<![CDATA[Objective: This study aimed to enhance eighth-grade students’ reading comprehension through Project-Based Learning (PjBL) in narrative-text instruction at SMP Negeri 8 Gunungsitoli. Methods: This Classroom Action Research involved 29 students of class VIII-B in the Even Semester of the 2025/2026 Academic Year and was conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through reading-comprehension tests, observation sheets, field notes, interviews, and documentation. Quantitative data were analyzed using mean scores and classical mastery based on the school's Minimum Mastery Criterion (KKM) of 68, while qualitative data were analyzed descriptively. Results: The mean score increased from 57.76 in the pre-test to 69.59 in Post-Test 1 and 84.45 in Post-Test 2. Classical mastery increased from 17.24% (5 of 29 students) to 62.07% (18 of 29 students) and finally to 100% (29 of 29 students). Classroom observations also indicated increased participation, collaboration, confidence, and engagement. Novelty: The study integrates collaborative narrative-text analysis, vocabulary-building, structured group roles, and a reading-summary project within reflective classroom action cycles. The findings provide contextual evidence for using PjBL to support active EFL reading instruction at the junior high school level.]]>
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