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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 03 No. 02, June 2022, pp. 140 - 152 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Effectiveness of Project-Based Learning on Writing Skill 

(an experimental research at Junior High School) 

Nur Hasanah 

Teacher of SMP. YPI Nasrul Umam Duduk Gresik  

nurhasanah@gmail.com  

ABSTRACT 

This study aims to determine whether teaching writing using project-based learning with canva media 

improved students' writing skills. The result expects to be useful for students to improve their English writing 

skills and help teachers to be more creative. This research uses pre-experimental in one class pretest and 

posttest, and the total sample was 25 students' from eight classes. The data were obtained from the writing 

test. The result shows that project-based learning with canva significantly increased students' writing after 

treatment. The mean score improved from 41.00 in the pretest to 64.00 in the posttest. The value of paired 

sample t-test was -12.283. The considerable value (sig. two-tailed) was 0.000, and the value was <0.05. It can 

be concluded that the study using project-based learning with canva media could enhance the student's writing 

skills in learning English for junior high school. 

Keywords: project-based learning, writing skill, recount text 

 

I. INTRODUCTION 
Writing is an opportunity it allows 

students to express something about 

themselves and explore and explain ideas 

(Aziz et al., 2022). Student can convey their 

ideas in their mind by organizing them into a 

good text so that others quickly know them 

and they can think critically. Therefore, 

learning is very significant to improve 

writing skills, particularly learning English 

in Indonesia, because writing is a process of 

transforming thoughts and ideas into 

tangible forms of writing. In addition, many 

people choose writing as a means of effective 

and efficient communication of information 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566


141 
 

to be conveyed in some ways like posting 

letters, business letters and essential 

information about a company's product 

(Maulidah & Aziz, 2020). As Jack C. Richard 

and Willy A. Renandya said, "writing is the 

most challenging skill for second language 

learners to master. The difficulty lies not only 

in generating and organizing ideas but also in 

translating these ideas into readable text 

(Richards et al., 2002). 

The basic competency to be achieved in 

writing English is that the students can 

develop and produce written simple, 

functional text in descriptive text, recount 

text, and narrative text in the second year of 

junior high school. Recount text is one of 

writing genres that the students learn; this 

text is written to inform the readers or 

humans about something that occurred; it 

could be stories, experiences and events 

(Ramli et al., 2013). The students can use the 

simple past and adjective clauses in 

recounting text. In writing the recount text, 

students often find some difficulties. The 

students usually feel challenging to organize 

their ideas. Furthermore, many students 

made mistakes and faced problems building 

and developing their imaginations.  

Those, teachers must be able to project-

based learning activities. They must master 

the materials, methods, and strategies to 

make the students understand and apply 

recount writing matters in practice. A good 

technique can help the students comprehend 

and master the lesson. One of the teaching 

failures is caused by an unsuitable method or 

procedure in the teaching-learning process. 

According to Edward Anthony in, Richards 

identified that technique is implementation, 

which takes place in the classroom. It is a 

trick, stratagem, or contrivance used to 

accomplish an immediate objective. There 

are a lot of methods and techniques to get 

English teaching effectively (Richards & 

Rodgers, 2014).  

It is usually a monotone method, and the 

lack of fun activities during the teaching and 

learning process made the students less 

motivated to get involved in the learning 

process. The teacher did not pay much 

attention to the process of writing. He did 

not allow students to make the first draft and 

revise it after receiving feedback from the 

teacher or peers. In that condition, they 

could not experience learning effectively. In 

addition, most of the students could not 

participate in class activities, so their 

involvement during the class was so limited. 

It made them look so bored to attend the 

lesson. It can be said that the method or 

technique that the teacher used could not 

motivate them to learn. It also happens in 



142 
 

most English foreign language students in 

Indonesia; they find difficulties writing in 

English (Hermilinda Abas & Aziz, 2016).  

