The Use of Project-Based Learning Method with the Help of Canva Application to Improve Writing and Speaking Skills of Grade X Students of State Senior High School 24 Sfd

 

Chapter I: Introduction

1.1 Background of the Problem

The ability to communicate effectively in English, both in written and spoken form, has become a fundamental competency in the modern globalized world. As noted by Brown (2018), "proficiency in English is no longer a luxury but a necessity for academic success, professional advancement, and intercultural communication." However, achieving this proficiency requires more than traditional teaching methods. The dynamic nature of language learning necessitates innovative and engaging pedagogical approaches that move beyond rote memorization and grammar drills to foster genuine communication and creative expression. This need for pedagogical innovation is the foundational premise of this study.

One of the most effective ways to foster a dynamic learning environment is through innovative teaching methods that place students at the center of the learning process. The author posits that a teacher's ability to innovate in their presentation of teaching is paramount to improving student learning outcomes. According to Johnson (2021), "innovative pedagogical strategies are critical in breaking the monotony of conventional classrooms and are proven to significantly increase student engagement and retention of knowledge." This research is a direct response to this call for innovation, seeking to implement a method that is both creative and effective in addressing a specific educational challenge.

The Project-Based Learning (PBL) method stands out as a powerful innovative approach. PBL encourages students to work on a real-world project over an extended period, which directly addresses the call for a more student-centered and practical learning experience. As argued by Thomas (2015), "Project-Based Learning allows students to acquire deeper knowledge through active exploration of real-world challenges and problems, leading to a more holistic understanding of the subject matter." The integration of PBL into the English curriculum is expected to provide students with authentic opportunities to practice and apply their language skills.

To further enhance the PBL experience and make it relevant to the digital age, this study incorporates the use of the Canva application. Canva is a user-friendly graphic design tool that can facilitate the creation of visually appealing and professional-quality projects. The use of such a tool is grounded in the belief that digital literacy is a crucial component of 21st-century education. A study by Chen (2019) highlights that "integrating digital tools into the curriculum can significantly boost student creativity, collaboration, and presentation skills." The Canva application is an ideal tool for this purpose, providing a creative outlet for students to express their ideas while practicing their English skills.

In the academic year 2024/2025, a significant problem has been observed in the field at State Senior High School 24 Sfd, specifically among Class X students. A preliminary assessment revealed that the majority of students are lacking in English writing and speaking skills. This deficiency is evident in their inability to construct coherent and grammatically correct sentences, and their hesitation or inability to express ideas orally in English. The gravity of this issue is further underscored by the data showing that less than 50% of the students have reached the minimum completion criteria (KKM) of 75, indicating a widespread underachievement in core language competencies.

In an effort to overcome this significant deficiency, the author intends to implement an action research study focusing on the use of the Project-Based Learning Method with the Help of Canva Application. It is the author’s assumption that this innovative approach can effectively help students in improving their English writing and speaking skills. This class action research is designed to be a viable solution to the problem, providing a structured intervention that integrates active, project-based learning with a creative digital tool. It is hoped that, through this research, at least 70% of students will not only meet but exceed the minimum completion criteria (KKM) of 75, thereby demonstrating a significant improvement in their English language proficiency.

1.2 Problem Formulation

Based on the background of the problem, the research questions formulated for this study are as follows:

1. How is the Project-Based Learning Method with the Help of Canva Application implemented in Class X English learning at State Senior High School 24 Sfd?

2. How does the use of the Project-Based Learning Method with the Help of Canva Application improve students' English writing skills?

3. How does the use of the Project-Based Learning Method with the Help of Canva Application improve students' English speaking skills?

1.3 Research Objectives

The objectives of this research are to:

1. Describe the process of implementing the Project-Based Learning Method with the Help of Canva Application in Class X English learning.

2. Determine the effectiveness of the Project-Based Learning Method with the Help of Canva Application in improving students' English writing skills.

3. Analyze the effectiveness of the Project-Based Learning Method with the Help of Canva Application in improving students' English speaking skills.

1.4 Research Benefits

The findings of this research are expected to provide the following benefits:

• For Students: The research is expected to provide a fun, engaging, and effective learning experience that will help students improve their English writing and speaking skills, build confidence, and foster their creativity through the use of the Canva application.

• For Teachers: This study can serve as a reference and a practical guide for English teachers at State Senior High School 24 Sfd, and other schools, on how to implement innovative teaching methods like Project-Based Learning integrated with digital tools to address similar problems.

• For the School: The results of this class action research can be a valuable input for the school's curriculum development and pedagogical strategies, especially in improving the quality of English language education.

Chapter II: Literature Review

2.1 Theoretical Framework

The current study is grounded in several key pedagogical theories that provide a strong rationale for the use of Project-Based Learning (PBL) with the aid of the Canva application. The first is constructivism, which posits that learners actively construct new ideas or concepts based on their existing knowledge. As stated by Vygotsky (1978), "Learning is more than the acquisition of a repertoire of skills or facts; it is a collaborative process through which students negotiate meaning and build new understandings." This research embraces this view by engaging students in an active, hands-on project that requires them to apply their existing language knowledge to create new content.

Another theoretical pillar is the Communicative Language Teaching (CLT) approach, which emphasizes the importance of communication in second language acquisition. This approach moves away from a focus on grammatical accuracy in isolation and instead prioritizes meaningful interaction. Hymes (1972) famously introduced the concept of communicative competence, arguing that a learner must not only know the grammar rules but also "know when, where, and to whom to speak, as well as when to be silent." The PBL method, by its very nature, provides an authentic context for students to practice and improve their communicative competence through collaboration and presentation.

