Project-based learning to enhance students' writing achievement

Abstract

This study aimed to know whether there was any significant improvement on students after being taught by using Project Based Learning and whether there was a discernible difference between the students who received instruction by using Project Based Learning and those who were not on the eighth grades students. This study's quasi-experimental approach included a pre-test, post-test, nonequivalent control group. All of the eighth- grade students made up the study's population. Purposive sampling was used to choose the study's sample, which consisted of 60 students. In collecting the data, written test was used as instrument. This research was conducted for 12 meetings. The researcher taught experiment class using Project Based Learning, while in control class the researcher used teacher’s method. Based on the paired sample t-test p-output was lower than 0.05 (0.000 < 0.05) with df=29 (3.550) and t- output was 27.169. It can be concluded that there was significant improvement on students’ writing achievement after being taught by using Project Based Learning. Then, based on independent sample t-test, it was found that p-output was 0.000< 0.05 with df=58 and t-output 16.736. Therefore, it can be concluded that there was significant difference on students’ writing achievement between students who were taught by using Project Based Learning and those who were not. In other words, Project Based Learning could help students to improve their writing achievement. It can be assumed that Project Based Learning can be one of learning methods because offered effective learning that focus on creative thinking and problem solving. It also can engage students’ enthusiasm in learning process.