The Effectiveness of Project-Based Learning in Improving Students’ Narrative Writing Skills

Abstrak

Narrative writing is a fundamental component of language learning, requiring students to organize ideas coherently, use appropriate vocabulary and grammar, and express creativity. However, many learners experience difficulties in developing effective narrative texts due to limited engagement and the continued use of traditional, teacher-centered instructional methods. Therefore, effective and student-centered teaching approaches are needed to improve narrative writing skills. This study aims to examine the effectiveness of Project-Based Learning (PBL) in enhancing students’ narrative writing abilities. A quasi-experimental design with a pre-test and post-test control group was employed. The participants were EFL students at the secondary school level. Data were collected using a narrative writing test assessed through an analytic scoring rubric covering content, organization, vocabulary, grammar, and mechanics. The results revealed a significant improvement in the narrative writing scores of students taught using Project-Based Learning compared to those receiving conventional instruction. Students in the experimental group demonstrated higher post-test scores across all writing components. These findings indicate that Project-Based Learning is an effective instructional approach for improving narrative writing skills. It is therefore recommended that PBL be integrated into writing instruction to support students’ engagement, creativity, and overall writing development.