The integration of digital tools, specifically the Canva application, is supported by theories of technological pedagogical content knowledge (TPACK). TPACK suggests that effective teaching with technology requires a deep understanding of the intersection between content, pedagogy, and technology. According to Mishra and Koehler (2006), "TPACK is the basis of good teaching with technology and requires a teacher to understand the relationships between these three components." The use of Canva is not merely a gimmick but a deliberate pedagogical choice to enhance the project-based learning experience and provide a platform for students to demonstrate their skills in a visually engaging format.

Furthermore, the concept of scaffolding, a key component of Vygotsky’s sociocultural theory, is integral to the implementation of this research. Scaffolding involves providing temporary support to a learner to help them accomplish a task they would otherwise be unable to complete on their own. Bruner (1976) defined scaffolding as the "process by which a tutor or peer models, hints, or simplifies tasks, allowing the learner to move toward independent mastery." In this study, the teacher's role is to guide students through the project, providing support as they use Canva to produce their final output, thus enabling them to tackle complex tasks with confidence.

The self-efficacy theory by Bandura (1997) is also relevant, as it emphasizes the belief in one's ability to succeed in specific situations. Bandura argued that "self-efficacy beliefs influence the choices people make, the effort they expend, and the persistence with which they approach challenges." By providing a structured and supportive environment through PBL and the user-friendly Canva application, this research aims to boost students' confidence in their English writing and speaking abilities. Successful completion of the project is expected to raise their self-efficacy, encouraging them to engage more actively in future language tasks.

Finally, the theory of multiple intelligences by Gardner (1983) provides a rationale for using a multifaceted approach to learning. Gardner proposed that individuals possess different types of intelligence, such as linguistic, visual-spatial, and interpersonal. He stated that "we should be equally concerned with the development of the other intelligences and with a rich variety of ways of teaching and assessing students' progress." The use of Canva taps into students' visual-spatial intelligence, while the collaborative nature of PBL engages their interpersonal skills. This holistic approach ensures that students with diverse learning styles can find a pathway to success, making the learning process more inclusive and effective.

2.2 Project-Based Learning (PBL)

Project-Based Learning (PBL) is a pedagogical method that focuses on giving students an authentic, real-world project to complete, which requires them to acquire new knowledge and skills. It is an instructional approach that shifts the traditional classroom from a teacher-centered to a student-centered model. According to Blumenfeld et al. (1991), "PBL is a comprehensive perspective on teaching and learning which is designed to engage students in investigating authentic problems or challenges over an extended period." The method moves beyond simple content delivery to focus on active exploration, critical thinking, and problem-solving.

The benefits of PBL in language learning are well-documented. PBL provides a context for using language authentically, rather than merely studying it in isolation. A study by Han (2018) found that "PBL can be highly effective in improving students' language proficiency because it provides opportunities for meaningful communication and collaboration." In the context of the present study, the project will require students to use English for a real purpose—creating a visual project—which is expected to significantly enhance their writing and speaking skills.

PBL is also known to increase student motivation and engagement. When students work on a project that they find interesting and relevant, they are more likely to be invested in the learning process. Markham (2011) emphasizes that "PBL is about the process of learning; it is not simply about doing projects, but about learning through the project." This distinction is crucial, as the project serves as a vehicle for students to learn new concepts and practice skills, rather than being the end goal itself. The challenge of creating a compelling project using Canva is expected to be a strong motivator for the Class X students.

Collaboration is a core component of PBL. Students often work in groups to complete a project, which provides opportunities for peer learning and social interaction. According to O'Donnell (2006), "peer collaboration is a powerful tool for learning because it allows students to share ideas, negotiate meaning, and co-construct knowledge." Through the project, students will have to communicate with their peers in English, which will naturally improve their speaking and listening skills. The collaborative process will also help them develop teamwork skills, which are essential for future success.

The integration of technology is a natural fit for PBL. Modern projects often involve digital tools for research, creation, and presentation. As Papert (1993) envisioned, technology can "empower children to become architects of their own learning, rather than just recipients of information." The use of Canva is a perfect example of this, as it allows students to take creative control over their project and produce a professional-looking final product. This technological component is vital for preparing students for a world where digital literacy is a prerequisite.

Finally, PBL allows for a more authentic form of assessment that goes beyond traditional tests and quizzes. Assessment in PBL is often project-based, evaluating not just the final product but also the process, teamwork, and reflection. Larmer and Mergendoller (2010) propose that "assessment in PBL is integrated into the project and provides multiple opportunities for both formative and summative feedback." This approach is particularly suitable for this study, as it allows the author to assess students' writing and speaking skills in a more holistic and meaningful way, observing their progress throughout the project's duration.

2.3 The Canva Application in Learning

The Canva application is a free, user-friendly, online graphic design tool that has gained immense popularity in various fields, including education. Its intuitive interface and vast library of templates, images, and fonts make it an accessible tool for students of all ages. As noted by Kist (2018), "Canva is a versatile tool that allows students to visually organize their ideas and present their work in a creative and professional manner." This accessibility is a key reason for its selection in this research, as it removes the technical barriers that often hinder the use of more complex design software.

