INTEGRATING PROJECT-BASED LEARNING WITH BUSINESS MODEL CANVAS IN WRITTEN PROJECTS TO ENHANCE LEARNING OUTCOMES

Abstract

This study aimed to analyse the effect of Project-Based Learning (PBL) on students’ writing skills and to understand students’ perceptions of PBL in learning English writing. The population consisted of 145 fifth-semester students of Institut Andi Sapada and the sample by selected purposively comprised 35 students. A mixed-method with sequential explanatory design was applied. The instruments used were a writing test and a questionnaire supported by interviews. Data were collected through the implementation of PBL with Business Model Canvas (BMC) in written projects, followed by testing and survey procedures. The data was analysed by using descriptive statistic by using SPSS and thematic analysis. The findings indicate that PBL positively affects students’ writing performance across Jacobs et al.’s five components of writing. Improvements were observed in content (idea development), organization (logical structure), vocabulary (appropriate word choice), language use (grammatical accuracy), and mechanics (punctuation and spelling). In addition, students showed favorable perceptions, reporting that PBL enhanced their engagement, collaboration, and motivation in learning English writing. These results suggest that integrating PBL with BMC provides an effective strategy to improve both students’ writing competence and their learning attitudes.