Abstract
Learning to write descriptive texts requires a model that can encourage students’ active engagement in observing objects, organizing ideas, and developing writing in a structured manner. This study aims to analyze the implementation of Project-Based Learning in developing descriptive text writing skills in relation to students’ learning motivation. The study employed a quantitative approach using a quasi-experimental method and a 2×2 factorial design. The study population consisted of 177 Grade XII students at SMA Negeri 1 Teluk Sebong, Bintan Regency, Riau Islands, in the 2025/2026 academic year, with the experimental and control classes selected through purposive sampling. Data were collected using a learning motivation questionnaire and a descriptive text writing performance test and were subsequently analyzed using descriptive statistics, a t-test, and two-way ANOVA. The results showed a significant difference in descriptive text writing skills between students who learned using Project-Based Learning and those who learned using the conventional model, with a significance value of 0.014. Differences in writing skills were also found among groups of students with both high and low learning motivation. However, there was no significant interaction between the learning model and learning motivation in relation to descriptive text writing skills. These findings indicate that Project-Based Learning can support the active and contextual development of descriptive text writing skills regardless of students’ level of learning motivation. The implications of this study emphasize the importance of implementing project-based learning as an alternative approach in Indonesian language instruction oriented toward student engagement and learning experiences.