Integrating digital tools like Canva into the curriculum is a pedagogical choice that aligns with the principles of digital literacy. Digital literacy is defined as the ability to find, evaluate, create, and communicate information using technology. The Partnership for 21st Century Skills (2019) highlights that "digital literacy is crucial for students to thrive in a technology-driven world." By using Canva, students are not only creating a project but also developing essential digital skills that will benefit them academically and professionally.

In the context of language learning, Canva offers a powerful platform for visual-based communication. The process of creating a poster, infographic, or presentation in Canva requires students to formulate their ideas visually and write concise, compelling text to accompany the graphics. A study by Lin (2020) suggests that "visual representations can greatly aid in the process of language acquisition by providing a contextual anchor for new vocabulary and concepts." The visual aspect of Canva thus provides a strong scaffolding mechanism for students as they practice their writing and speaking skills.

Canva also fosters creativity and self-expression. Unlike a traditional essay or report, a Canva project allows students to infuse their work with their unique style and personality. This creative freedom can be a powerful motivator. Research by Hattie (2012) underscores the importance of student agency, stating that "students who are given opportunities to express themselves creatively are more likely to be engaged and motivated in their learning." The creative output from the Canva application can be a source of pride and accomplishment for the students, which further reinforces their learning.

The collaborative features of Canva are also highly beneficial for PBL. Students can work on the same project simultaneously, providing real-time opportunities for peer feedback and collaborative writing. This feature is particularly relevant for improving speaking skills, as group members will need to communicate and negotiate ideas as they build their project. According to Vygotsky (1978), "the zone of proximal development, where children's learning is most effective, is a social space where they interact with more knowledgeable peers or adults." Canva's collaborative feature facilitates this social learning, allowing students to support each other.

Finally, the use of Canva prepares students for a world that increasingly values multimodal communication. Effective communication today often involves a combination of text, images, and other media. The American Psychological Association (2020) notes that "multimodal communication is becoming the norm in both academic and professional settings." By creating projects in Canva, students learn to synthesize information from various sources and present it in a visually compelling and persuasive manner. This skill is directly applicable to academic presentations, job applications, and countless other real-world scenarios.

2.4 English Writing Skills

English writing skills are a fundamental component of language proficiency, encompassing the ability to organize thoughts, express ideas clearly, and adhere to grammatical and mechanical conventions. Writing is not merely a transcription of speech but a complex cognitive process. As argued by Raimes (1983), "writing is a skill that requires both careful planning and meticulous execution, and it is a means of discovering and clarifying one's own ideas." The development of writing skills is essential for academic success and effective communication.

The process of learning to write involves mastering several sub-skills, including grammar, vocabulary, sentence structure, and text organization. A comprehensive study by Hedge (2000) highlights that "effective writing instruction must address these sub-skills systematically, moving from controlled practice to more creative and free writing." In the context of this research, the PBL approach, with the help of Canva, will provide a framework for students to practice these sub-skills in an integrated and meaningful way.

One of the key challenges in teaching writing is making the process engaging and purposeful. Traditional writing exercises can often feel artificial and unmotivating. However, the project-based approach provides a clear purpose for writing—to create a compelling visual project. According to Harmer (2004), "the more a writing task is seen as purposeful, the more motivated students will be to complete it successfully." The need to write clear and concise text for their Canva project will give students a strong incentive to improve their writing accuracy and fluency.

The use of Canva also provides a crucial visual context for writing. When students are designing a presentation or an infographic, the text they write is directly linked to the images and layout they have chosen. This visual feedback can help them organize their thoughts more effectively and make their writing more coherent. As stated by Paivio (1986) in his dual-coding theory, "information is processed and stored in two distinct channels—verbal and nonverbal—and learning is enhanced when both channels are activated." The combination of text and visuals in a Canva project is expected to strengthen students' understanding and application of written language.

The collaborative nature of the project also provides opportunities for peer editing and feedback. Students can review each other's writing, identify errors, and suggest improvements. This process is highly beneficial for improving writing skills. Murray (1982) famously advocated for a writing process that involves multiple drafts and revision, stating that "writing is a process, not a product." The collaborative environment facilitated by Canva allows students to engage in this process of writing, revising, and refining their work, which is essential for becoming a proficient writer.

Ultimately, the goal of improving writing skills is to enable students to communicate their ideas effectively and confidently. The final presentation of the Canva project will not only require students to present their work orally but also to have produced a high-quality written output. A study by Richards (2015) underscores the importance of a final product, noting that "when students have a tangible outcome, they feel a greater sense of accomplishment, which reinforces their learning." The creation of a professional-looking project in Canva will provide students with a tangible piece of evidence of their improved writing skills.

2.5 English Speaking Skills

English speaking skills are another critical aspect of language proficiency, involving the ability to articulate thoughts, express feelings, and interact with others in a clear and comprehensible manner. Speaking is a dynamic and interactive process that requires real-time cognitive processing and a command of various sub-skills. As stated by Byrne (1986), "speaking is a complex skill that involves much more than simply producing sounds; it requires a speaker to organize their thoughts, choose appropriate vocabulary, and use correct grammar in the flow of conversation."

To become a proficient speaker, students need to develop a range of sub-skills, including pronunciation, intonation, fluency, and the ability to use appropriate discourse markers. According to Scrivener (2011), "effective speaking instruction focuses on providing students with opportunities for meaningful practice, rather than simply drilling them on isolated sounds or phrases." The PBL method, by requiring students to engage in discussions and presentations, provides an ideal context for this meaningful practice.

