This research is an experimental study which aims to determine the effectiveness of the projectbased learning model in increasing the ability to write exposition text of the XI grade students of SMK Muhammadiyah 3 Makassar. The population in this study were students of SMK Muhammadiyah 3 Makassar for the 2018/2019 academic year. The sample in this study were students of class XIKPW SMK Muhammadiyah 3 Makassar consisting of 14 students with 14 female students and 0 male students. Data were collected using two instruments, namely a questionnaire for affective competence and a test of learning outcomes (cognitive) in Indonesian. The results of statistical analysis show that the results of learning Indonesian language students in class XIKPW SMK Muhammadiyah 3 Makassar are categorized moderate with an average score of 81 with a standard deviation of 2.68 from the ideal score of 100. From the results of the analysis above, it can be concluded that there is effectiveness between project-based learning in writing student exposition text on Indonesian language learning outcomes in class XI KPW SMK Muhammadiyah 3 Makassar.

This study deals with the effect of blended learning using interactive writing on learning to write simple Indonesian essays on interests and writing skills. This study aims to determine the influence of the application of good learning methods by teachers and students after their application in the learning process. This research method uses a quantitative research design Quasi-Experimental Design with the Nonquivalent Control Group Design type. The population in this study were all 123 class III students. The subjects in this study were students of class III D at SD Telkom Makassar. The data collection technique was filling out a student response questionnaire and written test. The data analysis technique used is quantitative data analysis techniques. The results of the analysis of the description of the interest of the experimental class (III D) students obtained by the researcher showed an increase in student interest after the application of blended learning using interactive writing in a very good category, while for the control class (III B) the results of the analysis of the description of student interest showed an increase but still in the poor category. The results of the description of the writing skills of the experimental class students showed a significant increase after the application of blended learning using interactive writing. There was no significant difference between the students' writing skills in the control class at the pre-test and post-test. The results showed that it was based on multivariate and manova tests. So the application of blended learning using interactive writing affects students' interest and writing skills.