Implementing Project Based Learning Using Google Sites to Enhance Students’ Travel Writing Abilities
Abstract
This research explores the intersection of project-based learning (PBL) and technology-enhanced language education, specifically focusing on the implementation of PBL through Google Sites to enhance students’ travel writing skills. The research aims to evaluate both the implementation of PBL in travel writing and students’ perceptions of this learning model. Utilizing a case study methodology, data were collected through observations and questionnaires. English for Tourism Industry students were divided into four groups, each consisting of five students, and each group created one Digital Travel Writing project. Findings indicate that all groups effectively followed three key steps in the PBL process: project preparation, implementation, and evaluation. The resulting Digital Travel Writing projects focused on Central Java, Bali, East Java, and West Nusa Tenggara. Questionnaire responses indicated that most students enjoyed the PBL activities. In conclusion, the implementation of project-based learning using Google Sites was successful in enhancing students’ abilities in the Travel Writing course.
References
Anđelković, J., Meršnik, M., & Jović, J. (2022). Project-Based Translation of Wikipedia Articles in a Tertiary ESP Context: Planning, Execution and Lessons Learnt. ESP Today, 10(1), 123–144. https://doi.org/10.18485/ESPTODAY.2022.10.1.6
Ardiansyah, W., Meirani, W., & Risnawati. (2022). Boosting Students ’ Reading Comprehension Attainment With Flipped Classroom Model: A Pilot Study At State Polytechnic of Sriwijaya. International Online Journal of Education and Teaching (IJOET), 9(2), 871–883.
Argyroulis, V. (2022). Investigating Student Motivation in the Use of Corpus Concordancing in ESP Learning at University Level. ESP Today, 10(1), 71–98. https://doi.org/10.18485/ESPTODAY.2022.10.1.4
Arifin, S., Arifani, Y., Maruf, N., & Helingo, A. (2022). A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App. The Journal of Asia TEFL, 19(4), 1234–1249.
El-Garawany, M. S. M. (2021). Glogging in The ESP Classroom: Developing Tourism Studies Students’ EFL Persuasive Writing. ESP Today, 9(2), 318–339. https://doi.org/10.18485/ESPTODAY.2021.9.2.7
Foulger, T. S., & Jimenez-Silva, M. (2007). Enhancing the writing development of english language learners: Teacher perceptions of common technology in project-based learning. Journal of Research in Childhood Education, 22(2), 109–124.
Hyland, K. (2022). English for Specific Purposes: What is it and Where is it Taking Us? ESP Today, 10(2), 202–220. https://doi.org/10.18485/esptoday.2022.10.2.1
Muluk, S., Zainuddin, Z., & Dahliana, S. (2022). Flipping an IELTS Writing Course: Investigating its Impacts on Students’ Performance and Attitudes. Studies in English Language and Education, 9(2), 591–612. https://doi.org/10.24815/siele.v9i2.23314
Mulyani, Fidyati, Suryani, Suri, M., & Halimatussakdiah. (2021). University Students’ Perceptions through E-Learning Implementation during COVID-19 Pandemic: Positive or Negative Features Dominate? Studies in English Language and Education, 8(1), 197–211. https://doi.org/10.24815/siele.v8i1.17628
Noah, O. O., & Gbemisola, K. O. (2020). Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria. Journal of Education, Society and Behavioural Science, 53–61. https://doi.org/10.9734/jesbs/2020/v33i930259
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
Ralph, R. A. (2015). Post Secondary Project-based Learning in Science, Technology, Engineering and Mathematics. Journal of Technology and Science Education, 6(1), 26–35.
Rosyada, A., & Sundari, H. (2021). Learning from Home Environment: Academic Writing Course for EFL Undergraduates through Google Classroom Application. Studies in English Language and Education, 8(2), 710–725. https://doi.org/10.24815/siele.v8i2.18374
Santyasa, I. W., Rapi, N. K., & Sara, I. W. W. (2020). Project based learning and academic procrastination of students in learning physics. International Journal of Instruction, 13(1), 489–508.
Sari, A. S. (2021). Animated Video in Teaching Reading Comprehension Viewed from the Students’ Reading Interest. ELE Reviews: English Language Education Reviews, 1(2), 88–98. https://doi.org/10.22515/ele-reviews.v1i2.4062
Sumarmi, Bachri, S., Irawan, L. Y., Aliman, M., & Ahmad, W. I. W. (2021). Project-based Research Learning (PBRL) Integrated with E-Learning in Projects Completion. International Journal of Emerging Technologies in Learning, 16(7), 16–31.
Syamdianita, & Cahyono, B. Y. (2021). The EFL Pre-Service Teachers’ Experiences and Challenges in Designing Teaching Materials Using TPACK Framework. Studies in English Language and Education, 8(2), 561–577. https://doi.org/10.24815/siele.v8i2.19202
Tymbay, A. (2022). Balancing Authentic Content and “Hot Topic” Discussions in an ESP Classroom. ESP Today, 10(2), 310–328. https://doi.org/10.18485/esptoday.2022.10.2.6
Waluyo, B., & Apridayani, A. (2021). Teachers’ Beliefs and Classroom Practices on the Use of Video in English Language Teaching. Studies in English Language and Education, 8(2), 726–744. https://doi.org/10.24815/siele.v8i2.19214
Zhou, C. (2012). Integrating Creativity Training into Problem and Project-based Learning Curriculum in Engineering Education. European Journal of Engineering Education, 37(5), 488–499.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
