Improving Students’ Writing Skill through Project-Based Learning, Process Writing, and Instagram

Authors

  • Buyun Khulel English Education, Universitas Islam Darul ‘Ulum Lamongan

DOI:

https://doi.org/10.31764/ijeca.v5i1.7601

Keywords:

Project Based Learning, Process Writing, Instagram, Writing.

Abstract

The goal of this joint classroom action research was to help students enhance their capacity to write hortatory exposition texts. It involved 33 high school students as research participants. The data collection device in this study was a writing test. According to the findings of the study, combining project-based learning with process writing and Instagram could help students improve their writing skills. Students can improve their average writing score if it is higher than the passing grade. All of the students were able to improve their writing score by at least ten points over their previous score on the first test. Furthermore, 81,8% of the students were able to get the minimum passing mark.

References

Abas, I. H., & Abd Aziz, N. H. (2018). Model of the writing process and strategies of EFL proficient student writers: A case study of Indonesian learners. Pertanika Journal of Social Sciences and Humanities, 26(3), 1815–1842.

Abbasian, G. (2017). The Effect of Project-Based Learning on Iranian Intermediate EFL Learners ’ Paragraph Writing Skills. Journal of Applied Linguistics and Language Research, 4(6), 254–271.

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

Ahmed, B. E. S. (2020). Social media in teaching of languages. International Journal of Emerging Technologies in Learning, 15(12), 72–80. https://doi.org/10.3991/ijet.v15i12.12645

Al-sawalha, A. M. (2014). Potential advantages of process writing For students English language and literature at Jerash University in Jordan. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 41–46.

Amelia, S., Ramadhan, S., & Gani, E. (2018). The Effects of Cooperative Learning Model Type TPS and Reading Habits Toward Skills in Writing Short Story Reviews Text. 263(Iclle), 512–518. https://doi.org/10.2991/iclle-18.2018.86

Argawati, N. O., & Suryani, L. (2020). Project-Based Learning in Teaching Writing: the Implementation and Students� Opinion. English Review: Journal of English Education, 8(2), 55. https://doi.org/10.25134/erjee.v8i2.2120

Darmawan, A. (2020). the Influence of Project Based Learning-Stem Model on Student Learning Outcomes. Jurnal Pena Sains, 7(2), 113–119. https://doi.org/10.21107/jps.v7i2.6443

Dewi Nopita, Satria Agust, Y. I. (2021). J-SHMIC : Journal of English for Academic. J-SHMIC : Journal of English for Academic, 8(1), 66–76. https://journal.uir.ac.id/index.php/jshmic/article/view/3905

Dilidüzgün, Ş. (2013). The Effect of Process Writing Activities on The Writing Skills of Prospective Turkish Teachers. Eurasian Journal of Educational Research, 52(52), 189–210.

Dokchandra, D. (2018). The Effects of Process Writing Approach on Performance of an Overcrowded EFL Writing Class at a University in Thailand. KnE Social Sciences, 3(4), 191. https://doi.org/10.18502/kss.v3i4.1931

Erarslan, A. (2019). Instagram as an Education Platform for EFL Learners. Turkish Online Journal of Educational Technology - TOJET, 18(3), 54–69.

Fithriani, R. (2019). ZPD and the Benefits of Written Feedback in L2 Writing: Focusing on Students’ Perceptions. The Reading Matrix : An International Online Journal, 19(1), 63–73.

Fraenkel, J. R. et. al. (2012). How to Design and Evaluate Research in Education. Mc Graw-Hill.

Gunantar, D. A., & Transinata, T. (2019). Writing Caption on Instagram as Media for Student’s Motivation and Writing Skill Improvement. ETERNAL (English Teaching Journal), 10(1). https://doi.org/10.26877/eternal.v10i1.3905

Hamidah, H. E. al. (2020). HOTS-Oriented Module: Project-Based Learning. SEAMEO QITEP in Language.

Handayani, F. (2019). Instagram As a Teaching Tool ? Really ? Instagram As a Teaching Tool ? Really ? August, 320–327. https://www.researchgate.net/publication/335241024_INSTAGRAM_AS_A_TEACHING_TOOL_REALLY

Harisma, I., Ilmiah, G., & Yana, Y. (2019). Improving Students’ Writing Ability Through Project Based-Learning Using Visual Media. PROJECT (Professional Journal of English Education), 2(3), 364. https://doi.org/10.22460/project.v2i3.p364-370

Hertiki, H.-, & Juliati, J. (2019). Improving Students’ Writing Skills Using Cooperative Learning At Smpn 2 Sukodono. Journal of English for Academic and Specific Purposes, 2(2), 36. https://doi.org/10.18860/jeasp.v2i2.7853

Hidayati, A. E. N., & Widiati, U. (2019). Fostering Students’ Writing Ability through Project Based Learning Approach. Jurnal Pendidikan Humaniora, 7(4), 140–149. http://journal.um.ac.id/index.php/jph

Kusumiati. (2017). Using Peer Correction To Improve Students ’ Writing Skill At the Eighth Year of Smpn 2 Palopo English Study Program Tarbiyah and Teacher Training Faculty the State Islamic Institute ( Iain ) of Palopo Using Peer Correction To Improve Students ’ Writing Sk.