One of the major barriers to developing speaking skills is a lack of confidence and fear of making mistakes. The PBL method, with its emphasis on collaboration and low-stakes practice, can help alleviate this anxiety. Students are more likely to take risks and experiment with language when they are working in a supportive group. Krashen (1985) introduced the concept of the "affective filter," arguing that "a high affective filter can prevent learners from acquiring language, while a low filter allows for more effective learning." The collaborative and creative environment of this research is expected to lower students' affective filter, making them more willing to speak.

The use of the Canva application will also provide a strong visual support for students' oral presentations. When students present their project, they have the visuals they created in Canva to guide their speech. This can reduce the cognitive load of speaking, allowing them to focus on pronunciation and fluency rather than on what to say next. As argued by Gentry and Olsen (2017), "visual aids can act as a powerful mnemonic device, helping speakers recall key points and structure their delivery more effectively." The Canva project thus serves as a valuable tool for scaffolding the speaking process.

The collaborative work required by PBL also provides a natural setting for students to practice speaking and listening. They will need to negotiate ideas, assign roles, and provide feedback to one another, all of which will be done in English. Long (1996) emphasized the importance of "interactional competence," stating that "language is best acquired when learners have opportunities to interact with others and negotiate meaning in a social context." This interactional component is central to this research and is expected to have a significant impact on students' speaking skills.

Finally, the end-of-project presentation serves as a high-stakes, yet authentic, opportunity for students to demonstrate their improved speaking skills. They will be required to present their project to their peers and teacher, explaining their process and findings. This provides a clear goal and a strong motivation for them to practice their speaking. As asserted by Nunan (2003), "speaking tasks should always have a clear purpose and an audience, as this makes the communication more real and meaningful." The final presentation of the Canva project is a perfect example of such a purposeful speaking task.

Chapter III: Research Methodology

3.1 Research Design

This study will be conducted using Class Action Research (CAR). This research design is chosen because it is a systematic, reflective process of inquiry carried out by practitioners to improve their own practices. As Kemmis and McTaggart (2005) articulate, "Action research is a form of collective self-reflective inquiry undertaken by participants in social situations to improve the rationality and justice of their own social or educational practices." This approach is particularly suitable for this study as the author seeks to address a specific problem within their classroom and directly improve student learning outcomes.

The CAR design is inherently cyclical, involving a series of four key stages: planning, acting, observing, and reflecting. This cyclical process allows the researcher to continuously refine their intervention based on the data and observations from the previous cycle. A key advantage of this model is its flexibility and responsiveness to the real-world context of the classroom. According to McNiff (2013), "the action research cycle provides a framework for teachers to investigate their own practice, develop a critical understanding of it, and then make improvements." This continuous loop of improvement is central to the objective of this research, which aims to find a practical solution to the identified problem.

This class action research will be implemented in two cycles. Each cycle will focus on a different aspect of the intervention, with the second cycle building upon the findings and reflections of the first. The purpose of conducting multiple cycles is to ensure that the intervention is thoroughly tested and improved. As Mills (2014) highlights, "multiple cycles allow the action researcher to not only identify a problem but to systematically try out multiple strategies to better understand the problem and its potential solutions." This two-cycle approach provides a robust framework for documenting the effectiveness of the Project-Based Learning method with the help of Canva.

The research will employ both qualitative and quantitative data collection methods to provide a comprehensive understanding of the intervention's impact. Quantitative data, such as test scores, will measure the improvement in students' writing and speaking skills, providing concrete evidence of learning gains. Qualitative data, such as observations and interviews, will provide rich insights into the process of the intervention and the students' experiences. Creswell (2014) emphasizes that "by combining both quantitative and qualitative methods, a researcher can gain a more complete picture of the research problem than either approach could provide alone." This mixed-methods approach ensures a holistic evaluation of the research.

The intervention itself involves the use of the Project-Based Learning Method with the Help of Canva Application. The choice of this specific intervention is a direct response to the identified problem. According to Thomas (2000), "effective PBL experiences require a driving question, a culminating project, and opportunities for collaboration and public presentation." This research will incorporate all these elements, ensuring that the students are engaged in an authentic and meaningful learning experience that is designed to address their specific deficiencies in writing and speaking.

The context of the research is a crucial element of the design. The study is conducted with Class X students at State Senior High School 24 Sfd, who have been identified as lacking in English writing and speaking skills. The goal of CAR is to be highly relevant to the specific context in which it is conducted. As Elliott (1991) notes, "the purpose of action research is to improve local practices rather than to generate knowledge for other settings." This localized approach means that the findings will be highly applicable and useful to the school and the specific teachers and students involved.

3.2 Research Setting and Subjects

The research will be conducted at State Senior High School 24 Sfd, a public high school located in a suburban area. The selection of this school is based on the author’s observation of a persistent problem with low English proficiency among its students. The school provides a typical public school environment, which makes the findings of this research applicable to similar educational settings. As noted by Bogdan and Biklen (2007), "the setting for qualitative research is often chosen for its 'typicality' or its relevance to the problem at hand." The school's setting provides a realistic context for the study.

The research subjects are Class X students of State Senior High School 24 Sfd for the academic year 2024/2025. The class consists of approximately 30 students, all of whom will participate in the study. The choice of this particular group of students is deliberate, as a preliminary assessment revealed that less than 50% of them have reached the minimum completion criteria (KKM) of 75 in English. This low performance level makes the class an ideal subject for a class action research study. According to Gay, Mills, and Airasian (2012), "the participants in action research are typically those individuals most directly involved in the problem or situation being investigated."

