was collected through written evaluations, observation forms, and surveys to assess students' academic performance and engagement levels. Results indicated that the implementation of PjBL resulted in significant improvements in writing skills. The average student writing score increased from 54.12 in the initial learning cycle to 86.00 in the final learning cycle, and the overall mastery percentage increased significantly from 22.5% to 93.54%, effectively exceeding the Minimum Completion Criteria (KKM). Furthermore, survey data showed that students strongly preferred Project-Based Learning (PBL) because it encouraged teamwork and meaningful educational experiences. These results suggest that Project-Based Learning (PBL) is an effective teaching method for improving students' conceptualization and writing skills, and provide valuable information for teachers aiming to increase student participation and writing achievement in EFL classrooms. These findings underscore the potential of PBL to transform traditional writing instruction into a more dynamic and engaging student-centered process, offering practical solutions for educators facing similar challenges in EFL environments. By fostering a collaborative environment, PBL not only improves linguistic skills in writing narrative texts but also increases students' confidence and motivation.
Keywords : project-based learning (PjBL); writing skills; recount text; classroom action research
Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires grammatical accuracy, adequate vocabulary, and the ability to organize ideas coherently. Preliminary observations in a public junior secondary school in Central Sulawesi, Indonesia, revealed that many ninth-grade students experienced difficulties in constructing sentences using the present and past continuous tenses, resulting in frequent grammatical errors and low writing achievement. This study aimed to improve students’ writing skills through the implementation of Project-Based Learning (PjBL), with the Jigsaw technique integrated in the second cycle to strengthen collaborative learning. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and involved 25 ninth-grade students. Data were collected through writing tests, classroom observations, field notes, and documentation and analyzed using descriptive quantitative and qualitative methods. The findings showed that the implementation of PjBL, supported by Jigsaw in Cycle II, improved students’ grammatical accuracy, sentence construction, classroom participation, and learning engagement. The average student score increased from 63.20 in the pre-cycle to 73.67 in Cycle I and reached 84.00 in Cycle II. In Cycle I, 18 of the 25 students (72%) achieved the minimum mastery criterion, while seven students (28%) did not. Following the instructional revision and integration of Jigsaw in Cycle II, all students (100%) successfully met the minimum mastery criterion. Students also demonstrated fewer grammatical errors, particularly in the use of auxiliary verbs (to be), -ing verb forms, and continuous tense structures. In addition, students became more actively involved in peer discussions, more confident in sharing their understanding, and more engaged in collaborative writing activities. These findings suggest that PjBL, when complemented by the Jigsaw technique, can provide a meaningful and collaborative learning environment for enhancing grammar-based writing skills and promoting active engagement in EFL classrooms.
Endang Lestari, Rini Zahrani, Adam Al Arfan· Crises on Languages and Lite...· 0 citations
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
Writing in English as a Foreign Language (EFL) represents one of the most demanding competencies for Indonesian junior high school students, particularly those enrolled in Islamic boarding schools (pesantren) where instructional time is constrained by dual academic and religious curricula. This study examined the effectiveness of the Microselection Learning Strategy in improving descriptive text writing skills among ninth-grade female students at Khoirotul Usroh Islamic Boarding School, Stabat, Langkat Regency, North Sumatra, Indonesia. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model was employed across two cycles over five weeks, involving all 36 female students as participants through a saturated sampling technique. Data were collected using pre-tests and post-tests evaluated with a five-dimension rubric (title, identification, description, vocabulary, and closing), supplemented by observation sheets, semi-structured interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive percentage statistics; qualitative data followed Miles and Huberman's reduction–display–conclusion framework. Results showed a dramatic improvement in classical mastery: from 13.89% in the pre-test to 50.00% after Cycle I, and reaching 100.00% at the conclusion of Cycle II. The class mean score rose from approximately 46.9 to 87.1 points. Qualitative findings corroborated these gains, documenting improvements in vocabulary selection, sentence cohesion, paragraph organisation, and student confidence. The Microselection strategy proved highly effective as a scaffolded, cognitive-theory-grounded approach to EFL writing instruction in a boarding school context.