Mahzum, E., Farhan, A., & Ramadhani, E. (2020). The Use of Social Media Instagram as Instructional Media for Physics Toward Student’s Learning Motivation. Asian Journal of Science Education, 2(1), 48–55. https://doi.org/10.24815/ajse.v2i1.14997

Manaroinsong, M. (2018). The Use of Instagram As Mobile Learning To Support English Cognitive Learning Process. 1–90. https://dspace.uii.ac.id/bitstream/handle/123456789/13618/SKRIPSI MERY MANAROINSONG 13322005.pdf?sequence=1&isAllowed=y

Martínez, J., López-Díaz, A., & Pérez, E. (2020). Escritura como proceso en la enseñanza de inglés como lengua extranjera. Revista Caribeña de Investigación Educativa (RECIE), 4(1), 49–61. https://doi.org/10.32541/recie.2020.v4i1.pp49-61

Maysuroh, S., Maryadi, L. I., & . S. (2017). Students’ English Writing Process and Problems: A Case Study at Hamzanwadi University. VELES Voices of English Language Education Society, 1(1), 1–10. https://doi.org/10.29408/veles.v1i1.388

Munawar, S., & Chaudhary, A. H. (2019). Effect of Cooperative Learning on the Writing Skill at Elementary Level in the Subject of English. Bulletin of Education and Research, 41(3), 35–44.

Najogi, J., Adnan, A., & Padang, U. N. (2019). Journal of English Language Teaching USING PEER CORRECTION TOWARDS STUDENTS WRITING. Journal of English Language Teaching, 8(1), 127–138.

Pham, V. P. H. (2021). The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing. SAGE Open, 11(1). https://doi.org/10.1177/2158244021998363

Pratama, M. Y. (2019). The Use of Process Writing in Teaching Students’ Writing Skill at the First Grade of SMA Muhammadiyah Mataram in Academic Year 2018/2019.

Pujiati, H., Zahra, & Tamela, E. (2019). The Use of Instagram to Increase Students’ Motivation and Students’ Competence in Learning English. January 2019. https://doi.org/10.2991/icesshum-19.2019.103

Rahmawati, H., Ristanto, R. H., & Miarsyah, M. (2021). Environmental Education Infographics by Instagram: Digital Learning Material Increasing Motivation During the Covid-19 Pandemic. International Journal on Advanced Science, Education, and Religion, 4(1), 50–60. https://doi.org/10.33648/ijoaser.v4i1.95

Rakhmanina, L., & Yuneva, Y. (2018). the Application of Instagram Activity To Improve Students` Motivation in English Speaking. Edu-Ling: Journal of English Education and Linguistics, 2(1), 49. https://doi.org/10.32663/edu-ling.v2i1.642

Ramadhani, R. (2019). The Effectiveness of Peer Feedback in Improving Students’ Skill in Writing Hortatory Exposition Text. https://digilibadmin.unismuh.ac.id

Ramírez Balderas, I., & Guillén Cuamatzi, P. M. (2018). Self and peer correction to improve college students’ writing skills. Profile: Issues in Teachers’ Professional Development, 20(2), 179–194. https://doi.org/10.15446/profile.v20n2.67095

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

Sari, I. K. (2018). The effect of problem-based learning and project-based learning on the achievement motivation. Jurnal Prima Edukasia, 6(2), 129–135. https://doi.org/10.21831/jpe.v6i2.17956

Shammout, M. (2020). The effect of cooperative learning activities on enhancing the writing skills of syrian efl learners at arab international university. Theory and Practice in Language Studies, 10(7), 791–797. https://doi.org/10.17507/tpls.1007.10

Shin, M.-H. (2018). Effects of Project-Based Learning on Students’ Motivation and Self-Efficacy. English Teaching, 73(1), 95–115. https://doi.org/10.15858/engtea.73.1.201803.95

Sukanaya, G. (2020). The Effect of Process Approach on Students’ Writing Competency at SMK Negeri 1 Kubutambahan Bali. Journal of Education Research and Evaluation, 4(2), 203. https://doi.org/10.23887/jere.v4i2.24163

Susanti, A., Rofidah, N., Trisusana, A., & Retnaningdyah, P. (2020). Improving Students’ Writing Skill Through Project Based Learning For EFLStudents. International Journal of English Linguistics, Literature, and Education (IJELLE), 2(2), 102–115.

Tan, L. N., & Pham, V. P. H. (2021). Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities. Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021), 533(AsiaCALL), 253–261. https://doi.org/10.2991/assehr.k.210226.032

Trisnadewi, K. (2021). The Use of Peer-Correction to Improve Student Writing Skill at STMIK Stikom Indonesia. Yavana Bhasha : Journal of English Language Education, 4(1), 73. https://doi.org/10.25078/yb.v4i1.2213

Wahyuni, S. (2017). The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles. Dinamika Ilmu, 17(1), 39–58. https://doi.org/10.21093/di.v17i1.649

Wulandari, U. N. (2019). The Utilization of Instagram Account @gurukumrd as Online Media for Students in Learning English at Fifth Semester IAIN Ponorogo.

Yandi, A. (2021). Teachers’ Strategies in Increasing Students’ Motivation in On-Line English Learning at MTsN 6 Tanah Datar.

Yıldız, E., & Akdağ, S. (2021). The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement. International Journal of Progressive Education, 17(1), 196–209. https://doi.org/10.29329/ijpe.2021.329.13

Downloads

Published

2022-04-11

Issue

Vol. 5 No. 1 (2022): April

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  1. Authors are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. Authors agree to the following copyright agreement.

Authors who publish with IJECA (International Journal of Education and Curriculum Application) agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.