Developing Students’ Creative Writing Skills through Project-Based Learning

Abstract

This study investigates the effectiveness of Project-Based Learning (PjBL) in enhancing the creative writing skills of EFL students through a quasi-experimental design employing pre-test and post-test measurements. The research utilized a quantitative approach with a one-group pre-test post-test design. The sample consisted of 32 students from class X-2 (Excellent Class) at SMA 3 Kota Kediri in the 2025/2026 academic year, selected through purposive sampling technique. The main instrument was a creative writing test assessed using an analytic rubric covering five components: content, organization, language use, creativity, and coherence. The PjBL treatment was implemented over six instructional sessions across three weeks, involving stages of brainstorming, drafting, revising, and publishing. Data were analyzed using descriptive statistics and paired sample t-tests. The results demonstrated a significant improvement in students' writing ability. Pre-test scores ranged from 13 to 18, while post-test scores increased to 19 to 21. The mean improvement reached 4.94 points with a standard deviation of 1.64. The paired sample t-test yielded a t-value of 16.98 (df = 31) with a p-value of < 0.0001, indicating a highly significant difference between pre-test and post-test scores. The findings provide strong empirical evidence that Project-Based Learning is effective in improving EFL students' creative writing skills. The improvement occurred consistently across all participants, indicating that PjBL benefits not only high-achieving students but also provides essential support for those with lower initial writing competence. This study contributes valuable insights into the role of structured instructional techniques in fostering writing development among English language learners.