Aug 2026· Crises on Languages and Literature· Vol 3· 0 citations· 11 references
Abstract
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.
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
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
This study investigates the impact of the Process-Based Approach (PBA) on the writing skills of eighth-grade EFL students at a public junior high school in Karawang, Indonesia. Although previous studies have demonstrated the effectiveness of process writing, limited evidence exists regarding its implementation among Indonesian lower secondary EFL learners. Therefore, this study aims to address this gap by examining the effectiveness of the Process-Based Approach in improving students' writing performance. The study employed an explanatory sequential mixed-methods design, combining quantitative pre-test and post-test data with qualitative classroom observations. The intervention was conducted over four writing sessions involving pre-writing, drafting, revising, editing, and publishing activities, emphasizing teacher feedback, peer collaboration, and student reflection. The findings revealed significant improvements in students' writing performance, with the overall mean score increasing from 63.4 to 78.2. The most substantial improvements were found in organization and content, indicating that the Process-Based Approach effectively enhanced students' writing skills. These findings suggest that PBA can serve as an effective instructional strategy for improving EFL writing instruction in junior high schools.
In English teaching under the backdrop of the new curriculum standards, whether students can develop their English core competencies through independent and cooperative learning methods in English learning activities or not is of crucial importance, which requires English teachers to apply more learning activities into classes, use tasks that are highly authentic, practical, and interesting to increase students' classroom participation, and encourage students to express and communicate in English actively and confidently. This not only arouses students' interest in English learning, but also guides them to deeply understand the text, apply and innovate in language use during the process of task - completion, thereby developing students' core competencies. Based on clarifying the connotation of the Task-Based Language Teaching, the definition of tasks, and the principles of the Task-Based Language Teaching, this paper analyzes the advantages and limitations of TBLT in actual EFL classrooms, as well as the challenges and inspirations it faces in practical application. Through this objective analysis, author can have a clearer theoretical understanding of this teaching method and it provides author some directions and suggestions for the practice in real classrooms.
Yifan Yu· Journal of Educational Devel...· 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
Speaking remains one of the most challenging skills for secondary school students learning English as a foreign language because it requires fluency, accuracy, pronunciation, vocabulary control, confidence, and interactional competence. Conventional speaking instruction often relies on dialogue memorization, teacher-led questioning, and short oral drills, which provide limited opportunities for authentic communication. This study aims to examine the effectiveness of project-based learning in improving students’ speaking skills in secondary language classrooms and to explore students’ learning experiences during project implementation. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group design supported by classroom observations, interviews, and reflective journals. The participants were 70 Grade IX students divided into an experimental group and a control group. The experimental group learned speaking through project-based activities involving topic selection, group investigation, script development, rehearsal, oral presentation, peer feedback, and reflection. The control group received conventional speaking instruction. Quantitative data were collected through speaking performance tests and analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher speaking improvement than the control group. Students’ fluency, vocabulary use, interaction, and confidence improved through repeated practice, collaborative preparation, authentic project tasks, and peer-supported feedback. The study concludes that project-based learning can improve secondary students’ speaking skills when projects are structured, language-focused, collaborative, and supported by clear assessment criteria.
Juliati Juliati, Helminsyah Helminsyah· Sensei International Journal...· 0 citations
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