It happens because they have to use 

correct English grammar and vocabulary and 

writing is so different from other skills, such 

as listening, speaking and reading. First and 

second-language learners acquire speaking 

and listening because they must 

communicate using the target language. 

Thus, speaking may show the students' 

language acquisition level. Contrary to 

speaking and listening, which mainly consist 

of frustration-free activities, writing is less 

preferred and challenging because it is 

complicated and demands higher thinking 

abilities. And those make the students low 

motivated in writing. Paying attention to the 

teacher to solve the problem and technique 

in teaching writing is essential. So, the 

researcher needs to make some effort in the 

English teaching and learning process and 

identify any actions that will improve the 

writing learning process in the class. The 

project-Based Learning (PjBL) approach was 

introduced to change teacher-centered 

learning activities to help students 

comprehend writing narrative text in a joyful 

learning atmosphere (Kholis & Aziz, 2020a) 

because PjBL raised students" motivation 

positively. Moreover, PjBL challenged the 

students to think critically in solving 

complex problems in group work (Ocak & 

Uluyol, 2010). 

According to Thomas, Project-Based 

learning is a model that organizes learning 

around projects and involves completing 

complex tasks that typically result in a 

natural product, event, or presentation to an 

audience (Gültekin, 2005, p. 552). PjBL 

cannot be said to be the best method in 

teaching-learning activity since it is not an 

appropriate method for teaching specific 

essential skills such as reading. Yet, it 

enhances the quality of learning with the 

project and leads to high-level cognitive 

development through students' engagement 

with complex problems. The problems were 

that school the researcher found that the 

students of English grades liked writing in 

English. Still, they did not like writing 

recount text for some reason: they did not 

have a sufficient vocabulary, could not use 

proper tenses in writing recount text, and 

did not have enough knowledge on how to 

write recount text. This result makes the 

students confused about how to choose the 

topic of writing.  

II. LITERATURE REVIEW 

A. Understanding of canva media 

Canva is a graphic design application 

that bridges its users' ability to design 



143 
 

various types of creative materials online 

easily. Canva is a free and paid online-based 

that is easy to use, including developing 

learning media.  

Canva is an online application that we 

can use to create learning media. In Canva, 

many templates can be used, namely for 

infographics, graphics, posters, 

presentations, brochures, logos, resumes, 

flyers, posts, cards, newspapers, comic 

strips, magazine covers, invitations, photo 

collages, business cards, desktop wallpaper, 

report, certificate, book cover, social media 

animation, announcement, menu, video, 

graphic organizer, your story, letter, 

letterhead, proposal, label, worksheet, class 

schedule, calendar, ID card, CD cover, US 

mail document, mobile-first presentation, 

planner, program, ebook cover, and 

storyboard. Canva, when available in 

multiple versions, web, iPhone, and Android. 

The types of presentations available in Canva 

include creative presentations, education, 

business, advertising, technology, etc. Canva 

is a free and paid online-based that is easy to 

use, including designing learning media. 

Canva is an online application that we can 

use to create learning media.. 

B. Understanding of project-based 
learning 

Project-based learning has been an 

active method since the twentieth century 

pioneered (Guven et al., 2014). Like Bell, 

PjBL is an innovative learning approach that 

teaches many strategies critical for success in 

the twenty-first century (Bell, 2010a). 

Furthermore, Thomas mentioned: "PBL is a 

model that organizes learning around 

projects. It is based on challenging questions 

or problems. That involves students in 

design, problem-solving, decision-making, or 

investigative activities allows the student to 

work relatively autonomously over an 

extended period (Bell, 2010a).  

Project-Based learning involves students 

completing an authentic project by working 

in small and collaborative groups, student-

centered where they can investigate 

questions that raise their curiosities while 

still achieving academic goals (Beres, 2011, p. 

