Syafitri
STAI Al-Munawwarah Tolitoli, Central Sulawesi, Indonesia
DOI : https://doi.org/10.47191/ijmra/v6-i8-68Google Scholar Download Pdf
ABSTRACT:
This study examines the effect of online PjBL on students' writing abilities and their attitudes toward online PjBL. A mixed method was employed in this research. 72 students majoring in English at a university in Indonesia took part as participants with informed consent. Two groups—control and experimental—were formed. The experimental group utilized online PjBL, whereas the control group used traditional teaching. Tests, questionnaires, and interview questions were employed to collect data. The collected data were analyzed both quantitatively and qualitatively. The findings of the research showed that the mean score of the experimental group was higher than that of the control group. Furthermore, an independent sample t-test revealed that the sig. value was 0.023 = 0.05. It indicated that there is a significant effect of online PjBL on students’ writing ability. Furthermore, the students showed positive attitudes toward the implementation of online PjBL. It is indicated by the students’ responses to the questionnaire, where thirty out of thirty-six students indicated that they strongly agree that the online PjBL makes them more comfortable writing an argumentative essay. Seven out of ten students interviewed said peer feedback activities improve writing the most in online PjBL. Recommendations for further researchers were also provided.
KEYWORDS:Students' Writing Ability, Attitude, Online PjBL (Project-Based Learning), Effect, Examining
REFERENCES1) Abuhmaid, A. M. (2020). The efficiency of online learning environment for implementing project-based learning: Students’ perceptions. International Journal of Higher Education, 9(5), 76–83. https://doi.org/10.5430/ijhe.v9n5p76
2) Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through telegram application. International Journal of Instruction, 11(3), 433–448. https://doi.org/10.12973/iji.2018.11330a
3) Alsudais, A. S., Alghamdi, A. S., Alharbi, A. A., Alshehri, A. A., Alzhrani, M. A., Keskin, S., Şahin, M., & Althubaiti, A. M. (2022). Social anxiety in E-Learning: Scale validation and socio-demographic correlation study. Education and Information Technologies, 27(6), 8189–8201. https://doi.org/10.1007/s10639-022-10919-7
4) Anggraini, M. P., Anugerahwati, M., Sari, R. N., Miranty, D., Kurniasih, & Iswahyuni. (2022). The ICT Use of Informal Digital Learning in Enhancing EFL University Students’ English Performance. Call-Ej, 23(3), 94–114.
5) Asrul, nurmahyuni, Rajagukguk, S. F., Sitepu, V. O., Siregar, P. M., & Novri, A. (2021). The Effect of Project-Based Learning on Students’ Achievement in Writing Narrative Text Universitas Prima Indonesia. Print) Journal of English Langaugeand Education, 6(2), 2021.
6) Banaruee, H., Khatin-Zadeh, O., & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1455333
7) Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
8) Chanpet, P., Chomsuwan, K., & Murphy, E. (2020). Online Project-Based Learning and Formative Assessment. Technology, Knowledge and Learning, 25(3), 685–705. https://doi.org/10.1007/s10758-018-9363-2
9) Chen, J. (2019). Designing online project-based learning instruction for EFL learners: A WebQuest approach. MEXTESOL journal, 43(2), 1-7. http://hdl.handle.net/20.500.11937/75369
10) Chistyakov, A. A., Zhdanov, S. P., Avdeeva, E. L., Dyadichenko, E. A., Kunitsyna, M. L., & Yagudina, R. I. (2023). Exploring the characteristics and effectiveness of project-based learning for science and STEAM education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2256. https://doi.org/10.29333/ejmste/13128
11) Durga, S. S., & Rao, C. S. (2018). Developing students’ writing skills in English. Journal for Research Scholars and Proffessionals of English Language Teaching, 2(6), 1–69. https://www.researchgate.net/publication/325489625%0ADeveloping
12) Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The Community of Inquiry perspective on students’ social presence, cognitive presence, and academic performance in online project-based learning. Journal of Computer Assisted Learning, 37(5), 1479–1493. https://doi.org/10.1111/jcal.12586
13) Jin, X., Jiang, Q., Xiong, W., Feng, Y., & Zhao, W. (2022). Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2022.2081209
14) Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction. The Elementary School Journal, 94(5), 483–497. https://doi.org/10.1086/461779
15) Kuteeva, M. (2020). Revisiting the ‘E’ in EMI: students’ perceptions of standard English, lingua franca and translingual practices. International Journal of Bilingual Education and Bilingualism, 23(3), 287–300. https://doi.org/10.1080/13670050.2019.1637395
16) Leggett, G., & Harrington, I. (2021). The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review. International Journal of Inclusive Education, 25(11), 1270–1286. https://doi.org/10.1080/13603116.2019.1609101
17) Lin, J. W. (2018). Effects of an online team project-based learning environment with group awareness and peer evaluation on socially shared regulation of learning and self-regulated learning. Behaviour and Information Technology, 37(5), 445–461. https://doi.org/10.1080/0144929X.2018.1451558
18) Liu, M., & Yu, D. (2022). Towards intelligent E-learning systems. Education and Information Technologies, 1-32. https://link.springer.com/article/10.1007/s10639-022-11479-6
19) Morse, J. M. (2016). Mixed method design: Principles and procedures. Routledge.
