<![CDATA[Writing is one of the most challenging productive language skills for English as a Foreign Language (EFL) students because it requires learners to generate ideas, organize information, apply appropriate grammatical structures, and communicate meaning effectively. Many Indonesian senior high school students continue to experience difficulties in developing narrative texts due to limited vocabulary, poor text organization, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effectiveness of Problem-Based Learning (PBL) in improving students' narrative writing skills at SMAN 12 Banda Aceh. The study employed a quantitative pre-experimental design using a one-group pretest–posttest approach involving 23 tenth-grade students selected through purposive sampling. Data were collected using writing tests administered before and after the implementation of the PBL model and were analyzed using descriptive statistics and a paired-samples t-test with IBM SPSS Statistics version 21. The findings revealed a substantial improvement in students' writing achievement. The mean pretest score increased from 37.39 to 81.30 in the posttest. Furthermore, the paired-samples t-test indicated a statistically significant difference between the pretest and posttest scores (t = -10.721, p < 0.001), confirming that the implementation of PBL significantly improved students' narrative writing skills. The findings suggest that Problem-Based Learning promotes active learning, collaborative problem-solving, critical thinking, and meaningful writing experiences that contribute positively to students' writing performance. Therefore, PBL is recommended]]>
Copyrights © 2026
