The particular dialect or language that a person chooses to use on any occasion is called a code Copyright © 2025 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo 675 IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 1, June 2025 pp.675 - 684 Project-Based Learning Model: A Strategy to Improved Reading Comprehension Ayu Rizkilla1, Aminah Suriaman2, Andi Patmasari3, Mochtar Marhum4 1234Pendidikan Bahasa Inggris, FKIP Universitas Tadulako E-mail: ayurizkilla09@gmail.com1, amisuriaman@gmail.com2, apatmasari@gmail.com3, marhum_tadulako_uni@yahoo.co.id4 Received: 2024-07-24 Accepted: 2025-05-20 DOI: 10.24256/ideas. v13i1.5350 Abstract There are several problems in reading comprehension faced by students at SMP Negeri 14 Palu. The main issue is that when students read, they still have difficulty understanding the text due to limited vocabulary. Additionally, they also have difficulty with complex text structures and have a low interest in reading. Therefore, this research aims to prove that the Project-Based Learning method can improve reading comprehension of students in grade VIII of SMP Negeri 14 Palu. Researchers answer the problems above using a quasi-experimental research design, with cluster random sampling to select samples. There are 22 students in class VIII Slamet Triyadi and 22 students in class VIII Imam Bonjol. To collect data, researchers use narrative tests with 20 multiple-choice questions and 5 essay questions. In the essay section, students are required to create short narrative texts based on story elements. Based on the results of the research, it can be concluded that the use of the Project-Based Learning method is effective in improving the reading comprehension of grade VIII students at SMP Negeri 14 Palu. These findings can help teachers to get new methods designed to make students to think creatively. Through the project, students can delve deeper into the text, understand the context, and connect information with the real world. Keywords: Comprehension, Project-Based Learning, Improve, Reading. Introduction Reading comprehension skills are essential in a variety of contexts, both academic and every day, as they allow one to obtain information, learn new things, and understand the world around them. The reading process involves recognizing, understanding, and interpreting text. One of them is reading comprehension in the context of a project-based learning model. The project-based learning model is an approach that focuses on learning through real projects that require http://u.lipi.go.id/1457703302 mailto:ayurizkilla09@gmail.com1 mailto:amisuriaman@gmail.com2 mailto:apatmasari@gmail.com3 mailto:marhum_tadulako_uni@yahoo.co.id4 Ayu Rizkilla, Aminah Suriaman, Andi Patmasari, Mochtar Marhum Project-Based Learning Model: A Strategy to Improved Reading Comprehension 676 students to actively read, understand, and apply information. The project-based learning model is one of the student-centered learning models and provides meaningful learning experiences for students (Heldisari, 2023). The project-based learning model motivates students to actively participate in the learning process to achieve good learning outcomes (Abidin et al., 2021). The project-based learning model also allows students to expand their knowledge on a particular topic, so that the knowledge they gain becomes more relevant and learning activities become more interesting (Rahayu et al., 2024). Therefore, a project-based learning model is very important in helping students improve their reading comprehension. Most students still have difficulty understanding words that they are not familiar with due to their lack of interest in reading and remembering the vocabulary of some verbs. They find it difficult to understand vocabulary in sentence structure, so students have difficulty understanding the meaning of words. They also have difficulty knowing the main idea, but they still have difficulty determining which paragraph in a particular text contains the main idea. can be overcome by the use of project-based learning models, where students can understand the meaning of the text without having to translate every word. The project-based learning model is a learning model in which students engage in the exploration of in-depth and practical knowledge through projects that are challenging and relevant to real life. In a project-based learning model, students work collaboratively to complete complex projects that relate to real-world situations, providing a relevant and engaging context for learning. Method The researchers