Yogyakarta — A 2026 study by Tyah Anggun Tyaningtyas and Lusi Nurhayati from Yogyakarta State University reveals that Problem-Based Learning (PBL) significantly improves English writing skills among junior high school students. Published in the East Asian Journal of Multidisciplinary Research, the study demonstrates how a student-centered, problem-solving approach enhances both academic performance and classroom engagement in English as a Foreign Language (EFL) learning.
The findings come at a time when improving English proficiency remains a priority in many education systems, particularly in non-English-speaking countries. Writing, often considered the most difficult language skill, continues to challenge students due to limited vocabulary, weak grammar, and difficulty organizing ideas. Traditional teacher-centered methods frequently fail to address these issues effectively, creating a need for more interactive and meaningful learning strategies.
The research focused on seventh-grade students at SMP Generasi Cerdas, where many learners struggled to write descriptive texts—an essential component of the curriculum. Students found it difficult to express ideas, relied heavily on teacher guidance, and lacked confidence in constructing sentences. These challenges reflect broader patterns in EFL classrooms, where writing is often disconnected from real-life communication.
To address this gap, Tyah Anggun Tyaningtyas and Lusi Nurhayati from Yogyakarta State University implemented Problem-Based Learning, an instructional model that engages students in solving real-world problems through collaboration and critical thinking. In this case, students were asked to write descriptive texts based on practical scenarios, such as describing lost items to help identify and recover them.
The study used a Classroom Action Research design conducted over two cycles, each consisting of planning, action, observation, and reflection stages. The research involved 32 students and combined quantitative data from writing tests with qualitative data from classroom observations, interviews, and documentation. This approach allowed the researchers to capture both measurable improvements and behavioral changes in student learning.
The results show a clear and consistent improvement in students’ writing performance. The average score increased significantly across the research stages:
The final results exceeded the success benchmark, which required at least 85 percent of students to achieve a minimum score of 75. This indicates that Problem-Based Learning not only improved writing skills but also ensured that the majority of students reached the expected competency level.
Beyond test scores, the study recorded a substantial increase in classroom participation and engagement. Student involvement rose from approximately 40 percent in the initial phase to 66 percent in Cycle I, and eventually reached 82 percent in Cycle II. Observations and interviews revealed that students became more confident, collaborative, and actively engaged in learning activities.
The transformation in learning behavior highlights the effectiveness of PBL in reshaping classroom dynamics. Students shifted from passive recipients of information to active participants in the learning process. Writing tasks were no longer perceived as abstract exercises but as meaningful activities with real-world relevance.
According to Tyah Anggun Tyaningtyas from Yogyakarta State University, the success of PBL lies in its ability to connect language learning with authentic contexts. When students understand the purpose behind their writing, they become more motivated to produce accurate and meaningful texts. Lusi Nurhayati adds that collaborative problem-solving allows students to learn from one another, reducing anxiety and encouraging experimentation with language.
The study also shows that PBL contributes to broader cognitive and linguistic development. Students demonstrated improved vocabulary usage, more complex sentence structures, and better organization of ideas. These improvements occurred naturally as students engaged in discussions, negotiated meaning, and revised their work collaboratively.
In practical terms, the findings have significant implications for education. Schools and teachers can adopt Problem-Based Learning as an effective strategy to improve writing instruction, particularly in EFL contexts. By integrating real-life scenarios into classroom activities, educators can create more engaging and relevant learning experiences.
For policymakers, the research supports a shift toward student-centered learning models that emphasize critical thinking, collaboration, and communication. These skills are essential for preparing students to meet the demands of the 21st-century workforce.
The study also contributes to ongoing discussions about curriculum development. Rather than focusing solely on grammar and theory, language education can benefit from incorporating contextual and problem-based approaches that encourage active learning and practical application.
Tyah Anggun Tyaningtyas and Lusi Nurhayati at Yogyakarta State University.
Overall, the research provides strong evidence that Problem-Based Learning is an effective and adaptable approach for enhancing writing skills in EFL classrooms. By combining real-world relevance, collaborative learning, and structured guidance, PBL offers a powerful framework for transforming how students learn to write in English.
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