EXPLORING STUDENTS’ EXPERIENCES OF WRITING SKILL DEVELOPMENT THROUGH PROJECT-BASED LEARNING IN A SENIOR HIGH SCHOOL CONTEXT

Oktalia Singhan, Mila (2026) EXPLORING STUDENTS’ EXPERIENCES OF WRITING SKILL DEVELOPMENT THROUGH PROJECT-BASED LEARNING IN A SENIOR HIGH SCHOOL CONTEXT. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Mila Oktalia Singhan, 2025: Exploring student’s Experiences in Writing
Skills Through PBL at Senior High School
Keywords: Writing Skills, PBL, Students’ Experiences, Phenomenological Study
Writing is one of the productive skills that many Indonesian senior high school
students find challenging, particularly in generating ideas, organizing paragraphs, and
using appropriate grammar and vocabulary. These difficulties are often linked to
teacher-centered instruction and limited student engagement. Project-Based Learning
(PBL) is considered a suitable approach because it promotes active participation,
collaboration, and learner autonomy. While previous studies have largely examined
the effectiveness of PBL in improving writing outcomes, limited research has explored
students’ experiences with its implementation in the Indonesian EFL context,
highlighting the need for further qualitative investigation.
This study aimed to explore students’ experiences in developing writing skills through
Project-Based Learning (PBL) at the senior high school level. The research questions
are as follows: (1) How is Project-Based Learning implemented in a writing class? (2)
What benefits do students perceive from the implementation of Project-Based
Learning in developing their writing skills? and (3) What challenges do students
encounter during the implementation of Project-Based Learning in a writing class?
This study employed a qualitative approach with a phenomenological research design
to gain a deeper understanding of students’ lived experiences. Eleventh-grade students
were selected as participants through purposive sampling. Data were collected through
classroom observations, semi-structured interviews, and document review, and were
analyzed using thematic analysis based on Braun and Clarke’s framework. To ensure
the trustworthiness of the findings, source and technique triangulation were employed.
The findings revealed that Project-Based Learning (PBL) successfully shifted the
writing classroom from teacher-centered instruction to student-centered learning,
enhancing students’ motivation, active participation, and collaborative engagement.
Furthermore, students reported improvements in integrating the four language skills,
namely listening, speaking, reading, and writing, through meaningful project-based
activities. However, the implementation of PBL also presented several challenges,
including limited vocabulary mastery, low self-confidence, classroom management
issues, and conflicts among group members. Therefore, English teachers are
encouraged to provide adequate scaffolding, consistent feedback, and effective
classroom management to support students’ writing development and facilitate the
successful implementation of PBL in writing instruction. This study contributes to the
growing body of literature on PBL by providing insights into senior high school
students’ lived experiences in developing writing skills within the Indonesian EFL
context.

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