THE EFFECTIVENESS OF PROJECT-BASED ASSESSMENT IN IMPROVING WRITING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS'
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Abstract
This study examines how Project-Based Assessment (PBA) affects students' writing skills,
particularly in recount texts. Writing is one of the hardest things for junior high school
students to do because it's hard to come up with ideas, organize paragraphs, and use the
right grammar and vocabulary. Traditional ways of testing often focus on the final product
instead of the writing process, which makes students less interested and creative.
Consequently, Project-Based Assessment was introduced as an alternative methodology
that fosters active learning, collaboration, and genuine evaluation. This study utilized a
quantitative approach with a quasi-experimental design, focusing on two ninth-grade
classes at SMP Negeri 3 Brebes. The experimental group was instructed through PBA,
whereas the control group underwent traditional assessment. We gave students a pre
test and a post-test to see how well they could write. This study used a normality test, a
homogeneity test, a paired- samples t-test, and an independent-samples t-test to analyze
the data. The results showed that the experimental group did much better than the control
group. The findings demonstrate that Project-Based Assessment enhances students'
writing skills regarding content, organization, grammar, vocabulary, and mechanics.
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