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All Journal Scripta-English Department Journal Linguistics and Elt Journal ENGLISH JOURNAL International Journal of English Education and Linguistics (IJoEEL) FOSTER: Journal of English Language Teaching English Journal English Education and Literature Journal (E-jou)
Andrian Nuriza Johan, Andrian Nuriza
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Investigating the Effect of Problem-Based Learning on Students’ Recount Writing Skills in an Indonesian EFL Classroom Syahrani, Dewi Aprillavien; Johan, Andrian Nuriza; Basuki
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.411

Abstract

Writing is a challenging skill for students in English as a Foreign Language (EFL) contexts, particularly in producing recount texts due to difficulties in generating ideas, organizing content, and applying appropriate language features. This study aims to investigate the effect of Problem-Based Learning (PBL) on students’ recount text writing skills. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 32 tenth-grade students. The data were collected through writing tests and analyzed using descriptive and inferential statistics, including the Wilcoxon Signed-Rank Test. The findings revealed a statistically significant difference between pre-test and post-test scores; however, the results indicated a decline in students’ writing performance after the implementation of PBL. This suggests that PBL, in this context, was not effective in improving students’ recount text writing skills. The findings highlight that the effectiveness of PBL is influenced by factors such as the duration of implementation, the level of instructional scaffolding, and students’ readiness to engage in student-centered learning. Therefore, it is recommended that PBL be implemented gradually with sufficient guidance and longer duration to achieve optimal results. This study contributes to the understanding of the practical challenges in applying student-centered learning approaches in EFL writing classrooms.
Co-Authors Apriliandita, Denita Teza Ayu Arun, Hetfil Basuki Cahyani, Evita Chasanah, Zulia Hartina, Tri Jannah, Wardah Nuur Krismono, Gunawan Panji Kusuma, Arzeviningsih Indrasdi Nugraeni, Ismawati Ike Puspa Dewi Siti Fauziyah, Siti Fauziyah Sri Widodo Syahrani, Dewi Aprillavien Titi Rokhayati Triana, Juita