The Implementation of Problem-Based Learning to Improve EFL Junior High School Students’ Writing Skills

Tyah Anggun Tyaningtyas; Lusi Nurhayati

doi:10.55927/eajmr.v5i3.40

Authors

Tyah Anggun Tyaningtyas Yogyakarta State University
Lusi Nurhayati Yogyakarta State University

DOI:

https://doi.org/10.55927/eajmr.v5i3.40

Keywords:

problem based learning, writing skill, teaching writing principles, action research

Abstract

This research investigated the implementation of Problem-Based Learning (PBL) to improve the writing skills of 32 seventh-grade EFL students in class VII D. The study employed a Classroom Action Research (CAR) design conducted over two cycles, each consisting of planning, action, observation, and reflection. The methodology integrated both quantitative and qualitative data collection, utilizing writing tests, interview sheets, observations, and photographic evidence. The results demonstrated a significant and consistent improvement in students' writing performance and classroom engagement. The mean score progressed from 55.59 in the pre-test to 73.87 in Cycle I, and reached 83.68 in Cycle II.

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