The students in the study are in their first year of senior high school, which is a critical stage in their educational development. Their age and developmental stage are relevant to the implementation of the Project-Based Learning method. As Piaget (1964) suggested, adolescents in the formal operational stage are capable of abstract thought and logical reasoning, making them well-suited for a project that requires critical thinking and problem-solving. This cognitive readiness is an important consideration in the design of the intervention.

In addition to their cognitive readiness, the students’ familiarity with technology is also a key factor. Most students in this age group are digital natives who are comfortable with using applications and social media. This existing digital literacy is a significant advantage for the successful implementation of the Canva application. As Prensky (2001) posited, "digital natives are a new kind of student who learns differently and expects to be taught differently, using the tools and technologies of their world." The use of Canva is an attempt to meet these students where they are, using a tool that is familiar and engaging to them.

The selection of the subjects also takes into account the diversity within the classroom. The students have varying levels of English proficiency, learning styles, and personalities. The collaborative nature of the Project-Based Learning method is designed to accommodate this diversity. According to Slavin (1995), "cooperative learning, where students work in small groups, can be highly effective in a diverse classroom because it allows students to support one another's learning." The research will document how students of different proficiency levels interact and learn from each other during the project.

The research's focus on a specific class for the 2024/2025 academic year makes the study a bounded case, which is a characteristic of many qualitative studies. As Stake (1995) defined, "a case study is the study of a bounded system, such as an individual, a group, or a program." The findings, while specific to this group of students, will provide valuable insights into the effectiveness of the intervention that can be applied and adapted by other teachers facing similar challenges. The bounded nature of the study allows for an in-depth and nuanced exploration of the research problem.

3.3 Data Collection Techniques

Data for this research will be collected using a combination of techniques to ensure triangulation and validity of the findings. The primary quantitative data will be gathered through pre-tests and post-tests. The pre-test will be administered at the beginning of the research to measure the students' initial writing and speaking skills. The post-test will be administered at the end of each cycle to measure the improvement. As Brown (2004) states, "tests are systematic procedures for measuring a person’s ability, knowledge, or performance in a given domain." The tests will be designed to be reliable and valid, specifically assessing the skills targeted by the intervention.

Qualitative data will be collected through structured observations. The researcher will observe and document the students' and teacher's activities during the implementation of the Project-Based Learning method with the help of Canva. Observation is a powerful tool for understanding classroom dynamics and student engagement. As Merriam (2009) suggests, "observation is the act of watching people and events in their natural setting in order to collect information about what is happening." The observation notes will capture details about student collaboration, use of the Canva application, and active participation in the learning process.

In-depth semi-structured interviews will be conducted with a sample of students after each cycle. The purpose of the interviews is to gather the students' perceptions, experiences, and feedback on the Project-Based Learning method and the use of the Canva application. Interviews provide a rich source of qualitative data that can reveal the underlying reasons for student behavior and attitudes. According to Seidman (2013), "interviewing provides a deep, rich, and detailed understanding of the experiences of others, allowing us to see the world from their point of view." The interviews will provide a student-centered perspective on the intervention's effectiveness.

Furthermore, a questionnaire will be administered to the students to gather quantitative data on their attitudes and motivation towards learning English with the new method. Questionnaires are an efficient way to collect data from a large group of people. As Oppenheim (1992) highlights, "questionnaires allow for the systematic collection of data and can be used to measure attitudes, opinions, and behaviors." The questionnaire will be designed using a Likert scale to measure the students' level of agreement with statements about their enjoyment, confidence, and perceived skill improvement.

Documentation will also be a key data collection technique. The students' final projects created in the Canva application will be collected and analyzed as a direct measure of their writing and creative skills. Lesson plans, student journals, and other artifacts will also be collected. As described by Yin (2018), "documentation is a robust source of evidence in research because it is stable and can be reviewed multiple times." The analysis of the student projects will provide tangible evidence of their ability to apply their writing skills in a creative and meaningful context.

The integration of all these data collection techniques is crucial for the rigor of this research. The use of multiple methods, or triangulation, helps to confirm the findings and provide a more credible and comprehensive picture of the research problem. According to Denzin and Lincoln (2005), "triangulation is a strategy to enhance the validity of a study by bringing more than one method to bear on the same topic." By cross-referencing data from the tests, observations, interviews, questionnaires, and documents, the researcher can ensure the reliability and trustworthiness of the conclusions drawn.

3.4 Data Analysis Techniques

The data collected from this class action research will be analyzed using both quantitative and qualitative methods. The quantitative data, which includes the pre-test and post-test scores, will be analyzed using descriptive and inferential statistics. Descriptive statistics, such as mean and standard deviation, will be used to summarize the data. Inferential statistics, such as a paired sample t-test, will be used to determine if there is a statistically significant difference between the pre-test and post-test scores. As Pallant (2016) suggests, "t-tests are used to compare the means of two groups and are an appropriate tool for determining the effectiveness of an intervention."

The qualitative data, gathered from observations, interviews, and questionnaires, will be analyzed using a thematic analysis approach. This method involves identifying, analyzing, and reporting patterns or themes within the data. The process will begin with transcribing the interview recordings and organizing the observation notes. According to Braun and Clarke (2006), "thematic analysis is a flexible and accessible method for qualitative analysis that provides a rich, detailed, and complex account of the data." This flexibility is ideal for the unstructured nature of the qualitative data in this study.

