IMPROVING LEARNERS' ENGLISH WRITING SKILLS THROUGH DIGITAL TECHNOLOGY AND PROJECT-BASED LEARNING

Nyayu Yayu Suryani; Syamsul Rizal; Tri Rohani; Herin Ratnaningsih

doi:10.22437/jiituj.v8i1.32506

Authors

Nyayu Yayu Suryani STIK Siti Khadijah Palembang https://orcid.org/0000-0003-2636-1894
Syamsul Rizal Universitas Islam Negeri Fatmawati Sukarno Bengkulu https://orcid.org/0000-0001-9920-6452
Tri Rohani STKIP Muhammadiyah Pagaralam South Sumatera Indonesia http://orcid.org/0000-0002-5203-7601
Herin Ratnaningsih Yangzhou University https://orcid.org/0009-0007-2142-5752

DOI:

https://doi.org/10.22437/jiituj.v8i1.32506

Keywords:

English Writing, Project-based Learning, Technology in Learning

Abstract

This groundbreaking research endeavors to elevate participants' learning competence through the innovative integration of digital technology as a pedagogical medium. Pioneering a novel approach, this study seeks to gauge the efficacy of digital-based technology in enhancing English writing proficiency and participants' perceptions of its utility on the Storyboard That platform. Adopting a quantitative methodology, data is meticulously collected from experimental and control groups comprising nursing participants. Leveraging a synergistic blend of digital technology and project-based learning (PjBL), the research yields noteworthy gains in both knowledge and attitudes, with N-gain scores of 0.53 and 0.52, respectively. While initial trial results place competence and integration in the medium category, there exists a compelling imperative for further refinement and enhancement. The findings underscore the transformative potential of digital technology in augmenting writing skills and platform utilization, laying the groundwork for future innovations in English language education. By advocating for the seamless integration of digital tools like Storyboard That into the curriculum, this research not only fosters creativity and proficiency in English writing but also cultivates a dynamic learning environment conducive to holistic skill development. Ultimately, this study serves as a clarion call for educators to embrace the transformative power of digital technology in fostering English language proficiency and nurturing a generation of digitally literate and proficient learners poised to thrive in an increasingly interconnected world.

Downloads

Download data is not yet available.

References

Aghayani, B., & Hajmohammadi, E. (2019). Project-Based Learning: Promoting EFL Learners’ Writing Skills. Journal: A Journal on Language and Language Teaching, 22(1), 78-85. https://doi.org/10.24071/llt.2019.220108.

Al-Busaidi, S., & Al-Seyabi, F. (2021). Project-based learning as a tool for student-teachers’ professional development: A study in an Omani EFL teacher education program. International Journal of Learning, Teaching and Educational Research, 20(4), 116–136. https://doi.org/10.26803/ijlter.20.4.7.

Al-Htaybat, K., von Alberti-Alhtaybat, L., & Alhatabat, Z. (2018). Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum. Accounting Education, 27(4), 333–357. https://doi.org/10.1080/09639284.2018.1437758.

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261–5280. https://doi.org/10.1007/s10639-020-10219-y.

Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers and Education, 124, 77–91. https://doi.org/10.1016/j.compedu.2018.05.016.

Anazifa, R. D., & Djukri. (2017). Project- based learning and problem- based learning: Are they effective to improve student’s thinking skills? Jurnal Pendidikan IPA Indonesia, 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100.

Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 1-16. https://doi.org/10.1186/s40561-020-00118-7.

Awada, G., Burston, J., & Ghannage, R. (2020). Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning, 33(3), 275–300. https://doi.org/10.1080/09588221.2018.1558254.

Baghoussi, M., & Zoubida El Ouchdi, I. (2019). The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles. Arab World English Journal, 10(1), 271–282. https://doi.org/10.24093/awej/vol10no1.23.

Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers and Education, 121, 115–123. https://doi.org/10.1016/j.compedu.2018.01.016

Bereczki, E. O., & Karpati, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 1- 27. https://doi.org/10.1016/j.tsc.2021.100791.

Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet and Higher Education, 45, 1-35. https://doi.org/10.1016/j.iheduc.2019.100722.

