Project-Based Learning and Problem-Based Learning for EFL Students’ Writing Achievement at the Tertiary Level

Abstract

The recent trend of teaching English as a foreign language in Indonesia has focused on the use of scientific-based approach which led teachers to use two methods, namely project-based learning (PjBL) and problem-based learning (PBL). This research is concerned with investigating the effectiveness of both PjBL and PBL when used with students at the tertiary level. The su bjects were 78 participants assigned to two intact-groups, with 39 students each. Group 1 was taught with the use of PjBL and Group 2 with PBL. The findings revealed that (1) PjBL and PBL methods were able to improve the students writing achievements; (2) students’ writing achievements in both groups were not significantly different and (3) the students perceived both PjBL and PBL as interesting. They found the PjBL and PBL instruction offered a new mode in the teaching process. From the students’ responses, PjBL enabled them to think contextually about given problems, work together in a group,
develop their critical thinking, and encourage them to be more explorative. Similarly, PBL was perceived by the students as engaging them in the learning process and helping them to think more critically.