3). Students develop an inquiry and are 

guided through research or project under the 

teacher's supervision (Bell, 2010b). It can be 

inferred that project-based learning is not 

only doing the project collaboratively but 

also fostering the natural curiosity of 

fundamental issues that enable students to 

rely on strategies to resolve complex 

problems.  



144 
 

Project-based learning is a teaching and 

learning method in which learners gain 

knowledge and skills while investigating a 

problem or question that is extended over 

time (Kholis & Aziz, 2020b). This can be 

more engaging for English language learners 

than abstractly studying words and skills. 

The language is being used for an original 

purpose, giving the language context and 

relevance. Learners develop content 

knowledge, critical thinking, creativity, and 

communication within a meaningful project 

(Beckett & Slater, 2018). 

The root of Project-Based Learning is the 

authenticity of the content. This is in any 

subject area and any classroom. When 

teachers find a way to show direct learning 

in "real life" they are much more engaged and 

purposeful. When the classroom launches 

the garden and feast project, learner know 

exactly why learning the content and how 

they may use. When it comes to an English 

classroom, authenticity and PBL fit naturally 

(Naim, 2022). 

The teacher is not in school to impose 

specific ideas or to form certain habits on the 

child but exists as a member of society to 

choose the influences that will affect the 

child and to assist him in appropriately 

responding to these (Dewey, 1986). Krajcik 

and Blumenfeld supported that project-

based learning was based on the 

constructivist finding that students gain a 

deeper understanding of the material, and it 

engages students in real and meaningful 

problems (Krajcik & Blumenfeld, 2006, p. 

318). Using project-based learning methods 

in a class teaches students to construct their 

ideas in problem-solving, which means that 

they are learning contextual materials.  

Project-based learning engages students 

in gaining knowledge and skills through an 

extended inquiry process structured around 

complex, authentic questions and carefully 

designed products and tasks. Project-based 

learning increases the quality of education 

and causes higher-level cognitive 

development through the students" 

engagement with complex and novel 

problems. Students are exposed to various 

skills and competencies through project-

based learning, such as collaboration, project 

planning, decision-making, and time 

management. Project-based learning 

increases the motivation of students. Project-

based learning engages students in gaining 

knowledge and skills through an extended 

inquiry process structured around complex, 

authentic questions and carefully designed 

products. And asks teachers often note 

improvement in attendance, higher class 



145 
 

participation, and a greater willingness to do 

homework.  

There are many benefits of using project-

based learning in the classroom. Project-

based learning has a significant role in 

developing learners" target language for 

actual living purposes. It is most likely 

motivating, empowering and challenging to 

language learners in confidence, self-esteem, 

and autonomy, as well as improving content 

learning and cognitive abilities. PBL can be a 

connection between using the target 

language in authentic contexts outside the 

classroom. Simpson mentions some benefits 

of using PBL in the language classroom 

(Simpson, 2011). 

III. METHOD 
This research was conducted with a pre-

experimental design in one group pretest and 

posttest design using a quantitative 

approach. The author has only taken one 

class and used the pretest and posttest to see 

the result of the project-based learning 

method's treatment as a recount text 

strategy for SMP in Duduk Sampeyan-

Gresik. The development of the treatment 

was based on the pretest and posttest values. 

One group pretest and posttest design means 

that this design provides a pretest before 

treatment and provides a posttest after 

treatment. The pretest and posttest one 

group design involved three steps: giving the 

initial test measuring the dependent variable, 

applying X experimental treatment to the 

subject, and giving the posttest, again 

measuring the dependent variable (Ary et al., 

2018). 

Data analysis is the researcher analyzing 

the way data. In managing and analyzing the 

data collected, the researcher uses 

quantitative data analysis using statistical 

techniques. Analyzing data is a process of 

analyzing the acquired from the result of the 

research. The information needed in this 

research has been collected in writing 

recount form. The researcher uses paired 

sample t-test to determine the outcome of 

hypothesis testing. The paired sample t-test 

is the measure before and after treatment. 

