Developing Project-Based Learning Writing Materials for EFL Junior High Schools Students: A Physiotherapy Perspective on Educational Intervention Design

Abstract

This study aimed to develop an English writing module through Project-Based Learning (PjBL) for Grade VIII students of MTs Yayasan Pendidikan Jaya Penggalian and to evaluate its validity and effectiveness in improving students' writing competence. The study was motivated by the limited opportunities provided by the existing instructional materials for systematic writing practice, which resulted in students' difficulties in generating ideas, organizing texts, applying grammatical structures, and using appropriate vocabulary. This research employed a Research and Development (R&D) design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The needs analysis involved students through questionnaires to identify their target needs and learning needs. The developed module was validated by three experts: a material expert, a media expert, and an instructional design expert. The validation results indicated that the module achieved 95% for material validity, 95.5% for media validity, and 97% for instructional design validity, with an overall average of 95.8%, indicating that the module was highly valid and appropriate for classroom implementation after minor revisions. The effectiveness of the module was examined through pre-test and post-test writing assessments. The findings revealed a substantial improvement in students' writing performance, with the mean score increasing from 61.8 in the pre-test to 86.9 in the post-test. The percentage of students achieving the minimum mastery criterion also increased from 20% to 96.7%. The improvement was attributed to the integration of contextual vocabulary instruction, grammar support, model texts, scaffolded writing activities, collaborative learning, and authentic projects embedded within the PjBL framework. The findings indicate that the developed module effectively addressed students' identified learning needs while promoting active participation, meaningful learning, and improved writing competence. Therefore, the developed module is considered a valid, practical, and effective instructional resource for teaching English writing at the junior secondary school level.