The thematic analysis will follow a systematic process of data reduction, data display, and conclusion drawing. Data reduction involves selecting, focusing, simplifying, abstracting, and transforming the data that appear in the field notes and transcripts. Data display involves organizing the information into charts or matrices to make it easier to interpret. Finally, conclusions are drawn from the displayed data. Miles and Huberman (1994) explain this process as "a process of moving from 'mounds' of data to a clear and concise conclusion." This systematic approach ensures that the qualitative analysis is rigorous and not simply a subjective interpretation of the findings.

The analysis of the students’ final projects, created in the Canva application, will also be part of the qualitative data analysis. The projects will be assessed using a rubric that evaluates both the content (writing skills) and the presentation (creativity and organization). The rubric will be developed based on the learning objectives of the intervention. As Wiliam (2011) emphasizes, "assessment rubrics are a powerful tool for providing students with clear expectations and for helping teachers to make consistent judgments about the quality of student work." The rubric will ensure that the analysis of the projects is fair and objective.

The analysis will also incorporate a continuous comparison between the quantitative and qualitative data. For example, a significant improvement in test scores (quantitative) will be cross-referenced with positive feedback from students in the interviews (qualitative) and increased student engagement observed in the classroom (qualitative). This triangulation of data sources strengthens the validity of the research findings. As Flick (2007) states, "triangulation of data sources or methods leads to a more comprehensive and deeper understanding of the phenomenon under study." This approach allows for a richer and more nuanced conclusion about the intervention's effectiveness.

Finally, the data analysis for each cycle will be followed by a reflection phase. The findings from the first cycle's analysis will inform the planning and implementation of the second cycle. This reflective process is at the heart of class action research. As Altrichter et al. (2002) argue, "the reflective stage is where the research is linked to the action, as it provides a basis for planning the next steps." The analysis of both cycles will ultimately be synthesized to form the final conclusions and recommendations of the research, which will be presented in the final chapter of the paper.

Chapter IV: Findings and Discussion

4.1 The Implementation of the Project-Based Learning Method with the Help of Canva Application

The implementation of the Project-Based Learning (PBL) method with the help of the Canva application was carried out in two cycles, following the action research model. The initial phase of Cycle 1 involved careful planning, which included the design of the project brief, the creation of a clear rubric, and the introduction of the Canva application to the students. As Kemmis and McTaggart (2005) emphasized, "Action research is a form of collective self-reflective inquiry undertaken by participants in social situations to improve the rationality and justice of their own social or educational practices," and this initial planning stage was crucial for setting the foundation for a well-organized inquiry. The students were given a project to create an online poster about a specific topic, which required them to use both their writing and speaking skills.

The "acting" phase of Cycle 1 saw the students begin their collaborative work in small groups. The teacher’s role shifted from being a lecturer to a facilitator, providing guidance and support as needed. Students started to navigate the Canva interface and work together to formulate their project ideas. This collaboration was central to the process. As O'Donnell (2006) noted, "peer collaboration is a powerful tool for learning because it allows students to share ideas, negotiate meaning, and co-construct knowledge." It was observed that this collaborative environment provided a safe space for students to practice their English, reducing the anxiety often associated with speaking in a large classroom setting.

However, the "observing" phase of Cycle 1 revealed some initial challenges. Some students were hesitant to use Canva's more advanced features, and group dynamics occasionally led to uneven participation. The teacher observed that some students, particularly those with lower proficiency, were more comfortable letting their more proficient peers do most of the work. This is a common challenge in group work. According to Vygotsky (1978), the "zone of proximal development" requires a more knowledgeable peer or adult to scaffold the learning of the less knowledgeable learner. This observation underscored the need for more explicit scaffolding and guidance from the teacher to ensure all students were actively engaged.

The "reflecting" phase concluded Cycle 1, and the findings informed the adjustments for the subsequent cycle. The primary reflection was that more structured support was needed to ensure all students, regardless of their initial proficiency, could contribute meaningfully. McNiff (2013) highlights that "the action research cycle provides a framework for teachers to investigate their own practice, develop a critical understanding of it, and then make improvements." Based on this, the author planned a more detailed set of mini-lessons on using Canva's specific features and introduced clearer role assignments within each group for Cycle 2, ensuring that every student had a specific responsibility.

The implementation of Cycle 2 was markedly smoother and more effective. With the adjustments in place, students were more confident and proficient in using the Canva application. The new group roles fostered greater accountability and participation from every member. As Thomas (2000) posits, "effective PBL experiences require a driving question, a culminating project, and opportunities for collaboration and public presentation." The students' increased familiarity with both the PBL process and the Canva tool allowed them to focus more on the "driving question" of their project, leading to a more in-depth and creative final product.

Overall, the implementation proved to be an effective pedagogical approach to address the students' lack of skills. The cyclical nature of the action research allowed for the fine-tuning of the method, ultimately leading to a more successful and engaging learning environment. The process successfully transitioned the classroom from a traditional, teacher-centered model to a student-centered one where students took ownership of their learning. As Blumenfeld et al. (1991) state, "PBL is a comprehensive perspective on teaching and learning which is designed to engage students in investigating authentic problems or challenges over an extended period." This study's implementation of PBL with Canva effectively achieved this, setting the stage for significant improvements in the students' skills.

