The Effect of the Problem-Based Learning Method on Eleventh-Grade Students’ Narrative Writing Skills

Abstract

This study was conducted to examine the effect of the Problem-Based Learning (PBL) method on students’ ability to write narrative texts. The research was motivated by the low level of students’ writing proficiency, particularly in narrative composition, which was characterized by limited vocabulary mastery, weak imagination, and low engagement during writing activities. This study employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The population consisted of eleventh-grade students at MAN 1 Aceh Tenggara, with a total sample of 37 students selected as the research participants. The independent variable in this study was the Problem-Based Learning method, while the dependent variable was students’ narrative writing ability. Data were collected through writing tests administered before and after the implementation of the PBL method. The data were analyzed using a t-test to determine the significance of the improvement. The results of the analysis showed that the t-count value was 11.420, which exceeded the t-table value of 1.688 at the 0.05 significance level with 36 degrees of freedom. This finding indicates that the hypothesis was accepted, meaning that the use of the Problem-Based Learning method had a significant effect on students’ narrative writing ability. Therefore, it can be concluded that Problem-Based Learning is an effective instructional method for improving students’ narrative writing skills at the senior high school level.