THE EFFECTIVENESS OF PROJECT-BASED LEARNING METHOD IN IMPROVING ELEVENTH-GRADE STUDENTS’ GERMAN READING SKILLS ON THE THEME OF SCHULE

Abstract

This study aims to examine the effectiveness of implementing the Project-Based Learning (PjBL) model in improving the German reading skills (Lesefertigkeit) of 11th-grade students on the theme of “Schule.” This study employed a quasi-experimental method using a nonequivalent control group design. The study sample consisted of 71 students, comprising 35 students in the experimental class and 36 students in the control class. Data were collected through a reading proficiency test that had been validated and found to be reliable, and were then analyzed using descriptive statistics, normality tests, homogeneity tests, Normalized Gain (N-Gain) analysis, and the Mann–Whitney U test. The results showed that the average score in the experimental class increased from 92.71 on the pretest to 96.71 on the posttest, while the control class’s score increased from 88.33 to 89.86. The average N-Gain in the experimental class was 58.03%, categorized as “moderately effective,” while that of the control class was 7.89%, categorized as “ineffective.” The results of the Mann–Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.002 (<0.05), indicating a significant difference in learning outcomes between the two groups. Thus, the implementation of the Project-Based Learning model proved to be more effective than conventional learning in improving the German reading skills of 11th-grade students on the theme of “Schule.”

Key Words: Project Based Learning,Reading Skills, German Language, Schule.