INTRODUCTION
Writing
is a fundamental skill in English Foreign Language Teaching (EFLT). It is a
must that learners develop and master this skill, so they can produce written
information with quality and readability to convey clear and concise messages.
Writing is a productive skill, which is crucial in the educational setting
since it refers to the ability that permits students to express their thoughts
or understanding in pieces of writing (Yusri et al., 2021). Writing is also
important because it enhances the development of critical thinking, analysis,
and arguing skills which help students to have a better writing performance
(Manao et al., 2024). What is also needed to highlight is that creativity and
problem-solving skills flourish when producing writing tasks.
Writing
is a skill that for a great amount of people is challenging. Students struggle
with it. Some factors or situations that contribute not to having a solid
writing performance are detailed as follows. Oroh and Wilar (2022) point out
that it is because learners do not master the correct use of grammatical
structures, have a weak vocabulary range, do not dedicate time to practice this
skill, low level of English understanding, and the exercises and samples
provided by the instructors are not adequate, which lead to demotivation and
poor writing skills.
The
current challenges and demands in the educational process require teachers to
make use of innovative instructional approaches to promote writing.
Consequently, it is relevant to provide learners with a suitable context and
setting to work with enthusiasm, in collaborative environments to achieve
better writing tasks. The Project-Based Learning (PBL) approach has offered
learners great opportunities to empower their writing process. PBL is
recognized for promoting learning through the development of projects and it is
student-centered (Zulfi & Fitrawati, 2024). Furthermore, Edi et al. (2024)
manifest that PBL focuses on learners and aligns with the idea that students
learn more while they are involved in the realization of authentic and realistic
projects.
Some
previous studies have been developed focusing directly on enhancing the writing
skill. The study done by Winarni (2023) revealed that PBL has a powerful impact
on the development of writing skills like theme, diction, and imagination
simultaneously. Thus, this research study recommends incorporating PBL to
improve students’ creativity when carrying out writing tasks. Besides, in the
research conducted by Rahardi et al. (2023), it was demonstrated that PBL
enhances the betterment of relevant skills like writing, problem-solving, and
critical thinking. This method also improves students’ motivation, time
organization, instructional process, and group collaboration and cooperation.
Additionally, Zhang and Ma (2023) in their study revealed that PBL greatly
enhances students’ learning and has a positive impact on their emotional
attitudes, thinking skills, and academic performance. Similarly, Wardani et al.
(2021) claim that as a result of PBL, students can write better as it promotes
the improvement of aspects such as content, organization, structure,
vocabulary, and mechanics.
Writing
is a complicated skill that requires thinking and the ability to express clear
and precise information in written activities. Arochman et al. (2024) posit
that writing is an active and hard process that requires the management of
different aspects like organization, coherence, and cohesion to convey
authentic meaning. Writing is also considered the art of communicating ideas,
emotions, or knowledge by using the appropriate words to promote effective
communication (Zega et al., 2023). Besides, writing is a way in which students
can demonstrate their language skills by applying their language understanding
and style to transmit meaning to the language receptor or reader (Arochman et
al., 2024). Writing is a useful productive skill that is essential to
communicate information in written ways. Having good writing proficiency is
difficult and provokes students to feel blocked mainly for a deficient amount
of vocabulary (Fadhillah et al., 2023).
Fitri
and Wening (2024) argue that writing skills require plenty of time to
successfully acquire and improve them. Writing needs constant practice to
achieve success in every single task. The purpose of continuous practice is to
develop writing products with good content to transmit clear messages to the
readers. Undoubtedly, to develop high-quality writing, students must invest
time to improve their writing skills. The production of effective writing
reports contributes to achieving success in their personal and academic area.
Besides, writing empowers students’ imagination and help them to prepare
information to express it in authentic and creative ways (Abdelazim et al.,
2022). Certainly, writing is a great skill to be domain as it helps to
communicate information to others in written ways. It also enhances creativity
and allows learners to be active learners who reflect their knowledge on a
specific subject matter in writing tasks.
