Faizaturrahmah, Nabila (2024) Canva Application in Project-Based Learning Activities to Improve Students’ English Writing Skills Ability. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Canva has emerged as one of the most popular visual media tools in the educational sector. It is considered that Canva's educational features might assist students improve their writing skills, particularly under a student-centered learning approach. As thus, the objective of this study is to explore the Canva application as a digital tool integrated into PjBL to improve students' writing abilities. The study used a qualitative technique using a case study design was conducted at SMK Negeri 2 Banjarmasin. The researcher observed the use of Canva in a PjBL classroom and interviewed an English teacher. Observations and interviews gave information on how the Canva application was integrated into PjBL settings, while interview findings and documentation revealed the extent to which Canva affects students' writing proficiency. The findings revealed that Canva plays a distinct role in each stage of Project-Based Learning (PjBL). During the initial planning stage, Canva functions as a resource for project materials, while in the creating stage, it serves as a medium for designing the project. Subsequently, during the processing stage, Canva is utilized as a presentation tool. Therefore, the extent of Canva integration’s effect on students’ writing ability includes improvement in three writing aspects: content, vocabulary, and grammar.

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