Cámara-Zapata, J. M., & Morales, D. (2020). Cooperative learning, student characteristics, and persistence: an experimental study in an engineering physics course. European Journal of Engineering Education, 45(4), 565–577. https://doi.org/10.1080/03043797.2019.1569593.

Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73–88. https://doi.org/10.1080/01587919.2016.1154781.

Cong-Lem, N. (2018). Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review. Advances in Language and Literary Studies, 9(4), 143- 152 https://doi.org/10.7575/aiac.alls.v.9n.4p.143.

Diana, N., Yohannes, & Sukma, Y. (2021). The effectiveness of implementing project-based learning (PjBL) model in STEM Education: A literature review. Journal of Physics: Conference Series, 1882(1), 1-6. https://doi.org/10.1088/1742-6596/1882/1/012146.

Dogara, G., Saud, M. S. Bin, Kamin, Y. Bin, & Nordin, M. S. Bin. (2020). Project-based learning conceptual framework for integrating soft skills among students of technical colleges. IEEE Access, 8, 83718–83727. https://doi.org/10.1109/ACCESS.2020.2992092.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4.

Gawrisch, D. P., Richards, K. A. R., & Killian, C. M. (2020). Integrating Technology in Physical Education Teacher Education: A Socialization Perspective. Quest, 72(3), 260–277. https://doi.org/10.1080/00336297.2019.1685554.

Hadinugrahaningsih, T. (2017). Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration. In AIP Conference Proceedings (Vol. 1868). https://doi.org/10.1063/1.4995107.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809.

Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education. 13, 1089-1113. https://doi.org/10.1007/s10763-014-9526-0.

Haniah, A. U., Ngadiso, N., & Setyaningsih, E. (2021). Students’ Perception on the Implementation of Online Project-Based Learning in Teaching 4Cs. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics),6(1),123-140. https://doi.org/10.21093/ijeltal.v6i1.895.

Herro, D. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507.

Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness Project-Based Learning in ESP Class: Viewed from Indonesian Students‘ Learning Outcomes. International Journal of Information and Education Technology, 13(3), 558–565. https://doi.org/10.18178/ijiet.2023.13.3.1839.

Hujjatusnaini, N., Corebima, A. D.,(2022). The effect of blended project-based learning integrated with 21st-century skills on pre-service biology teachers’ higher-order thinking skills. Jurnal Pendidikan IPA Indonesia. 11(1), 104-118. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/27148.

Jowsey, T., Foster, G., Cooper-Ioelu, P., & Jacobs, S. (2020). Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Education in Practice. 44, 1-10. https://www.sciencedirect.com/science/article/pii/S147159531930112X.

Kai, S., Chu, W., Reynolds, R. B., Tavares, N. J., Notari, M., Wing, C., & Lee, Y. (2017). 21st Century Skills Development Through Inquiry-Based Learning From Theory to Practice. Springer.

Khoiri, N., Ristanto, S., & Kurniawan, A. F. (2023). Project-Based Learning Via Traditional Game in Physics Learning: Its Impact on Critical Thinking, Creative Thinking and Collaborative Skills. Jurnal Pendidikan IPA Indonesia, 12(2), 286–292. https://doi.org/10.15294/jpii.v12i2.43198.

Koleini, N., Boroughani, T., Eslami, Z. R., & Xodabande, I. (2024). Exploring the impacts of mobile-assisted learning on university students’ technical vocabulary knowledge. International Journal of Educational Research Open, 7, 1-9. https://doi.org/10.1016/j.ijedro.2024.100344.

Kortam, N., Basheer, A., Hofstein, A., & Hugerat, M. (2018). How Project-Based Learning promotes 7 th grade students’ motivation and attitudes towards studying biology. Action Research and Innovation in Science Education, 1(2), 9–17. https://doi.org/10.12973/arise/103043.

Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180.

Larson, J. S., & Farnsworth, K. (2020). Crisis Teaching Online: Reaching K-12 Students through Remote Engineering Lab-Based Activities during the COVID-19 Pandemic. Advances in Engineering Education.8(4), 1-9. https://eric.ed.gov/?id=EJ1287399.