Referring
to writing, it is also important to talk about that it can be developed in
individual and collaborative ways (Milla & García, 2024). Collaborative
writing plays a crucial role in language improving. This is because, students
are suggested to work together to create better writing products. In words of
Nggawu et al. (2022), collaborative writing is a process that enroll students
in group activities where they should work together to share ideas and make
them interesting and strong to communicate a message to the reader. In fact,
collaborative learning is a strategy that involves learners in the development
of group works to give solutions to problems, carry out activities or create
final products (Rofik, 2023). What is important to add is that when students
develop collaborative writing, they have chances to correct and improve their
writing performances collaboratively with the aim to construct significant
pieces of writing. In short, it is great to facilitate language understanding
and writing skills.
It
is important to pinpoint that when teaching writing, it is necessary to follow
the process of writing in sequence. This process consists of planning,
drafting, revising, editing and publishing (Khulel, 2022). For developing
perfect writings, the previous stages must be followed one by one to ensure
writing activities free of mistakes in terms of grammar, word usage or
punctuation.
PBL
is an instructional approach that has its basis in the constructivism theory.
This theory highlights the importance of knowledge construction based on the
idea of topic exploration and the development of activities to guarantee
long-term knowledge and success. When PBL is used in the teaching and learning
process, the constructivism approach also takes place. According to Mohamad
(2021), this occurs because learners have opportunities to explore subject
topics, become active agents of knowledge, and take responsibility for their
learning by being involved in authentic projects. PBL and constructivism make a
variety of learning opportunities possible. Students are active participants in
constructing their knowledge. These two terms are crucial when students do
writing projects.
Constructivism
and PBL are a must in the classroom. Both require learners to be active
participants and develop their social skills when doing activities. At the same
time, they need to challenge their problem-solving skills (Mariscal et al.,
2023). It is demonstrated that constructivism and PBL work effectively to
ensure students’ active involvement in different stages of the project, which
has a real-world focus. Both constructivism and PBL make a strong emphasis on
collaborative skills and social interaction which are indispensable for
achieving positive learning outcomes when working in groups.
Likewise,
Huang and Ma (2022) set up that PBL is considered as a student-centered
approach which is mainly focused on social constructivism and real-world
subjects where learners do their best effort when putting their knowledge into
practice to solve those situations. PBL is an approach that is supported by
constructivism. For constructivism, the activities students do are more
significant for a successful learning experience. Additionally, Fitri et al.
(2024) assume that PBL is leaning toward the development of projects focused on
their experiences where they can propose solutions to real problems as well as
show their creativity and innovation skills to face those situations in easier
ways. They also think that PBL is a great method that provides instructors
opportunities to foster students’ learning through the exploration,
interpretation of information to do projects.
For
PBL, students can acquire new knowledge by expressing what they know in final
products which are worked in groups helping each other to develop and improve
their language skills (Cahyono et al., 2024). Bearing in mind this, it is
evident that PBL facilitate students’ learning through the development of
projects which are focused on specific and real-world topics. Additionally,
Maheswari (2024) state that the primary objective of PBL is to enroll students
in the development of projects which enable them to enhance their literacy
skills, foster their thinking skills and the essential competences of the 21st
century.
There
are some relevant skills that need to be promoted in the 21st century since
they contribute to achieve success especially in the academic and professional
field. These skills are critical thinking, creativity, communication and
collaboration (Farida & Sukraini, 2024). Abe and Birabil (2022) define critical
thinking and creativity as follows. They manifest critical thinking deals with
the students’ knowledge and their motivation to build knowledge through the
application of deep thinking; it is with aim to acquire meaningful learning.
Creativity is considered as the process to promote innovation with the
application of imagination interactively (Abe & Birabil, 2022); it gives
students plenty of opportunities to express their talents in an innovative way.
