<![CDATA[Developing effective narrative writing skills remains challenging for English as a Foreign Language learners, particularly when conventional instruction provides limited opportunities for active and collaborative learning. This study investigated the effect of Project-Based Learning on the narrative writing skills of eleventh-grade students at State Senior High School 3 Kisaran during the 2025/2026 academic year. The study employed a quantitative approach with a quasi-experimental design, involving 25 students in the experimental class and 21 students in the control class. Data were collected through pre-test and post-test writing assessments; the experimental class received instruction through Project-Based Learning, while the control class received conventional instruction. The findings demonstrated an improvement in students’ writing performance following the intervention. An independent-samples t-test showed that the obtained t-value exceeded the critical t-value (7.48 > 2.02), indicating a statistically significant difference between the groups. These findings demonstrate that Project-Based Learning had a significant effect on students’ narrative writing skills and can provide an effective instructional approach for supporting narrative writing development.]]>
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