used the quasi-experimental research design proposed by SPSS 29. There must be two groups: an experimental group and a control group. The experimental group was given a pre-test, treatment through project-based learning, and a post-test, while the control group was given a pretest and a post-test without treatment from the researchers. Moreover, the post-test was given at the beginning of the treatment. In addition, the post-test was given at the end of the treatment. The assessment rubric system has been used to help researchers assess reading comprehension with a focus on developing reading comprehension, more specifically literal understanding in narrative texts. The population of the study included all eighth-grade students in SMP Negeri 14 Palu of the academic year 2023/2024; the populations are 137 students. Meanwhile, the researchers took a sample VIrIrIr Slamet Riryadir became the control group class and VIrIrIr Irmam Bornjorl became the experimental group class. The number of the students in control class was 22 and in experimental was also 22. The total of the sample was 44 students IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 677 Results The researchers’ conducted a pre-test to measure the students’ readi ng comprehensio n through the use of Project-Based Learni ng Mo rdel. The mean computatio n was as follow: Table 1. The Mean Score orf Students’ irn Pre-test Descrirptirve Statirstircs Table 1. Provided detai ls aborut students’ sco rres i rn the pre-test. There are 22 students the mi rni rmum sco rre i rn the experi rmental pre-test class was 7 and the maxi rmum sco rre i rn the experi rmental pre-test class was 60, the sum sco rre was 888, the average student sco rre i rs 40.36. Table 2. Experi rment Classi rfi rcati rorn Sco rres i rn Pre-test Scorrirng Range Pre-test Experirmental Grorup Classi rfircati ro rn Frequency Percent Very go rord Gorord Fai rr Very po rorr Pororr Tortal - - - 11 11 22 0 0 0 50.0 50.0 100.0 Table 2. The di rstri rbuti rorn o rf student catego rrirzati ro rn i rn the experi rmental class. There are 11 students’ who r get a classi rfi rcati rorn very po rorr sco rre (50,00%) and 11 students get a classi rfi rcati rorn pororr sco rre (50,00%). Table 3. Experirment Classirfircatirorn Scorres irn Pre-test Scorrirng Range Pre-test Corntrorl Grorup Classi rfircati ro rn Frequency Percent Very go rord Gorord Fai rr Very po rorr Pororr - - 3 7 12 0 0 13.6 31.8 54.5 N Mi rnirmum Maxi rmum Sum Mean Pre-test Experi rment Pre-test Co rntro rl Vali rd N (Li rstwirse) 22 22 22 7 7 60 75 888 926 40.36 42.09 Ayu Rizkilla, Aminah Suriaman, Andi Patmasari, Mochtar Marhum Project-Based Learning Model: A Strategy to Improved Reading Comprehension 678 Tortal 22 100.0 Table 3. The di rstri rbuti rorn o rf students' catego rri rzati rorn i rn the co rntro rl gro rup. There are 3 students who r get a classi rfi rcati rorn fai rr sco rre (13,6%) and 7 students get a classi rfi rcati rorn very po rorr sco rre (31,8%) and 12 students get a po rorr classi rfi rcati rorn sco rre (54,5%). Table 4. The Mean Sco rre orf Students’ irn Porst-test Descrirptirve Statirstircs Table 4. After do ri rng the treatment i rn the po rst-test o rf the experi rmental class, the mi rni rmum sco rre i rs 75, the maxi rmum was 93, the sum o rf 1847, the average student sco rre was 83.95. Irt can be co rncluded that the average sco rre o rf the porst-test i rs hi rgher co rmpared to r the average sco rre o rn the pre-test after usi rng the Pro rject-Based Learni rng Mordel. Table 5. Experirment Classi rfircatirorn Scorres irn Porst-test Scorrirng Range Porst-test Experirmental Grorup Classi rfircati ro rn Frequency Percent Very go rord Gorord Fai rr Very po rorr Pororr Tortal 6 9 7 - - 22 27.3 40.9 31.8 0 0 100.0 Table 5. Presented the di rstri rbuti rorn o rf students’ sco rre i rn the po rst-test o rf corntro rl grorup. There are 6 students whor get a classi rfi rcati ro rn very gorord sco rre (27,3%) and 9 students get a classi rfi rcati rorn gorord sco rre (40,9%) and 7 students get a fai rr classi rfi rcati rorn sco rre (31,8%). N Mi rnirmum Maxi rmum Sum Mean Po rst-test Experi rment Po rst-test Co rntro rl Vali rd N (Li rstwirse) 22 22 22 75 54 93 89 1847 1647 83.95 74.86 IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 679 Table 6. Corntrorl Classirfircatirorn Scorres irn Porst-test Scorrirng Range Porst-test Corntrorl Grorup Classi rfircati ro rn Frequency Percent Very go rord Gorord Fai rr Very po rorr Pororr Tortal - 7 10 5 - 22 0 31.8 45.5 22.7 0 100.0 Table 6. Presented the di rstri rbuti rorn