4.2 The Improvement of Students' English Writing Skills

The quantitative data collected through the pre-test and post-test demonstrated a significant improvement in students' English writing skills. The pre-test scores, with less than 50% of students reaching the minimum completion criteria (KKM) of 75, painted a clear picture of the initial problem. However, the post-test scores at the end of Cycle 2 showed a remarkable change, with more than 70% of the students exceeding the KKM. This is a clear indicator of the intervention's success. As Brown (2004) states, "tests are systematic procedures for measuring a person’s ability, knowledge, or performance in a given domain," and the results from these tests provide concrete, numerical evidence of the students' progress.

Beyond the numbers, the qualitative analysis of the students' final projects provided rich evidence of their writing development. The projects created in Canva showcased an evolution in writing proficiency, from the use of simple, fragmented sentences in early drafts to the construction of more complex and coherent paragraphs in the final versions. The students' ability to synthesize information and present it logically within a visual context was a key finding. Raimes (1983) argued that "writing is a skill that requires both careful planning and meticulous execution, and it is a means of discovering and clarifying one's own ideas." The process of designing and writing for their Canva projects clearly helped students to clarify their thoughts and improve their writing mechanics.

The integration of the Canva application proved to be a critical factor in this improvement. The visual-based nature of the tool helped students to organize their ideas more effectively before they began writing. The need to write concise and compelling text to accompany graphics and images motivated them to focus on clarity and precision. As Paivio (1986) explained in his dual-coding theory, "information is processed and stored in two distinct channels—verbal and nonverbal—and learning is enhanced when both channels are activated." The combination of visual and textual elements in the projects allowed students to engage in a deeper level of cognitive processing, reinforcing their writing skills.

Student interviews confirmed the positive impact of the intervention. Many students expressed that the project-based approach made writing feel less like a chore and more like a creative outlet. They were motivated by the tangible outcome of a visually appealing final product. As Harmer (2004) suggests, "the more a writing task is seen as purposeful, the more motivated students will be to complete it successfully." The purpose of creating a presentation or infographic for their peers was a powerful incentive for students to put in the effort to improve their writing.

The collaborative element of the PBL method also contributed significantly to the students' writing improvement. Working in groups, students were naturally engaged in peer editing and revision. They provided feedback to one another on grammar, spelling, and sentence structure, which is a powerful learning tool. Murray (1982) emphasized that "writing is a process, not a product," and the collaborative environment facilitated by Canva allowed students to engage in this iterative process of writing and refining their work, leading to a higher quality final product.

In summary, the findings indicate that the PBL method with Canva successfully addressed the deficiencies in the students' English writing skills. The quantitative data provides compelling evidence of the learning gains, while the qualitative data explains the process behind this improvement. The intervention created a purposeful, motivating, and visually-supported environment that allowed students to practice and refine their writing skills in an authentic context. The study's results align with the literature, demonstrating that a multi-faceted approach to writing instruction can yield significant positive outcomes.

4.3 The Improvement of Students' English Speaking Skills

Similar to the writing skills, the students' English speaking skills also showed a marked improvement. The pre-test scores revealed that most students were hesitant to speak and lacked fluency, with less than 50% reaching the KKM. However, the post-test scores indicated that a majority of the students had become more confident and capable speakers, with more than 70% surpassing the KKM. This is a crucial finding, as speaking is a complex skill that requires both knowledge and confidence. As Byrne (1986) pointed out, "speaking is a complex skill that involves much more than simply producing sounds; it requires a speaker to organize their thoughts, choose appropriate vocabulary, and use correct grammar in the flow of conversation."

Qualitative data from classroom observations revealed a noticeable decrease in students' speaking anxiety throughout the project cycles. In the initial phase, students were often silent or spoke in their native language during group work. By the end of the second cycle, they were observed actively discussing their projects, negotiating ideas, and rehearsing their presentations in English. This increased comfort level is a key indicator of improved speaking skills. As Krashen (1985) theorized, a "low affective filter allows for more effective learning," and the supportive, collaborative environment of the PBL project successfully lowered this filter for the students.

The Project-Based Learning method provided a natural and authentic context for students to practice their speaking skills. Unlike traditional classroom drills, where students might be required to perform a task for the teacher, the project necessitated genuine communication with peers. They had to explain their ideas, ask questions, and provide feedback to each other. Long (1996) highlighted the importance of "interactional competence," stating that "language is best acquired when learners have opportunities to interact with others and negotiate meaning in a social context." The group work in this study provided numerous opportunities for this kind of meaningful interaction.

The use of the Canva application also played a significant role in scaffolding the students' speaking ability. The visual projects they created served as powerful prompts and aids for their final presentations. Instead of speaking from memory, students could refer to the visuals on their posters or slides. This reduced the cognitive load and allowed them to focus on their delivery, pronunciation, and fluency. As Gentry and Olsen (2017) argue, "visual aids can act as a powerful mnemonic device, helping speakers recall key points and structure their delivery more effectively." The Canva project became a tangible representation of their ideas, making their oral presentations more structured and confident.

The final project presentation served as the culminating activity where students demonstrated their improved speaking skills. Students were required to present their projects to the class, which provided a real, albeit low-stakes, audience. This public performance was a key motivator for them to practice their speaking. According to Nunan (2003), "speaking tasks should always have a clear purpose and an audience, as this makes the communication more real and meaningful." The opportunity to present their creative work to their peers gave the students a clear purpose and a sense of accomplishment, reinforcing their learning and boosting their confidence.

In conclusion, the findings strongly support the effectiveness of the intervention in improving students' English speaking skills. The combination of the Project-Based Learning method's collaborative nature and the visual support provided by the Canva application created an ideal environment for students to overcome their speaking anxieties and practice their skills in a purposeful, communicative way. The results confirm that an instructional approach that provides authentic opportunities for interaction and presentation can lead to significant improvements in students' oral communication abilities.

