Project-Based Learning as an Alternative Approach to Enhancing EFL Students' Grammar-Based Writing

Abstract

Writing is one of the most challenging skills for English as a Foreign Language (EFL) learners because it requires grammatical accuracy, adequate vocabulary, and the ability to organize ideas coherently. Preliminary observations in a public junior secondary school in Central Sulawesi, Indonesia, revealed that many ninth-grade students experienced difficulties in constructing sentences using the present and past continuous tenses, resulting in frequent grammatical errors and low writing achievement. This study aimed to improve students’ writing skills through the implementation of Project-Based Learning (PjBL), with the Jigsaw technique integrated in the second cycle to strengthen collaborative learning. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and involved 25 ninth-grade students. Data were collected through writing tests, classroom observations, field notes, and documentation and analyzed using descriptive quantitative and qualitative methods. The findings showed that the implementation of PjBL, supported by Jigsaw in Cycle II, improved students’ grammatical accuracy, sentence construction, classroom participation, and learning engagement. The average student score increased from 63.20 in the pre-cycle to 73.67 in Cycle I and reached 84.00 in Cycle II. In Cycle I, 18 of the 25 students (72%) achieved the minimum mastery criterion, while seven students (28%) did not. Following the instructional revision and integration of Jigsaw in Cycle II, all students (100%) successfully met the minimum mastery criterion. Students also demonstrated fewer grammatical errors, particularly in the use of auxiliary verbs (to be), -ing verb forms, and continuous tense structures. In addition, students became more actively involved in peer discussions, more confident in sharing their understanding, and more engaged in collaborative writing activities. These findings suggest that PjBL, when complemented by the Jigsaw technique, can provide a meaningful and collaborative learning environment for enhancing grammar-based writing skills and promoting active engagement in EFL classrooms.