For these steps, the researcher chooses IBM 

SPSS v20 to calculate the data to get essential 

and valid data. 

IV. FINDING  

The researcher collected the data from 

the student's pretest before giving treatment. 

The treatment used project-based learning 

by using canva media. Before teaching and 

learning activities, the researcher gave a 

pretest. The pretest and posttest were 

conducted on 25 students in the eighth grade 

of SMP. The researcher gave one item of a 



146 
 

writing test, and students worked on it 

amount 45 minutes.  

A. The result of the pretest  

The presentation of data in this part was 

obtained through a writing test. It was 

analyzed in three stages:  scoring the 

students writing test, classifying the 

student's scores, and calculating the mean 

score. The pretest was administered in the 

first meeting. The data from the pretest was 

intended to investigate the students' writing 

skills before they got the treatment. The 

table showed that 24 students were 

classified as poor, and one student was 

classified as fair. The total score of the 

students' pretest was 850, with a mean of 34. 

Most students got a poor score, which means 

that the students writing skills were still 

low. The pretest data on students writing 

were obtained from the result of their 

writing test. All data were calculated using 

SPSS 20. The data can be described as 

follows:  

Table 1: pretest Pre-Test  

  Frequency  Percent  Valid 

Percent  

Cumulative 

Percent  

.00  1  4.0  4.0  4.0  

20.00  

25.00  

2  

1  

8.0  8.0  12.0  

4.0  4.0  16.0  

30.00  

35.00  

5  

8  

20.0  20.0  36.0  

32.0  32.0  68.0  

Valid  

40.00  5  20.0  20.0  88.0  

45.00  1  4.0  4.0  92.0  

50.00  1  4.0  4.0  96.0  

60.00  1  4.0  4.0  100.0  

Total  25  100.0  100.0    

  

 The pre-test result of the intervention 

showed that the lowest score was 0. The 

highest score was 60.  

Statistics  

 
  

Pre_Test  

Valid 25 

N  

Missing  

0 

34.0000 

2.21736 

35.0000 

Mean  

Std. Error of  

Mean  

Median  

Std. Deviation  11.08678 

Minimum  .00 

60.00 Maximum  

Based on the calculation in the table, it 

can be concluded that the mean score of 

34.00 was considered poor, with a standard 

deviation of 11.086.  

B. The result of the Posttest  

After the researcher analyzed the pre-

test data, the researcher also analyzed the 

posttest. The data from the posttest was 

given to know the students writing skills 

after they got the treatment. The posttest 



147 
 

was administered at the last meeting. The 

table above shows five students classified as 

good, 11 as fair, and nine as poor. The total 

score of the student's posttest was 1.535. 

most of the students got an acceptable score. 

It means that there was a significant 

improvement in students writing skills.   

Table 3 posttest  

1) Post_Test  

   Frequency  Percent  Valid 

Percent  

Cumulative  

Percent  

Valid 

30.00 1 4.0 4.0 

20.0 

12.0 

16.0 

20.0 

12.0 

8.0 

4.0 

4.0  

100.0 

4.0 

50.00 5 20.0 24.0 

55.00 3 12.0 36.0 

60.00 4 16.0 52.0 

65.00 5 20.0 72.0 

70.00 3 12.0 84.0 

75.00 

80.00 

85.00 

Total 

2 8.0 92.0 

1 4.0 96.0 

1 4.0 100.0 

25 100.0   

The pre-test result of the intervention 

showed that the lowest score was 30. The 

highest score was 85. The statistical 

description of the pre-test data can be seen in 

the following table:  

 

 

 

 

 

Statistics  

Post_Test  

Valid  25  

N  

Missing  

0  

Mean  61.4000  

Std. Error of Mean  2.35443  

Median  60.0000  

Std. Deviation  11.77214  

Minimum  30.00  

Maximum  85.00  

  Post-test was conducted to measure 

how far the influence of project-based 

learning by canva media on students writing 

skill scores increased. Calculating using 

SPSS 20 on the data after treatment 

(posttest) obtained the mean score (61.40) 

was considered good with a standard 

deviation of 11.772. the lowest score was 30, 

and the highest score was 85.  

