The influence of project-based learning model on students' ability in writing analytical exposition text

Rahma, Wirda Khoiru (2025) The influence of project-based learning model on students' ability in writing analytical exposition text. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Writing analytical exposition texts remains a challenge for EFL students, particularly at the vocational high school level. The main problems identified include students’ low ability to organize ideas, use accurate grammar, and develop logical arguments. This research aims to investigate the influence of using the project-based learning model on students’ ability to write analytical exposition texts This study has three main focuses: (1) Students’ ability in writing analytical exposition text before using project-based learning model (2) Students’ ability in writing analytical exposition text after using project-based learning model, (3) The significant difference between students’ ability in writing analytical exposition text before and after using project-based learning model. This study employed a quantitative approach using a pre-experimental design. A total of 32 eleventh-grade office management and business services students at a vocational high school in Bandung were selected as participants. The data were collected through writing tests before and after four treatment sessions. The findings revealed that students’ average pre-test score was 74.19, which increased to 86.41 in the post-test. The paired sample t-test result showed a Sig. (2-tailed) value of < 0.001 < 0.05, indicating a significant difference between the pretest and post-test scores. Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Then, the N-Gain score was 0.4472, which indicated that the implementation of project-based learning resulted a moderate level of effectiveness in students’ writing ability. It can be concluded that the implementation of project-based learning significantly influenced students’ writing ability in analytical exposition texts, while also fostering their critical thinking, creativity, collaboration, and self-confidence in English learning. Overall, the findings of this study confirmed that the project -based learning model is an effective learning model for influencing students’ analytical exposition writing ability. This model encouraged students to become more actively engaged in the learning process, develop critical and creative thinking skills, produce more logical and well-organized writing, and foster collaboration and confidence among students, all of which were essential for their academic and personal growth. This study provides several recommendations for teachers, students, and future researchers. The teachers are encouraged to implement the project-based learning model in teaching English to create an active and meaningful learning environment. The students are expected to actively engage in project-based activities to enhance their writing competence and confidence. Then, for the future researchers are advised to implement this model with different project types and provide a more detailed analysis of students’ writing achievements.

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