THE EFFECTIVENESS OF USING PROJECT-BASED LEARNING ON STUDENTS' DESCRIPTIVE WRITING ACHIEVEMENT AT SMPN 1 KARANGREJO TULUNGAGUNG

LEDI SETIAWAN, 1880510240009 and SUSANTO, 197308311999031002 and NURUL CHOJIMAH, 196906292009012001 (2026) THE EFFECTIVENESS OF USING PROJECT-BASED LEARNING ON STUDENTS' DESCRIPTIVE WRITING ACHIEVEMENT AT SMPN 1 KARANGREJO TULUNGAGUNG. [ Thesis ]

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Abstract

This thesis, entitled “The Effectiveness of Using Project-Based Learning on Students' Descriptive Writing Achievement at SMPN 1 Karangrejo Tulungagung,” was written by Ledi Setiawan, Student ID No. 1880510240009, English Education Study Program, with advisors Dr. Susanto, M.Pd and Dr. Nurul Chojimah, M.Pd. Keywords: Project-Based Learning, Writing Skills, Descriptive Text Writing descriptive texts required students to possess several competencies. Students needed adequate vocabulary mastery and the ability to use varied sentence structures. The student-centered Project-Based Learning (PjBL) model, which included stages ranging from planning, exploration, drafting, revising, to presenting, provided space for students' creativity in choosing objects, perspectives, and language styles. Therefore, the use of PjBL was able to help students master the skill of writing descriptive texts. This study aimed to address three research questions: (1) what were the descriptive text writing scores of eighth-grade students at SMPN 1 Karangrejo taught using the Project-Based Learning (PjBL) model; (2) what were the descriptive text writing scores of eighth-grade students at SMPN 1 Karangrejo taught using non-PjBL (conventional) methods; and (3) was there any significant difference in descriptive text writing achievement between the students taught using PjBL and those taught using non-PjBL among eighth-grade students at SMPN 1 Karangrejo Tulungagung. This study used a quantitative approach with a two-group pretest-posttest quasi-experimental design. The population consisted of all 351 eighth-grade students at SMPN 1 Karangrejo Tulungagung in the 2025/2026 academic year. The samples were class VIII F as the experimental class (35 students) taught using the PjBL model and class VIII D as the control class (35 students) taught using conventional methods, which were selected using purposive sampling. The research instrument was a descriptive text writing test that had been validated by experts. Data analysis used normality tests, homogeneity tests, N-Gain tests, and independent sample t-tests. The results of the study showed that: (1) The implementation of the Project-Based Learning (PjBL) model was proven effective in improving students' descriptive text writing skills in the experimental class. This improvement was reflected in the statistical results. The mean pretest score of the experimental class was 66.54, which then increased to 86.09 on the posttest, indicating a gain score of 19.54. (2) The conventional method also contributed to the improvement of students' descriptive text writing skills in the control class, although the level of improvement was relatively lower compared to the experimental class. Although this method helped students understand the basic concepts of descriptive writing, it did not provide sufficient opportunities for collaboration, exploration, or creative expression. Consequently, the improvement in the control class was only modest. The statistical data showed that the mean pretest score of the control class was 58.89, which increased to 71.63 on the posttest, resulting in a gain score of 12.74. (3) The PjBL model produced a positive impact on students' achievement in writing descriptive texts compared to the conventional method. In accordance with the results of the independent sample t-test on the posttest, the significance value was 0.000 < 0.05, so H₀ was not accepted and H₁ was accepted. This meant that there was a significant difference in descriptive text writing ability between students taught using the PjBL model and those taught using the conventional method. Supported by the results of the N-Gain test, which showed that the improvement in the experimental class was in the medium category (56.47%), this medium category reflected the reality that improving the ability to write descriptive texts was a complex process requiring the simultaneous accumulation of language skills, thinking structures, and creativity. With a limited intervention duration, the achievement of 56.47% actually demonstrated the efficiency of the PjBL model in transforming students' abilities more rapidly compared to conventional learning in the control class (30.12%), indicating that the PjBL model was more effective.

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