<![CDATA[This study aimed to improve students’ official letter writing skills through the implementation of Project-Based Learning (PjBL) oriented toward differentiated instruction. This research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted in two cycles. The participants were 25 seventh-grade students of SMP Muhammadiyah 13 Surabaya. Data were collected through writing performance tests, classroom observations, field notes, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of differentiated Project-Based Learning effectively improved students’ official letter writing skills. The average writing score increased from 75.0 in the pre-cycle to 81.2 in Cycle I and 87.9 in Cycle II. Learning mastery also improved from 24% to 72%, and finally reached 92% in Cycle II. Furthermore, students’ learning activities showed continuous improvement throughout the implementation. Therefore, differentiated Project-Based Learning can serve as an effective instructional alternative to enhance junior high school students’ official letter writing skills.]]>
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