The impact of Project-Based Learning (PBL) on the development of the writing skill

Abstract

The present study explores the use of PBL in the development of English writing skill in tenth-grade students. This research aimed to determine the impact of PBL on improving writing skill. A quantitative methodology was applied, and a pretest, posttest, and a questionnaire designed with the Likert Scale were used as the research instruments. The Wilcoxon test was employed to examine the differences between the paired groups in the intra-group level, and the Mann-Whitney U Test was used to assess the differences between the individual groups in relation to the inter-group level. The results reported that PBL significantly impacts the development of writing skill. It leads to determine that PBL is a powerful method to guarantee active learning and successful writing performance as students showed betterment in the writing aspects such as content, language use, and organization. Furthermore, students demonstrated a high level of collaboration/cooperation, creativity, as well as communication when working in groups. Those elements allowed them to feel satisfied with their final written products. In conclusion, PBL had a positive impact on the development of writing skill.