Craft, Write, and Design: Exploring Creative Writing through Narrative Projects in an International Islamic Boarding School
DOI:
https://doi.org/10.59110/edutrend.997Keywords:
Classroom Action Research, Learning Engagement, Small Group Discussion, Speaking, StudentsAbstract
In Indonesia’s educational landscape, where English proficiency is essential for global competitiveness, writing remains one of the most challenging skills for English as a Second Language (ESL) learners. Despite years of formal instruction, many students struggle to produce original writing due to linguistic limitations and teacher-centered pedagogies. This issue is particularly evident in Islamic boarding schools, where religious priorities often overshadow creative language learning. To address this gap, this study explores (1) how Project-Based Learning (PjBL) is implemented in teaching narrative writing and (2) students’ perceptions of using narrative projects to develop creative writing skills. Using a qualitative case study design, the research was conducted at Al Izzah International Boarding School Batu, involving 160 Grade 11 students, including 10 interview participants, and four English teachers. Data were collected through classroom observations, interviews, field notes, and students’ writing projects. The implementation followed a seven-stage model adapted from Friska (2018): project initiation, planning, drafting, revision, presentation, reflection, and value integration. Findings showed that PjBL effectively enhanced students’ linguistic proficiency, creativity, and moral awareness. Students demonstrated stronger idea generation, narrative organization, and integration of Islamic values such as honesty, perseverance, and empathy. Positive perceptions indicated that narrative projects made writing more engaging, meaningful, and personally relevant. Overall, PjBL functioned as a holistic pedagogical model aligning language development with character education, suggesting its potential for broader application in Islamic and EFL contexts.
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