The use of project-based learning to improve students' writing skills on recount text: A quasi-experimental study at Indonesian Islamic Junior Secondary School

Khairunnisa, Indri (2025) The use of project-based learning to improve students' writing skills on recount text: A quasi-experimental study at Indonesian Islamic Junior Secondary School. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This study aimed to investigate whether Project-Based Learning (PjBL) significantly improved students' writing skills in recount texts. The research was conducted at Indonesian Islamic Junior Secondary School Bani Ma’sum during the academic year 2025/2025. The study employed a quantitative method with a quasi-experimental design. The participants were eighth-grade students divided into two groups: an experimental group taught through Project-Based Learning (PjBL) and a control group taught using a conventional method. The data were collected through pre-tests and post-tests using a writing test. Students’ writing performance was assessed using an analytical scoring rubric adapted from Jacob et al. (1981), which focused on five aspects: content, organization, vocabulary, language use, and mechanics. Data analysis involved independent samples t-tests and N-Gain calculations. The findings showed a significant improvement in the writing skills of the experimental group compared to the control group. The results of the Independent Samples t-test showed a significance value of 0.001 (p < 0.05), with the assumption of equal variance not assumed, indicating a statistically significant difference between the two groups. The N-Gain score for the experimental group was 56.54% (moderate category), while the control group scored 35.01% (low category), indicating greater effectiveness in the Project-Based Learning (PjBL) class. In conclusion, Project-Based Learning (PjBL) was an effective learning model for improving students' writing skills in recount texts. By encouraging active participation, collaboration, and teamwork, this model fostered a more student-centred learning environment.

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