EMPLOYING PROJECT BASED LEARNING THROUGH COLLABORATIVE WRITING STRATEGY ON LEARNING WRITING: WRITING PROFIENCY ON STUDENT PERSPECTIVE

Abstract

This study aims to investigate the employing of Project Based Learning (PJBL) through collaborative strategies in improving students' writing skills from the students' perspective. The research method used is quasi-experimental to measure the changes in students' writing ability before and after the application of the method and qualitative descriptive used to assess students' perspectives on the learning process. This study was conducted at Dharmawangsa High School in Medan during the 2023/2024 academic year, with a sample of 30 students in class XI MIPA 4. Data were collected through two main instruments: a writing ability test consisting of pre-test and post-test, and a questionnaire measuring students' perceptions of the applied learning. Data were analyzed using descriptive and inferential statistics to compare the pre-test and post-test results, as well as qualitative analysis to evaluate students' perceptions. The average pre-test score was 55.4 which increased to 78.1 after the PBL approach was implemented, resulting in a 22.7-point mean difference. Statistical analysis using a paired t-test revealed a t value of 5.62 which was greater than the critical t-value of 2.04 at the 0.05 significance level, confirming that the PBL intervention effectively enhanced students' writing skills. Furthermore, the questionnaire results revealed that 90% of students reported increased motivation and enjoyment of writing tasks, emphasizing the value of collaborative learning experiences. This study concludes that combining project based learning with Collaborative Writing Strategies improves writing proficiency while also creating a more engaging and interactive learning environment