Rosmen Rosmen, Syahran Yusuf, Muhammad Hassan et al.· Journal La Edusci· 0 citations
This study examines the impact of Write & Improve, an Automated Writing Evaluation (AWE) tool, on Thai university students' performance in IELTS writing. Additionally, it explores learning behaviors that may contribute to writing development. Employing a quantitative approach, the study gathered data from 53 students enrolled in an English Preparation for Standardized Tests course at a Thai public university. The effectiveness of the AWE tool was assessed through a comparative analysis of pre- and post-test scores, while learning behaviors were examined using program-generated learning logs. The findings indicate that the Write & Improve intervention led to significant improvements in students’ post-test writing performance across both writing tasks and all assessment criteria, with the most notable gains observed in grammatical range and accuracy. The most substantial progress was evident among intermediate-level students (IELTS Band 5.5 and below). Furthermore, learning analytics suggests that students who engaged in a greater number of writing tasks demonstrated stronger post-test performance. The study concludes that while AWE tools can facilitate improvements in specific writing components, their integration should be guided by well-defined pedagogical objectives, with teacher involvement remaining essential in the feedback process.
Napat Jitpaisarnwattana, N. Saville· LEARN Journal : Language Edu...· 1 citation· ⚡1
Teaching language skills in separation has been practiced for decades, which demonstrated to be less effective for students’ language learning. This study aims to introduce a project-based learning (PBL) approach in developing students’ writing skills in the target language, English language. Other than the PBL approach, this study is underpinned by social constructivist theory. This PBL project was conducted for three weeks. It involved 22 students from the Faculty of Music at a higher education institution. They were assigned a problem-solution essay task on real issues that they observed within their faculty. Then, they would need to prepare a video and present. A survey was conducted after tasks completion in order to gauge their perception of their writing abilities. The findings indicate that students’ perceived improvements in grammar, vocabulary use, sentence construction, and writing clarity after participating in the PBL project. Positive perceptions of PBL were also reported with students’ increased confidence, motivation, and willingness to write in English. These findings show that PBL supports integrated language learning, and improves students’ writing alongside other language skills. It is recommended for future research to replicate the study through different delivery modes, such as online platforms, with other groups of students. The approach can also be applied in other contexts and environments.
Wani Nurfahani Mohd Sapuan, Haslina Hassan, Nurul Liya Saffura Rostam et al.· International journal of res...· 0 citations
This study aims to examine how Project-Based Learning (PjBL) impacts students' literary and essay writing skills in higher education. This study used a qualitative approach with a case study design involving students of the Indonesian Language and Literature Education Study Program. Data were collected through participant observation, semi-structured interviews, and analysis of student writing. The results indicated that implementing PjBL enhanced students' writing skills, especially in developing ideas, organizing texts, language use, and creative writing style. Students actively engaged in collaborative and reflective writing processes, producing authentic works in the form of poems, short stories, drama scripts, and reflective essays. In addition to technical aspects, PjBL also fostered critical thinking skills, creative literacy, self-confidence, and metacognitive awareness. This model also changed students' perceptions of writing, from a rigid academic activity to a meaningful and contextual expressive practice. Despite constraints such as limited time and varying writing abilities, the implementation of scaffolding strategies and the use of digital learning resources proved effective in supporting the learning process. This study concluded that PjBL is an effective pedagogical approach in improving writing skills while promoting holistic learning in higher education. The findings of this study provide important implications for the development of a more innovative, participatory, and 21st-century competency-oriented Indonesian language and literature learning model. Furthermore, this study confirms that integrating authentic projects into learning can create a more meaningful, adaptive, and relevant learning experience for students' academic and social needs. Therefore, Project-Based Learning (PjBL) is recommended as an alternative learning strategy that can be implemented sustainably in teaching writing in higher education. Keywords: Project-Based Learning, writing skills, literary writing, essay writing, qualitative case study
S. Maryani, Erwin Erwin· Pedagogy Review· 0 citations