After calculating the result of the 

student's pre-test and posttest, the mean 

score and standard deviation were presented 

in the following table:  

Table 4: the descriptive statistic of the 

pretest and posttest  

    

12  

N  Minimum Maximum Mean  Std.Dev

iation 

Pretest  25  0 60 34 11.086  

Post-Test  25  30 85 61 11.772  

Valid N 

(Listwise)  

25          



148 
 

Based on the pre-test and posttest data 

above, the researcher found a significant 

increase after being given the treatment. In 

pre-test, the total score was 850, the mean 

score was 34.00, and the standard deviation 

was 11.086, whereas, in posttest, the total 

score was 1.535 with a mean of 61 and a 

standard deviation of 11.772. it means that the 

total score and posttest mean are higher than 

the pre-test. The posttest procedures 

showed a better improvement from Poor 

classification to Fair classification.   

C. Analysis of Prerequisites Testing  

1. Normality   

A normality test is a test to measure 

whether the data obtained has a normal 

distribution to be used in parametric 

statistics. A normality test was carried out to 

calculate the t-test. This aims to determine 

whether or not the data from one class has a 

normal distribution. The researcher used 

Kolmogorov-Smirnov to test for normality. 

The researcher used SPSS 20 version to 

analyze the data. The result of the normality 

test.  

 

 

 

 

Table 7: a test of normality with one-sample  

Kolmogov- smirnov test  

One-Sample Kolmogorov-Smirnov Test  

   Unstandardized 

Residual  

N   25 

0E-7 

9.02883016 

.128 

.124 

Normal 

Parameters,b  

Mean  

Std. Deviation  

 Absolute  

Most 

Extreme 

Differences  

Positive  

 Negative  -.128 

Kolmogorov-

Smirnov Z  

 642 

Asymp. Sig. 

(2-tailed)  

 .805 

a. Test distribution is Normal.  

b. Calculated from data.  

The calculation of the normality 

circulation of the test led by the Kolmogorov-

Smirnov test in SPSS V.20, the result from 

Asymp. Sig. (2-tailed) was 0,805, which is 

higher than 0, 05 (0,805>0, 05), meaning the 

data were distributed normally.  

2. Hypothesis Testing  

The researcher used IBM SPSS version 

20 to analyze the pretest and posttest data. 

And the data analysis was paired sample t-

test. This test constituted the difference test 

of two paired samples with the same subject 

but different treatments. Below are the data 

taken from the pre-test and posttest 

students of the eighth Grade of SMP.  

 

 



149 
 

Table 8 The result of paired sample  

Paired Sample Statistics  

  

Mea n  

N  Std. 

Deviation  

Std. Error 

Mean  

Pre_Test  

Pair  

1  

Post_Test  

34.0 0  25 11.087 2.217 

61.4 0  25 11.772 2.354 

From the table above, the pre and 

posttest scores demonstrated that the pre-

test's mean was 34.00, and the standard of 

posttest was 61.40. it means that the score of 

the posttest was higher than the score of the 

pre-test.  

Table 8 Paired Sample Correlation  
 
Paired Samples Correlations  

P   
 

N  Correlation  Sig.  

Pair 1  

Pre_Test & 

Post_Test  25  .642 .001 

paired sample correlation table indicates 

the correlation between the two variables 

was 0,642 with a significant 0,001. The 

correlation means a measurement of the 

relationship strength of the dependent and 

independent variables. This result showed 

that the correlation between the two means 

pre-test and posttest was solid and 

significant.  

 

 

 

Table 9 Paired Sample Test  

Paired Samples Test  

    Paired Differences t  df  Sig. 