20) Maryati, S., Lestari, G. D., & Riyanto, Y. (2022). The Effectiveness of Mentoring in the Implementation of the Project-based Learning (PjBL) Model in the Independent Curriculum for PAUD Educators. European Journal of Education and Pedagogy, 3(6), 12-18. https://doi.org/10.24018/ejedu.2022.3.6.471
21) Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469
22) Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing. Computers and Composition, 54, 102524. https://doi.org/10.1016/j.compcom.2019.102524
23) Praba̕, L. T., Artini, L. P., & Ramendra, D. P. (2018). Project-based learning and writing skill in EFL: are they related? SHS Web of Conferences, 42, 00059. https://doi.org/10.1051/shsconf/20184200059
24) Salma, W. A. (2020). I ndonesian J ournal of I nformatics E ducation The Effectiveness and effect of Project-Based Blended Learning on Student Achievement in Online Learning. Indonesian Journal of Informatics Education, 4(1), 1–8.
25) Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456. https://doi.org/10.24815/siele.v8i2.18407
26) Shelvam, H., Jayarajah, K., Kandasamy, S., Xiao, S., Durairaj, Y., Singh, C. K. S., & Maniam, M. (2021). An Investigation on the Learners’ Perceptions and Experiences in Engaging with Online Writing Lessons Conducted via Google Classroom. International Journal of Asian Social Science, 12(1), 13–25. https://doi.org/10.18488/5007.v12i1.4389
27) Sudira, P., Nurtanto, M., Masrifah, N., Nurdianah, E., & Mutohhari, F. (2022). Online Project-Based Learning (O-PjBL): Effectiveness in Teachers Training and Coaching in Vocational Education. Journal of Education Technology, 6(2), 326–337. https://dx.doi.org/10.23887/j
28) Sugiyanto, S., Setiawan, A., Hamidah, I., & Ana, A. (2020). Integration of mobile learning and project-based learning in improving vocational school competence. Journal of Technical Education and Training, 12(2), 55-68. https://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/5470
29) Susanti, A., Rachmajanti, S., Suryati, N., & Astuti, U. P. (2023, March). Online Project-Based Learning and Critical Thinking Skills: A Case Study in Tertiary Education. In International Joint Conference on Arts and Humanities 2022 (IJCAH 2022) (pp. 992-1002). Atlantis Press. https://doi.org/10.2991/978-2-38476-008-4_105
30) Syarifah, E. F., & Emiliasari, R. N. (2019). Project-Based Learning To Develop Students’ Ability and Creativity in Writing Narrative Story. Indonesian EFL Journal, 5(1), 85. https://doi.org/10.25134/ieflj.v5i1.1627
31) Veeramanju, K. T. (2022). Transformation in Education through E-Learning-A Case Analysis on Byju’s–The Learning App using the ABCD Framework. International Journal of Case Studies in Business, IT and Education (IJCSBE), 6(2), 945-957. https://doi.org/10.47992/IJCSBE.2581.6942.0242
32) Wardani, N. K. S., Artini, L. P., & Ramendra, D. P. (2021). Project-Based Learning in Teaching EFL Writing: An Analysis of the Effect on The 5 Dimensions of Writing. Journal of Education Research and Evaluation, 5(2), 243. https://doi.org/10.23887/jere.v5i2.31597
33) Wuryantari Winasih, W., Cahyono, B., & Ananto Prayogo, J. (2019). Effect of Project-Based Learning Using E-Poster on Indonesian EFL Students’ Speaking Ability across Personality Types. SSRN Electronic Journal, 10(1), 73–83. https://doi.org/10.2139/ssrn.3367522
34) Zahro, B. L., & Mitarlis, M. (2021). Student Worksheet Oriented on Project Based Learning To Train Student Creative Thinking Skills on Acid-Base Material. UNESA Journal of Chemical Education, 10(1), 1–9. https://doi.org/10.26740/ujced.v10n1.p1-9
35) Zhang, X. S., & Zhang, L. J. (2022). Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy. Sustainability, 14(22), 14686. https://doi.org/10.3390/su142214686
VOLUME 06 ISSUE 08 AUGUST 2023
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 07 Issue 05 (May 2024).
PUBLICATION DATES:
1) Last Date of Submission : 26 May 2024 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.