Lau, K. H., Lam, T., Kam, B. H., Nkhoma, M., Richardson, J., & Thomas, S. (2018). The role of textbook learning resources in e-learning: A taxonomic study. Computers and Education, 118, 10–24. https://doi.org/10.1016/j.compedu.2017.11.005.

Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712.

Lee, M. K. (2021). Development of a college English teaching and learning model in online synchronous/asynchronous platforms to enhance Competencies. The Journal of the Convergence on Culture Technology. 7(4), 35-42. https://www.koreascience.or.kr/article/JAKO202104247940934.page.

Matzembacher, D. E., Gonzales, R. L., & do Nascimento, L. F. M. (2019). From informing to practicing: Students’ engagement through practice-based learning methodology and community services. International Journal of Management Education, 17(2), 191–200. https://doi.org/10.1016/j.ijme.2019.03.002.

Mehall, S. (2020). Purposeful interpersonal interaction in online learning: What is it and how is it measured? Online Learning Journal, 24(1), 182–204. https://doi.org/10.24059/olj.v24i1.2002.

Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Journal of Physics, 70(12), 1259–1268. https://doi.org/10.1119/1.1514215.

Miller, E. C., Reigh, E., Berland, L.,(2021). Supporting equity in virtual science instruction through project-based learning: Opportunities and challenges in the era of COVID-19. Journal of Science Teacher Education. 32(6), 642-663. https://doi.org/10.1080/1046560X.2021.1873549.

Miranthy E.Awulle, S. R. S. A. S. M. L. (2016). Pembuatan Film Animasi 3D Menggunakan Metode Dynamic Simulation. E-Journal Teknik Elektro Dan Komputer, 5(4), 70–79. https://doi.org/10.35793/jtek.v5i4.13674.

Moore, R. L. (2020). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381–401. https://doi.org/10.1080/01587919.2020.1766949.

Nicholson, S. (2015). A recipe for meaningful gamification. In Gamification in Education and Business 1–20. Springer International Publishing. https://doi.org/10.1007/978-3-319-10208-5_1.

Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7(2), 257–275. https://doi.org/10.1007/s40692-020-00156-7.

O’neill, R., & Russell, A. M. T. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. In Australasian Journal of Educational Technology 35(1), 42-56. https://doi.org/10.14742/ajet.3795.

Pentury, H. J., Anggraeni, A. D., & Pratama, D. (2020). Improving Students’ 21st Century Skills Through Creative Writing as A Creative Media. DEIKSIS, 12(02), 164-178. https://doi.org/10.30998/deiksis.v12i02.5184.

Peramunugamage, A., Ratnayake, U. W., & Karunanayaka, S. P. (2023). Systematic review on mobile collaborative learning for engineering education. Journal of Computers in Education, 10(1), 83–106. https://doi.org/10.1007/s40692-022-00223-1.

Prasad, S., Dhundi, D., Giri, R., & Bagale, S. (2017). Developing 21st Century Skills Through Project-Based Learning in EFL Context: Challenges and Opportunities. The Online Journal of New Horizons in Education, 7(1), 47–52. www.tojned.net.

Puangpunsi, N. (2021). Learners’ Perception towards Project-Based Learning in Encouraging English Skills Performance and 21 st Century Skills. Thaitesol Journal, 34(1), 1-24.

Rahmania, I. (2021). Project Based Learning (PjBL) Learning Model with STEM Approach in Natural Science Learning for the 21st Century. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 1161–1167. https://doi.org/10.33258/birci.v4i1.1727.

Rifda Eliyasni, A. K. K. I. M. S. (2019). View of Blended Learning and Project Based Learning_ The Method to Improve Students’ Higher Order Thinking Skill (HOTS). Jurnal Iqra’ Kajian Ilmu Pendidikan, 4(2), 231–248. https://doi.org/10.25217/ji.v4i2.549.

Robinson, J. K. (2013). Project-based learning: Improving student engagement and performance in the laboratory. Analytical and Bioanalytical Chemistry, 405(1), 7–13. https://doi.org/10.1007/s00216-012-6473-x.

Ronnie Homi Shroff, F. S. T. T. W. H. L. (2019). View of Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning. Australasian Journal of Educational Technology, 35(4), 109–127. https://doi.org/10.14742/ajet.4472.