(2tailed)  

Mean Std.  

Deviation  

Std. 

Error 

Mean  

95% 

Confidence  

Interval of 

the Difference  

   

Lower  Upper     

Pair 

1 

Pre_Test 

- 

Post_Test  

- 

27.400 
9.695 1.939 

-

31.402 

-

23.398 

- 

14.130 
24 .000 

The Paired Sample Test table was the 

fundamental table from those outputs that 

indicated the test outcomes finished. Thus, it 

can be known from the significance (2-

tailed) value on the table. The value of paired 

sample t-test was -27.400. The considerable 

value (sig. two-tailed) was 0.000, and the 

value was <0.05. That the outcomes of pre-

test and posttest experienced significant 

changes; from the data analysis, it could be 

identified that:  

1. When the value of tcal < ttable with the 

significant level 0.05, the Alternative 

Hypothesis (Ha) was accepted, and 

the Null Hypothesis (Ho) was rejected. 

It considerably affects students' 

writing skills in recounting text at the 

eighth grade of SMP. YPI Nasrul 

Umam before and after project-based 

learning by using canva media strategy.  



150 
 

2. When the value of tcal > ttable with a 

significant level of 0.05, the Null 

Hypothesis (Ho) was accepted, and 

the Alternative Hypothesis (Ha) was 

rejected. This means there was no 

significant effect on students' writing 

skills in recounting text at the Eighth 

grade of SMP.YPI Nasrul Umam before 

and after project-based learning by 

using canva media strategy.  

The pre-test means the value of writing 

recount text from 25 students was 34.00, and 

the posttest indicates the discount was 

61.40. it showed that the posttest value was 

higher than the pre-test. For the ttes was more 

significant than the table, the alternative 

hypothesis (Ha) was accepted, and the null 

hypothesis (Ho) was rejected. It means there 

was a considerable effect of students' writing 

recount text in the Eight Grade of SMP.YPI 

Nasrul Umam before and after project-based 

learning by using canva media strategy.  

Based on statistical calculations, one 

group pretest-posttest samples of paired t-

test using the computer program IBM SPSS 

Statistic 20 for windows obtained the results 

of sig.(2-tailed) indicates that the significant 

value of the group is 0.000. it is less than the 

0.05 significance level so that the null 

hypothesis (HO) is rejected and the 

alternative hypothesis (Ha) is accepted. 

Statistically, there is a significant difference 

when the significance level of the 

independent sample t-test is higher than a 

significance level of 0.05. they also become 

easier to write.   

Their research suggests that the project-

based learning method is effective in 

teaching and learning writing and 

significantly affects students' writing 

recount text. From the explanation, 

implementing the project-based learning 

method in the teaching and learning process 

positively affects the students' ability to 

write recount text because they can study 

writing quickly and enjoy it without any 

burden. It can be done because, through fun 

learning, knowledge sharing and information 

can be understood and maintained well.   

It can be seen from the increase in 

posttest scores obtained by sig. (2-tailed) 

shows that in the post test, there are no 

students whose scores are below the pre-test 

score. In addition, from the test score 

obtained, the score received from pre-test 

score (was 34.00). And the score posttest 

mean is 61.40. it is higher than the average 

score pre-test. Therefore, the researcher 

showed a significant improvement after 

treatment using project-based learning in 

writing skills.  



151 
 

V. CONCLUSION 

Based on the result of the research, it 

could be concluded that an adequate 

distinction was found in the tenth-grade 

students of SMP Nasrul Umam using the 

project-based learning method By Using 

canva media. The students can study writing 

efficiently and enjoy it without any burden. 

It can be done because, through fun learning, 

knowledge sharing and information can be 

understood and maintained well. They both 

got the deviation of score among the pretest 

and posttest. The researcher used the SPSS 

program to count the result of the sig value 

to determine whether the pre-test and post-

test results were significant. 

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