Teaching Writing Through Project-Based Learning: A Case Study at MAN Kota Blitar
Keywords:
Project-Based Learning, writing instruction, student responseAbstract
Writing is an essential skill in language learning that involves not only grammar and vocabulary but also the ability to generate and organize ideas coherently. Many Indonesian students, however, continue to struggle with writing in English due to limited proficiency and low motivation. To address these challenges, this study investigates the use of Project-Based Learning (PjBL) in teaching narrative writing and explores how students respond to its application. Employing a qualitative case study design, the research was conducted at MAN Kota Blitar in the 2024/2025 academic year. Data were gathered through classroom observations, semi-structured interviews, and document analysis involving one English teacher and a group of tenth-grade students. The findings indicate that the teacher applied PjBL through three key stages: project development, presentation, reflection, and evaluation. Students demonstrated positive responses, particularly in terms of creativity, communication, and comprehension of narrative text. The results suggest that PjBL can foster active learning and improve students’ writing competence, making it a valuable approach for writing instruction in EFL classrooms.
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