A MIXED METHOD STUDY ON PROJECT-BASED LEARNING APPROACH AND CRITICAL THINKING TO IMPROVE READING AND WRITING SKILLS ON DESCRIPTIVE TEXTS OF THE EIGHTH-GRADERS OF THE JUNIOR HIGH SCHOOL IN KOTA CIREBON IN THE ACADEMIC YEAR OF 2024/2025

, Muhammad Rafi AL Farisi, S.Pd (2025) A MIXED METHOD STUDY ON PROJECT-BASED LEARNING APPROACH AND CRITICAL THINKING TO IMPROVE READING AND WRITING SKILLS ON DESCRIPTIVE TEXTS OF THE EIGHTH-GRADERS OF THE JUNIOR HIGH SCHOOL IN KOTA CIREBON IN THE ACADEMIC YEAR OF 2024/2025. Other thesis, IAIN SALATIGA.

	Text Muhammad Rafi AL Farisi_12050230009_A Mixed Method Study 2025.pdf Download (3MB)
	Text Muhammad Rafi AL Farisi_12050230009_A Mixed Method Study 2025.pdf Download (3MB)
	Text Muhammad Rafi AL Farisi_12050230009_A Mixed Method Study 2025.pdf Download (3MB)

Abstract

ABSTRACT Muhammad Rafi AL Farisi-12050230009-A Mixed Method on Project-Based Learning (PJBL) and Critical Thinking to Improve Reading and Writing Skills on Descriptive text of the eighth-graders of the Junior High School in Kota Cirebon in the academic year of 2024/2025 Counselor: RR. Dewi Wahyu Mustikasari, Ph.D This study investigates the effectiveness of Project-Based Learning (PJBL) in enhancing the critical thinking, reading, and writing skills of eighth-graders in descriptive text contexts within junior high schools in Kota Cirebon during the 2024/2025 academic year. Employing a mixed-method sequential design, the research began with qualitative data collection through interviews and documentation involving three English teachers across three schools, aiming to understand teaching perspectives related to PJBL. These insights informed the development and refinement of quantitative instruments used in the subsequent phase. The quantitative strand involved pre- and post-tests administered to 238 eighth-graders to measure improvements in reading comprehension, writing ability, and critical thinking skills following PJBL implementation. The results indicate that PJBL significantly enhances students’ literacy and higher-order thinking by engaging them in real-world, collaborative, and reflective learning experiences. In particular, improvements in the experimental and control groups were statistically significant in all three schools, according to paired sample t-tests. In SMPN A, for example, the control class's mean score rose from 46.50 to 66.54 (p = 0.000), whereas the experimental class's score improved from 51.89 to 70.93 (p = 0.000). In SMPN B, scores increased from 37.48 to 69.75 (p = 0.000) for the control class and from 51.58 to 76.85 (p = 0.000) for the experimental class. Similarly, the control class increased from 46.68 to 64.89 (p = 0.000), while the experimental class of SMPN C improved from 53.81 to 77.11 (p = 0.000). Students demonstrated greater analytical reasoning, descriptive clarity, and engagement, particularly when projects were aligned with their interests and supported through structured scaffolding. Moreover, teacher facilitation played a crucial role in optimizing the PJBL environment, particularly in addressing diverse student readiness and managing classroom dynamics. The study concludes that PJBL, when thoughtfully integrated, supports equitable and impactful English language instruction, fostering both academic skills and 21st-century competencies. These findings offer practical implications for curriculum innovation, especially in under-resourced educational contexts. Keywords: Project-Based Learning, Critical Thinking, Descriptive Text, Reading Skills, Writing Skills

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