Transforming Senior High School Students’ Writing Abilities through Problem-Based Learning

This study explores the integration of Problem-Based Learning (PBL) as an instructional method to improve students’ proficiency in writing analytical exposition texts. The PBL approach was implemented for one cylce only, with bi-weekly sessions, each lasting 45 minutes. Conducted in an XI-grade classroom consisting of 31 students, this research employed a Classroom Action Research (CAR) framework. The writing instruction was structured using a systematic five-step process: pre-writing (planning), drafting, revising, editing, and publishing. PBL was introduced through five distinct phases: (1) orienting students to the problem, (2) organizing learners for collaborative work, (3) facilitating individual and group research, (4) guiding students in developing and presenting their solutions, and (5) critically analyzing and evaluating the problem-solving process. To evaluate the effectiveness of this approach, writing assessments were administered at the conclusion of each cycle. Data collection methods included writing tests and classroom observation. The findings demonstrated that the implementation of PBL significantly enhanced students’ writing competence in analytical exposition texts, fostered greater self-confidence in their writing abilities, and cultivated a more positive attitude towards the writing process.