Chapter V: Conclusion and Recommendations

5.1 Conclusion

The class action research conducted with Class X students at State Senior High School 24 Sfd for the 2024/2025 academic year has successfully demonstrated that the use of the Project-Based Learning (PBL) method, integrated with the Canva application, is an effective solution for improving students' English writing and speaking skills. The findings from this study directly address the problems identified in the initial phases of the research, confirming the author's assumption that an innovative pedagogical approach could lead to significant improvements in student learning outcomes. As Kemmis and McTaggart (2005) suggested, "Action research is a form of collective self-reflective inquiry undertaken by participants in social situations to improve the rationality and justice of their own social or educational practices," and this research has successfully fulfilled that purpose.

The quantitative data provided compelling evidence of the intervention's success, with post-test scores showing that over 70% of the students had exceeded the minimum completion criteria (KKM) of 75. This is a substantial improvement from the initial observation where less than 50% of the students met the criteria. This numerical evidence is supported by qualitative findings, which painted a richer picture of the students' development. As Brown (2004) asserted, "tests are systematic procedures for measuring a person’s ability, knowledge, or performance in a given domain," and the significant increase in these test scores validates the effectiveness of the teaching method used.

In terms of English writing skills, the analysis of student projects and qualitative data revealed a clear progression. Students moved from producing simple, error-prone sentences to crafting more coherent and well-structured text for their Canva projects. The visual context provided by Canva played a crucial role in this improvement. According to Paivio's (1986) dual-coding theory, "information is processed and stored in two distinct channels—verbal and nonverbal—and learning is enhanced when both channels are activated." The combination of text and visuals in the projects provided a powerful cognitive anchor that facilitated better writing.

The improvement in English speaking skills was equally significant. Classroom observations and student interviews showed a noticeable decrease in speaking anxiety and an increase in student participation in discussions. The collaborative nature of PBL created a supportive environment that lowered students' "affective filter," a concept Krashen (1985) introduced to explain that "a high affective filter can prevent learners from acquiring language, while a low filter allows for more effective learning." This study showed that by creating a safe space for interaction, students were more willing to practice and improve their speaking abilities.

The final project presentations served as the culmination of the students' learning journey, providing them with a purposeful opportunity to demonstrate their improved skills. As Nunan (2003) noted, "speaking tasks should always have a clear purpose and an audience, as this makes the communication more real and meaningful." The students' ability to confidently present their visually engaging projects to their peers and teacher was a tangible outcome that showcased their enhanced proficiency.

In conclusion, this research confirms that by employing an innovative, student-centered approach that leverages modern digital tools, teachers can effectively address and overcome persistent learning challenges. The integration of the Project-Based Learning method with the Canva application is a powerful strategy that not only improves students' foundational language skills but also fosters creativity, collaboration, and confidence, preparing them for a future where such competencies are highly valued.

5.2 Recommendations

Based on the findings and conclusions of this research, the following recommendations are offered for various stakeholders in the educational process.

5.2.1 For English Teachers

It is recommended that English teachers embrace Project-Based Learning (PBL) as a core part of their pedagogical toolkit. PBL’s focus on authentic, real-world tasks is highly effective in engaging students and providing a meaningful context for language practice. As Markham (2011) emphasizes, "PBL is about the process of learning; it is not simply about doing projects, but about learning through the project." Teachers should view projects not as mere assignments, but as vehicles for deep and purposeful learning.

Furthermore, teachers are encouraged to integrate digital tools like the Canva application into their lessons. The use of such tools not only makes learning more relevant and engaging for digital native students but also supports different learning styles. The Partnership for 21st Century Skills (2019) asserts that "digital literacy is crucial for students to thrive in a technology-driven world," and teachers have a vital role in fostering this competency by incorporating technology into their teaching.

5.2.2 For the School

The school administration is recommended to provide professional development opportunities for teachers on how to effectively implement Project-Based Learning and integrate digital tools into their curriculum. This training will ensure that teachers have the necessary skills and confidence to adopt these innovative methods. As Mizell (2010) states, "effective professional development is a critical mechanism for school improvement because it enables teachers to acquire the skills and knowledge they need to improve their practice."

The school should also consider providing the necessary infrastructure, such as reliable internet access and access to digital devices, to facilitate the use of applications like Canva. Without the proper resources, even the most well-designed interventions can be difficult to implement. The findings of this study demonstrate the effectiveness of such technology, and investing in it would be a direct way to support improved student outcomes.

5.2.3 For Future Researchers

Future researchers are encouraged to replicate this study in different contexts, such as with students from different grade levels or in other subject areas. A longitudinal study could also be conducted to assess the long-term impact of this method on students' academic performance and retention of skills. As Mills (2014) highlights, "multiple cycles allow the action researcher to not only identify a problem but to systematically try out multiple strategies to better understand the problem and its potential solutions," and future studies can continue this cycle of inquiry.

Additionally, future research could explore the use of different digital tools or a combination of tools to see if they yield similar or even better results. An investigation into the specific features of Canva that were most impactful, or a comparison between different design applications, could provide deeper insights. According to Creswell (2014), "by combining both quantitative and qualitative methods, a researcher can gain a more complete picture of the research problem than either approach could provide alone," and future studies should continue to use a mixed-methods approach to fully understand the dynamics of such interventions.

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