Roy, D. (2017). Developing a project-based CALL environment with technical communication in an exploratory 3D printing context. International Journal of Computer-Assisted Language Learning and Teaching, 7(2), 75–101. https://doi.org/10.4018/IJCALLT.2017040105.

Sa’diyah, I. H., & Cahyono, B. Y. (2019). Effect of Project-Based Learning through blogging on EFL students’ writing ability. Journal on English as a Foreign Language, 9(2), 199–216. https://doi.org/10.23971/jefl.v9i2.1341.

Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22–29. https://doi.org/10.46843/jiecr.v1i1.5.

Sanchez, P. K. M. (2020). Prezi as an innovative teaching tool for the strengthening of significant learning. International Research Journal of Management, IT and Social Sciences. 7(1), 72-83, https://doi.org/10.21744/irjmis.v7n1.825.

Shin, M. H. (2018). Effects of Project-Based Learning on Students’ Motivation and Self-Efficacy. English Teaching. 73(1), 95-114. https://eric.ed.gov/?id=EJ1312282.

Sholihah, T. M., & Lastariwati, B. (2020). Problem based learning to increase competence of critical thinking and problem solving. Journal of Education and Learning (EduLearn), 14(1), 148–154. https://doi.org/10.11591/edulearn.v14i1.13772.

Shpeizer, R. (2019). Towards a successful integration of project-based learning in higher education: Challenges, technologies and methods of implementation. Universal Journal of Educational Research, 7(8), 1765–1771. https://doi.org/10.13189/ujer.2019.070815.

Soto Déniz, I. (2022). Analysis of the use of ICT to develop writing skills in English as a foreign language classrooms. DEDiCA Revista de Educação e Humanidades (Dreh), 20, 307–321. https://doi.org/10.30827/dreh.vi20.25282.

Sudadi, S., Ramli, A., Nivin-Vargas, L. R., Rahmadi, R., Kasuma, J., & Angulo-Cabanillas, L. E. (2021). Improving Essay Writing through ProjectBased Learning. Review of International Geographical Education Online, 11(5), 4138–4149. https://doi.org/10.48047/rigeo.11.05.296.

Surahman, E., Wedi, A., Soepriyanto. (2018). Design of Peer Collaborative Authentic Assessment Model Based on Group Project Based Learning to Train Higher Order Thinking Skills of Students. Proceeding of International Conference on Education and Technology. https://www.atlantis-press.com/proceedings/icet-18/125926623.

Ting, K. H., Cheng, C. T., & Ting, H. Y. (2021). Introducing the problem/project based learning as a learning strategy in University Social Responsibility Program - A study of local revitalization of Coastal Area, Yong-An District of Kaohsiung City. Marine Policy, 131, 1-6. https://doi.org/10.1016/j.marpol.2021.104546.

Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48–59. https://doi.org/10.1016/j.tate.2018.12.006.

Van Blankenstein, F. M., Saab, N., van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 209–225. https://doi.org/10.1080/03055698.2018.1446326.

Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632. https://doi.org/10.1007/s11159-019-09792-3.

Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science. 45,457-488. https://doi.org/10.1007/s11251-017-9438-9.

Wahjuningsih, E., Santihastuti, A., Kurniawati, I., & Arifin, U. M. (2020). “Storyboard That” Platform to Boost Students’ Creativity: Can It Become Real? IOP Conference Series: Earth and Environmental Science, 485(1). https://doi.org/10.1088/1755-1315/485/1/012095.

Yamada, H. (2021). An implementation of project-based learning in an EFL context: Japanese students’ and teachers’ perceptions regarding team learning. TESOL Journal, 12(1)., 1-16.https://doi.org/10.1002/tesj.519.

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59–73. https://doi.org/10.1080/1475939X.2020.1854337.

Yeh, H. C., Heng, L., & Tseng, S. S. (2020). Exploring the impact of video making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. https://doi.org/10.1080/15391523.2020.1795955.

Zhang, D., & Wang, W. (2023). The current status and development of pre-service language teachers’ TLLT competence in a PjBL classroom. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2273174.