<![CDATA[This study aimed to improve the ability of tenth-grade students at SMA Negeri 4 Kisaran to analyze the linguistic features of observation report texts through the Problem-Based Learning (PBL) model assisted by Wordwall. The study employed Classroom Action Research (CAR), which was conducted in three stages: pre-cycle, Cycle I, and Cycle II. The subjects were 36 tenth-grade students, while the object of the study was students’ ability to analyze linguistic features, including definition sentences, descriptive sentences, the preposition “di,” and the prefix “di-.” Data were collected through observation, tests, and documentation and analyzed using descriptive quantitative and qualitative techniques. The results showed a gradual improvement in students’ learning outcomes. The average score increased from 62.50 in the pre-cycle to 75.69 in Cycle I and 86.67 in Cycle II. The percentage of students achieving mastery also increased from 30.56% in the pre-cycle to 75.00% in Cycle I and 94.44% in Cycle II. These findings indicate that the implementation of PBL assisted by Wordwall can improve students’ ability to identify, distinguish, and analyze the linguistic features of observation report texts. PBL encouraged students to actively analyze problems and discuss findings, while Wordwall provided interactive activities that reinforced their understanding. Therefore, PBL assisted by Wordwall can be used as an alternative learning approach for teaching the linguistic features of observation report texts.]]>
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