IMPROVING STUDENTS’ WRITING COMPETENCE IN PROCEDURE TEXT THROUGH PROJECT-BASED LEARNING

Andriawan, Fany (2025) IMPROVING STUDENTS’ WRITING COMPETENCE IN PROCEDURE TEXT THROUGH PROJECT-BASED LEARNING. Other thesis, IAIN SALATIGA.

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	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)
	Text Fany Andriawan - 23030210111.pdf Download (903kB)

Abstract

Andriawan, Fany. 2025. Improving Students’ Writing Competence in Procedure Text Through Project-Based Learning. A Graduating Paper, English Education Department, Teacher Training and Education Faculty, State Islamic University (UIN) Salatiga. Counselor: Dr. Win Listyaningrum Arifin, M.A., M.Pd. This classroom action research was conducted to improve the writing competence of tenth-grade students at SMK Negeri 3 Salatiga in composing procedure texts through the implementation of Project-Based Learning (PjBL). The main objectives of this study were to investigate how PjBL can be applied in the teaching of procedure texts and to determine its effectiveness in enhancing students’ writing skills. The study was conducted in two cycles, each including the stages of planning, acting, observing, and reflecting. The data were collected through various instruments, including pre-tests, post-tests, observation sheets, and documentation. The participants of this study were 30 students of class X from the Geomatics Engineering Program. The classroom activities were designed to relate the writing tasks to students’ vocational context, especially focusing on texts about operating geomatics tools. The findings of this research showed a notable improvement in students’ writing performance. The average score increased from 71.50 in the pre-test of Cycle I to 76.50 in the post-test of Cycle I, and further improved to 82.67 in the post-test of Cycle II. The percentage of students who passed the Minimum Mastery Criteria (KKM = 76) also rose from 56.6% in Cycle I to 83.3% in Cycle II. These results indicated that Project-Based Learning had a positive impact on students’ writing ability, especially in terms of structure, vocabulary use, confidence, and active engagement in classroom activities. Keywords: Project-Based Learning, Writing Competence, Procedure Text, Classroom Action Research

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