THE ANALYSIS OF PROJECT-BASED LEARNING ON STUDENTS’ WRITING ABILITY IN DISCUSSION TEXT (A Descriptive Qualitative Study at SMA Negeri 1 Tengaran XII Grade in the Academic Year 2025/2026)

Rizkawati, Lisa Dewi (2025) THE ANALYSIS OF PROJECT-BASED LEARNING ON STUDENTS’ WRITING ABILITY IN DISCUSSION TEXT (A Descriptive Qualitative Study at SMA Negeri 1 Tengaran XII Grade in the Academic Year 2025/2026). Other thesis, IAIN SALATIGA.

	Text LISA DEWI RIZKAWATI 23030210037 ..pdf Download (3MB)
	Text LISA DEWI RIZKAWATI 23030210037 ..pdf Download (3MB)
	Text LISA DEWI RIZKAWATI 23030210037 ..pdf Download (3MB)
	Text LISA DEWI RIZKAWATI 23030210037 ..pdf Download (3MB)

Abstract

Rizkawati, Lisa. 2025. The Analysis of Project-Based Learning on Students’ Writing Ability in Discussion Text (A Descriptive Qualitative Study at Sma Negeri 1 Tengaran XII Grade in The Academic Year 2025/2026). English Education Departement. Teacher Training and Education Faculty. Islamic State University of Salatiga. Counselor: Agung Guritno, M.Pd. This research aims to analyze how Project-Based Learning (PjBL) influences students’ writing ability, particularly in writing discussion texts among the XII-grade students of SMA Negeri 1 Tengaran in the academic year 2025/2026. The study used a descriptive qualitative method to explore how PjBL was applied in the classroom, how it affected students’ writing performance, and what strengths and weaknesses appeared during the process. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the teacher guided students through all stages of Project-Based Learning, including driving questions, planning, investigation, product development, presentation, and reflection. Throughout these stages, students actively participated in collaborative writing projects that encouraged discussion, analysis, and the creation of written texts based on real-life issues. The use of PjBL enhanced students’ writing skills, especially in content development, organization, and coherence. It also fostered greater motivation, creativity, and critical thinking. However, several challenges were identified, such as limited time, unequal participation among group members, and difficulties in grammar and vocabulary. In conclusion, Project-Based Learning proved to be an effective approach to strengthen students’ ability in writing discussion texts. It not only supported linguistic and organizational competence but also encouraged collaboration, independence, and higher-order thinking. Therefore, teachers are encouraged to integrate PjBL into writing lessons to create more meaningful and student-centered learning experiences. Keywords: Project-based learning, writing ability, discussion text, descriptive qualitative study.  

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