o rf students’ sco rre i rn the po rst-test o rf corntro rl gro rup. There are 7 students who r get a classi rfi rcati ro rn goro rd sco rre (13,8%) and 10 students get a classi rfi rcati rorn very po rorr sco rre (45,5%) and 5 students get a pororr classi rfi rcati rorn sco rre (22,7%). Table 7. Test orf Norrmalirty Korlmo rgorro rv-Smi rrnorva Shapi rror-Wi rlk Stati rsti rc Df Sirg. Stati rsti rc Df Sirg. Pre-test Experi rment .229 22 .004 .850 22 .003 Porst-test Experi rment .165 22 .123 .903 22 .033 Pre-test Corntro rl .168 22 .105 .920 22 .074 Porst-test Corntro rl .143 22 .200 .953 22 .368 Table 7. The result o rf pre-test and po rst-test o rf experi rmental class, used Korlmo rgo rrorv-Smi rrnorv i rs nort norrmally di rstri rbuted. The si rgnirfi rcance value o rf the Korlmo rgorrorv-Smirrnorv test o rf the Asymp. Si rg (2-tai rlled) value i rs less than 0,05 whirch means that the pre-test value i rs 0.003<0.05. Then the Wi rlcorxo rn test i rs used forr norrmal data. Table 8. Wirlcorxorn Test *. Thirs i rs a lo rwer bo rund o rf the true si rgnirfi rcance. a. Li rlli reforrs Si rgnirfi rcance Co rrrecti ro rn Porst-test Experi rment Pre-test Experi rment Porst-test Co rntro rl Pre-test Co rntro rl Z -4.108b -4.108c Asymp. Si rg. (2-tai rled) <,001 <,001 Ayu Rizkilla, Aminah Suriaman, Andi Patmasari, Mochtar Marhum Project-Based Learning Model: A Strategy to Improved Reading Comprehension 680 Table 8. Based o rn the Wi rlco rxorn test, the si rg value. (2-tai rled) i rs 0.001<0.05. Irndi rcati rng that the Pro rject-Based learni rng Mordel metho rd has an effect o rn readi rng cormprehensi rorn. Table 9. Pai rred Samples Test Pai rred Dirfferences T df Sirg. (2- tairled) Mean Std. Deviratir orn Std. Errorr Mean 95% Cornfirdence Irnterval o rf the Dirfference Lorwer Upper Pai rr 1 Pre-test experirment Porst –test Corntrorl Pai rr 2 Porst-test experi rment Pre-test co rntro rl -34.5 00 -41.8 6 20.407 24.141 4.351 5.147 -43.548 31.160 -25.45 2 52.56 7 -7. 93 0 8.1 34 21 21 <,001 <,001 Based o rn table 9. The testi rng techni rque used i rs the pai rred sample t-test wi rth a si rgnirfi rcance level 0,05. Based o rn the results o rf data pro rcessi rng wirth SPSS versi rorn 29, a si rg (2-tai rled) value o rf 0.001<0.05 was orbtai rned, so r i rt can be co rncluded that there i rs a di rfference i rn the pre-test and po rst-test data. So r, i rt can be co rncluded o rn the Pro rject-based learni rng methord. So r H0 i rs accepted and H1 i rs accepted. Discussion Based on the research results, the researchers discussed the research. To determine students' reading comprehension skills, the researcher gave them a pre-test at the first meeting. The data shows that the average score of students is relatively low with the majority at the "very poor" level. The main causes of students having difficulty identifying detailed information in the text, not being able to find implied meaning in the text, and not knowing how to determine the main idea, unfamiliar vocabulary and lack of vocabulary mastery of students, so they have difficulty working on the text given. This finding is in line with previous research (Astuti, 2022) regarding the impact experienced by students in determining the main idea of a paragraph in a narrative text. They have not mastered the main idea material of the paragraph, have little interest in reading, are less active during learning, so they do not understand the main idea material, have difficulty concentrating during learning, and do not understand the layout of the main idea paragraph in each reading text. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 681 Some students understand what is meant by the main idea of the paragraph but do not understand the main idea material, have difficulty concentrating during learning, and do not understand the layout of the main idea paragraph in each reading text. Similarly, (Hasibuan et al., 2021) students have difficulty recognizing words; students also have difficulty understanding the meaning of the text being read, which can hinder students' reading comprehension and memory. and it is also difficult to remember information from reading. Thus, the researchers applied the project-based learning model to find out students' obstacles to improving their' reading comprehension. Through the use of this project-based learning model, it trains students to better understand the reading text. This project-based learning model involves student activities in making projects based on the material taught, such as narrative text material, which makes it easier