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All Journal Linguistica Adi Widya : Jurnal Pengabdian Masyarakat VISION Martabe : Jurnal Pengabdian Kepada Masyarakat LINGUISTIK : Jurnal Bahasa dan Sastra Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal JURNAL GLOBAL EDUKASI Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia English Teaching and Linguistics Journal (ETLiJ) Kurikula Jurnal Pendidikan
Putri Lidiana Permata Sari
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect Of Project Based Learning (Pjbl) Model On Students’ Writing Procedure Text Assisted By Youtube Dinda Tsurmaiza Sitorus; Putri Lidiana Permata Sari
Kurikula : Jurnal Pendidikan Vol 10 No 2 (2026): Kurikula: Jurnal Pendidikan Vol 10 No 2 Tahun 2026
Publisher : Fakultas Tarbiyah Institut Agama Islam Ngawi

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Abstract

This study aimed to find out The Effect of Project Based Learning (PjBL) Model on Students’ Writing Procedure Text Assisted by Youtube at Grade XI of SMA Negeri 1 Simpang Empat. This research used a quantitative approach with a quasi-experimental design by applying a pre-test and post-test design. The population of this study consisted of grade XI students in the 2025/2026 academic year. The sample was divided into two groups, namely the experimental group (XI IPA 1) and the control group (XI IPA 2), with 35 students in each class. The experimental group was taught by using the Project-Based Learning model assisted by YouTube, while the control group was taught by using conventional teaching methods. The instrument used in collecting the data was a writing test in the form of a procedure text, which was administered as a pre-test and post-test. The result showed that the mean score of the experimental group increased from 58,42 in the pre-test to 80,29 in the post-test, while the control group increased from 53,57 in the pre-test to 66,57 in the post-test. The result of the t-test calculation showed that the value of t-test was 4,51, which was higher than the value of t-table 1,995 at the level of significance 0,05 with the degree of freedom (df) 68. Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It can be concluded that Project-Based Learning assisted by YouTube has a significant effect on students’ ability in writing procedure text at the grade XI of SMA Negeri 1 Simpang Empat. Keywords: Project-Based Learning, YouTube, Writing Ability, Procedure Text.
The Effect of Differentiated Instruction on Students’ Writing Skills in Descriptive Texts at Grade Eleven of State Senior High School 1 Sei Kepayang in the 2025/2026 Academic Year Suci Riskia Damanik; Putri Lidiana Permata Sari
Jurnal Bahastra Vol 10, No 2 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/bahastra.v10i2.13505

Abstract

This study investigated the effect of Differentiated Instruction on students’ writing skills in descriptive texts at State Senior High School 1 Sei Kepayang during the 2025/2026 academic year. The research was motivated by students’ low achievement in writing descriptive texts and the limited use of instructional strategies that accommodate diverse learning needs. The study addressed whether Differentiated Instruction significantly improved students’ writing performance compared to conventional teaching methods. A quantitative experimental design was employed involving two groups, namely an experimental class and a control class, each consisting of 33 students. Data were collected through pre-test and post-test writing assessments and analyzed using the t-test formula. The findings revealed that the experimental class showed a substantial improvement, with the mean score increasing from 66.6 to 85.7, while the control class improved from 49.6 to 57.7. Hypothesis testing demonstrated that the t-count value (31.42) exceeded the t-table value (1.998) at the significance level of 0.05 with 64 degrees of freedom. The study concludes that Differentiated Instruction has a statistically significant positive effect on students’ writing skills in descriptive texts and can be effectively implemented to enhance students’ writing achievement.
Co-Authors Amelia Putri anim anim Dinda Sri Fatmawati Dinda Tsurmaiza Sitorus Elvina Sonita Lis Supiatman ORIANA LESTARI Panjaitan, Agustina Rahma Yunita Ansi Silvia, Siska Silvia sirait, Syahriani SRI RAHAYU Sri Rahmah Dewi Saragih Suci Riskia Damanik Sundari Sundari Syahriani Sirait Wati, Herni Wati Julianingsih Yen Aryni Yen Aryni