Pengaruh Model Pembelajaran Berbasis Proyek terhadap Kemampuan Menulis Teks Pidato Siswa SMP

Abstract

Project Based Learning (PjBL) has been widely used to promote active learning and authentic learning experiences, yet its effectiveness in developing students’ writing skills requires further examination. This study aims to determine the effect of Project Based Learning on students’ ability to write speech texts. The study employed a quantitative approach with a quasi-experimental design involving an experimental class and a control class, each consisting of 40 students. Data were collected through a speech-text writing assessment and analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene’s test for homogeneity, and an independent-samples t-test using SPSS 27. The descriptive results showed that the experimental class obtained a mean score of 82.30, while the control class obtained a mean score of 81.55. Both groups met the assumptions of normality and homogeneity. However, the independent-samples t-test yielded t = 0.177, df = 78, and Sig. (2-tailed) = 0.860 > 0.05, indicating no statistically significant difference between the two groups. Thus, Project Based Learning did not significantly affect students’ speech-text writing ability, although the experimental class demonstrated a slightly higher mean score. The findings suggest that effective implementation of PjBL requires adequate time, structured guidance, and continuous teacher support.

Keywords: Project Based Learning, speech-text writing, writing ability, Indonesian language learning, quasi-experimental study..