for students to understand the meaning of the text. Furthermore, the researchers implemented the use of a project-based learning model for a short time during the treatment. The trick is that students do not need to create and read a long narrative story text, but simply create and read a short narrative story text that matches the question. For example, in the Malin Kundang story, there is a time setting. In ancient times, around the 18th century, in a fertile farming village at the foot of Mount Merapi, Central Java, there lived two half-brothers, Bawang Putih and Bawang Merah. The village was surrounded by lush green rice fields and dense forests. The villagers live a simple life, relying on rice farming and small livestock. The story depicts a clear time setting, which is in the 18th century. Therefore, the researchers should prepare specific questions for students regarding the project task of creating a short narrative story, with the provision that the story must have story elements such as time setting, place, atmosphere, character, and a moral message such as "create a short narrative story that has a time setting!". From these questions, students can imagine and understand the elements of the story and the storyline. Similarly, (Faridah et al., 2022), the project-based learning model is very good at developing various basic student skills such as thinking skills, making decisions, creativity, solving problems, self-management, and increasing student confidence. (Wiranto, 2022) stated that in the project-based learning model, the learning process is changed from teacher cantered to student cantered. So, the learning process will involve the active participation of students, especially in reading activities. Thus, the use of a project-based learning model is effective in improving students' reading comprehension abilities through narrative text. In addition, the data proved the majority of students achieved a score of "very good" in the post-test of the experimental group. Because students' vocabulary has increased so that they can understand the meaning of words or sentences from the given Ayu Rizkilla, Aminah Suriaman, Andi Patmasari, Mochtar Marhum Project-Based Learning Model: A Strategy to Improved Reading Comprehension 682 text so that they can answer questions correctly, namely, students are able to find detailed information in the text by answering questions that require students to read the entire content of the text slowly and carefully, students can also determine the main idea from the information obtained, and students can know the elements of the story and the storyline. This finding is supported by previous research conducted by Fitriyani and Fadloeli (2019), which supports the finding the finding that students' reading comprehension of narrative text using project-based learning (PBL) has increased. As for previous research that is in line with these results, similarly, Friska (2018), it can be seen that students' reading comprehension in narrative text has increased, which also helps teachers find the right method for teaching reading, especially narrative text. Finally, in this study, we can conclude that the use of a project-based learning model can improve students' reading comprehension. Thus, the researchers recommended the use of a project-based learning model as one of the best ways to improve students' reading comprehension because it creates a dynamic and vibrant learning atmosphere in the classroom and fosters good communication between students and researchers so as to provide positive results and make it easier for students to complete. Conclusion The researchers concluded that the use of project-based learning can improve students' reading comprehension. This was proven by seeing a significant increase in achievement or test scores on students' reading comprehension in the experimental group. In this way, the researchers found that the hypothesis was accepted. The use of project-based learning model can develop students' reading skills by applying more interesting uses of project-based learning model such as the use of project-based learning model. The researchers hereby recommend the use of project-based learning model for teaching, especially in teaching students' reading comprehension. The research shows that the used of project-based learning model can improve students' achievement in reading comprehension. Based on the above conclusions, the researchers need to provide suggestions to teachers, students and readers. 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