For Makuasa et al. (2024), communication is the process in which people convey
meaning by sharing knowledge or thoughts with others. Likewise, Marwa et al.
(2024) remark that collaboration takes place when the members of a group work
in order to achieve common goals. Unquestionably, these four skills are wonderful
to be managed for the development of interactive and significant language final
products. These skills also enhance students’ learning as they must do their
best to carry out noteworthy learning projects.
PBL
has a variety of benefits for achieving confident learning experiences and
outcomes. Suryani et al. (2024) point out that some of the benefits of PBL are
as follows: promotes students’ teamwork, and enhances the development of
problem-solving skills and creativity. Similarly, Romsi and Sulistyaningsih
(2024) mention other benefits of PBL. For instance, it fosters students’ active
participation and guarantees authentic learning through the realization of
projects. This approach is the vehicle to facilitate the development and
practice of the English language and the writing skill.
MATERIALS AND METHODS
This
research study used the quantitative approach and adopted a quasi-experimental
design, which was employed to emphasize the participation of two groups of
students: the experimental and control groups. In the words of Creswell (2012),
both groups were pretested but only the experimental group was subjected to the
treatment, and when it finished, the two groups were tested again through the
administration of the posttest to analyze the differences that emerged between
them. The sample involved in this study was selected based on the convenience
sample. According to Obilor (2023), this sample is focused on the facility of
the researcher to collect information about the groups involved in the research
process. The number of learners that took part in this research study was 60.
One-half
of the students belonged to the experimental group and the other one to the
control group. Each group included 30 students who were about 14 and 15 years
old and had an A2.1 English proficiency level established by the MinEduc
(2016). What is important to remark is that in order to carry out the
intervention plan, the researcher had the permission of the principal of the
institution and students were informed about the purpose of the research and
the application of the research instruments.
A
pretest, posttest, and questionnaire were used as research instruments. Both
tests consisted of one writing question where students had to write an email.
They were administered to collect data about the students’ writing proficiency.
Regarding the questionnaire, it contained six close-ended statements to gather
data on the students’ perceptions of PBL in the instructional process to boost
their writing performance.
Similarly,
inferential and descriptive analyses were carried out. They were done after the
results from the research instruments were collected. Then, the Wilcoxon test
was used to determine the differences of paired groups regarding the
intra-group level, and the Mann-Whitney U Test was utilized to assess the
differences of individual groups concerning the inter-group level. Furthermore,
the results obtained from the questionnaire were tabulated with the support of
Excel and displayed in tables to reflect the students’ level of acceptance of
the formulated statements about PBL when developing writing activities.
Table 3 helps to state that with writing
projects, students increase their writing creativity. It enables them to
develop tasks with relevant information and drawings to facilitate the
understanding of their content. This data coincides with the one posited by Cahyani
(2021) who claims that PBL is an approach to promote creativity since it
involves learners in projects to make them improve writing. Undoubtedly, this
result contributes to this study because it reveals that PBL is an effective
teaching approach to boost learners to write down their ideas in creative ways
to get successful written works.
Focusing on collaborative writing, it is
vital to highlight that PBL motivates students to improve their writing
production and communication skills when working in groups. This strategy
facilitates sharing experiences and different perspectives to gather ideas from
all the members of the group to enhance practical writing activities. It is
consistent with the findings of Fatimah (2022) who states that PBL helps students
improve different skills, such as creativity, collaboration, and communication.
These results contribute to making this study significant because it suggests
teachers to implement PBL to motivate their learners to improve their quality
of writing and communication skills in the groups.
Furthermore, the last statement displays
that students feel satisfied with the final writing projects developed with
PBL. The results above are in line with the ones found by Yusri et al. (2021).
