INTEGRATING PROJECT-BASED LEARNING WITH BUSINESS MODEL CANVAS (BMC) TO ENHANCE STUDENTS’ WRITING SKILL

Syahban Mada Ali; Nurul Hasanah; Rapi Hamdi Nur

doi:10.21274/ls.2026.18.2.147-172

Authors

Syahban Mada Ali Institut Ilmu Sosial dan Bisnis Andi Sapada
Nurul Hasanah Institut Agama Islam Negeri Parepare
Rapi Hamdi Nur Universitas Tomakaka

DOI:

https://doi.org/10.21274/ls.2026.18.2.147-172

Keywords:

Project-Based Learning, BMC, Mix Method, Sequential Explanatory

Abstract

This study examined the implementation of Project-Based Learning (PBL) integrated with the Business Model Canvas (BMC) in English Business Writing and investigated students’ perceptions of the learning process. A mixed-methods approach with a sequential explanatory design was employed. The participants were 35 fifth-semester EFL students at Institut Andi Sapada, selected through purposive sampling from a population of 145 students. Quantitative data were collected through pre- and post-writing tests and analyzed using descriptive statistics and a paired-samples t-test. Qualitative data were obtained through a questionnaire and semi-structured interviews and analyzed thematically. The results showed a substantial improvement in students’ writing performance, with the mean score increasing from 57.77 (SD = 4.07) in the pre-test to 71.51 (SD = 6.23) in the post-test. The mean difference of 13.74 points was statistically significant, t(34) = 18.80, p < .001. Significant improvements were observed across content, organization, vocabulary, language use, and mechanics. Qualitative findings revealed four themes: increased engagement, enhanced peer collaboration, improved motivation, and perceived writing development. The findings suggest that integrating PBL with BMC provides a structured and meaningful context for developing EFL students’ business writing while supporting positive learning experiences.

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