They indicate that PBL encourages students to negotiate meaning and paraphrase
information to develop projects that contribute to improving their language
performance and lead to building writing reports with appropriate language and
organization. This data contributes to making this study advantageous for
teachers and learners because PBL is a useful approach that makes students feel
satisfied with their final writing products.
Problem-based learning is a
student-centered approach; thus, learners are the primary protagonists of the
teaching and learning process. To improve their writing competence, they
develop writing projects based on real-life topics. Throughout the intervention
plan of this research, students have been involved in several writing tasks
such as paragraphs, posters, comic strips, newspaper articles, and essays
considering their level of English. When carrying out these types of writing
activities, apprentices significantly improved three writing aspects: content,
language use, and organization of the information to construct pieces of
writing with coherence and cohesion. Then, they significantly upgraded their
writing performance. These results are supported by the findings of the study
conducted by Wardani et al. (2021). They claim that due to PBL, students can organize
their ideas better and use content and language suitably. Moreover, vocabulary,
structure are practiced and enhanced. Winarni (2023) found that PBL has a
remarkable impact on the mastering of different writing skills such as theme,
diction, and imagination at the same time. Undeniably, PBL has a substantial
impact on the students’ writing production.
PBL requires learners to work in groups to
develop creative writing projects and demonstrate their ability to think deeply
and analyze information regarding a particular topic. This allows learners to
have a powerful participation in collaborative environments to develop the
writing skill and guarantee positive learning outcomes. Winarni (2023)
recommended incorporating PBL in the English lessons to enhance students’
writing creativity to obtain meaningful written products. Based on the
aforementioned, it is alluded that students get better and positive learning
outcomes when working in groups. Group work involves students’ interaction,
conveyance of information in general and learning from each other to improve
writing performance. Likewise, Rahardi et al. (2023) claimed that PBL has the
power to enhance students’ writing skill and higher-order thinking skills.
Remarking the value of PBL, it results positive to establish that it fosters
learners’ motivation, time organization, collaboration, and cooperation.
The positive writing outcomes obtained
after apprentices were subjected to a treatment with PBL, permitted to
demonstrate the positive impact PBL has on the development of students’ writing
production, as well as higher-order-thinking skills. These results can be seen
in Table 7 which displays that in the experimental group, the means are higher
than the ones of the control group showing a level of significance <0.05.
Consequently, this data reveals that PBL positively contributes to the
improvement of students' writing scores and practice. These findings resemble
those that Zhang and Ma (2023) discovered. They found that PBL greatly enhances
students’ learning and has a positive impact on their emotional attitudes,
thinking skills, and academic performance.
CONCLUSIONS
The
application of PBL in the instructional process resulted in a positive impact
on the students’ writing skill development. This was reflected in the
improvement of three writing aspects such as content, organization, and
language use which contribute to refining and polishing their writing
performance. When developing writing projects, students are enrolled in an
inquiry process that enables them to connect the theory to practice. It is that
students search for information, analyze, evaluate, summarize, and organize it
when building knowledge and generating their pieces of writing. PBL is a
notable instructional approach that significantly impacts the development of
the students’ writing skill. It encourages apprentices to work in teams,
collaborate, and demonstrate their creativity and critical thinking skills to
construct readable writing projects. Moreover, as PBL brings with it several
advantages to the learning process, it is recommended to use this approach to
help learners improve their writing production and offer them successful
writing experiences. Finally, it is essential to develop further research to
identify the most successful practices of PBL to be used in the educational
setting to enhance writing production.
AUTHORS’ CONTRIBUTION
The
authors of the article entitled “The impact of Project-Based Learning (PBL) on
the development of writing skills” contributed significantly to the development
of the manuscript. The main author worked on the design of research,
conceptualization, methodology, study administration, data analysis,
interpretation, statistical analysis, and writing the manuscript. The second
author played a guiding role in ensuring the accuracy and reliability of the
research, helped with the methodology, the statistical analysis, revising and
editing. The role played by the two authors was vital to the final manuscript.
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