The Effectiveness of Using Trello as a Learning Tool for PjBL to Improve Senior High School Students' Hortatory Writing Text
DOI:
https://doi.org/10.61132/ijets.v2i3.375Keywords:
Trello, project-based learning, hortatory exposition text, writing skills, senior high school studentsAbstract
This study aims to investigate the effectiveness of using Trello as a learning tool in project-based learning (PjBL) to improve senior high school students' hortatory exposition text writing skills. The research employed a quasi-experimental method with a pretest-posttest control group design. It was conducted in one of the senior high schools located in Sidoarjo, Indonesia. The total population of the study consisted of 202 students, from which a sample of 60 students was selected using purposive sampling. The sample was divided equally into two groups: an experimental group and a control group. The experimental group was taught using Trello as part of the PjBL approach, while the control group received instruction through a conventional learning method. The instruments used to gather data were writing essay tests and a writing assessment rubric. Data were collected through pretests and posttests to assess students' writing performance. The statistical analysis showed that there were significant differences in the writing outcomes between the two groups. The experimental group’s mean pretest score was 64.50, which improved to 91.23 in the posttest. Meanwhile, the control group’s pretest score averaged 64.37 and increased to 83.80 in the posttest. Notably, the improvement in the experimental group was more substantial, particularly in the areas of content development and text organization. These findings indicate that integrating Trello into a project-based learning framework can significantly enhance students’ abilities in writing hortatory exposition texts. In conclusion, the use of Trello as a collaborative digital platform within PjBL has a positive impact on students’ writing skills and can serve as an effective learning tool in EFL writing classrooms.
References
F. Mansur, A. C. Alves, and R. B. Torres, "Trello as virtual learning environment and active learning organiser for PBL classes: An analysis under Bloom's Taxonomy," 2019.
Fatmawati, B. Musthafa, and W. Gunawan, "The project-based learning practices in the teaching of writing course," Lingua Cultura, vol. 17, no. 2, pp. 233–241, 2023, doi: 10.21512/lc.v17i2.10413
Fisher, "Philosophical assumptions," in The Logic of Real Arguments, Cambridge University Press, 2004, pp. 160–171.
Handoko, B. S. Anggoro, S. R. Intan, and M. Marzuki, "Trello: Pengaruh Project Based Learning (PJBL) terhadap kemampuan berpikir kreatif peserta didik," Diklabio, vol. 6, no. 2, pp. 173–180, 2022, doi: 10.33369/diklabio.6.2.173-180.
Lema and L. Enciso, "Trello: A management strategy in Project-Based Learning," in 2022 XII Int. Conf. Virtual Campus (JICV), 2022, pp. 1–4, doi: 10.1109/jicv56113.2022.9934786
Muthanna, "Teaching and learning EFL writing at Yemeni Universities: A review of current practices," in Teaching EFL Writing in the 21st Century Arab World, pp. 221–243, 2016, doi: 10.1057/978-1-137-46726-3_9.
Susanti, N. Rofidah, A. Trisusana, and P. Retnaningdyah, "Improving students’ writing skill through project based learning for EFL students," Int. J. Engl. Linguist. Lit. Educ. (IJELLE), vol. 2, no. 2, p. 102, 2020, doi: 10.32585/ijelle.v2i2.700.
J. Scott and M. R. Vitale, "Teaching the writing process to students with LD," Interv. Sch. Clin., vol. 38, no. 4, pp. 220–224, 2003, doi: 10.1177/105345120303800404.
M. Kiptiyah, "Critical and Creative Thinking in the Writing of the Exposition Text," ISLLAC, vol. 3, no. 1, pp. 19–25, 2019, doi: 10.17977/um006v3i12019p019.
Ranaut, "Importance of Good Business Writing Skills," Int. J. Lang. Linguist., vol. 5, no. 2, pp. 32–41, 2018, doi: 10.30845/ijll.v5n2a5.
Kokotsaki, V. Menzies, and A. Wiggins, "Project-based learning: A review of the literature," Improving Schools, vol. 19, no. 3, pp. 267–277, 2016, doi: 10.1177/1365480216659733.
W. Hapsari and P. Sukavatee, "Second language writing instruction: A recent practice in Indonesia," Script J., vol. 3, no. 1, pp. 24–48, 2018, doi: 10.24903/sj.v3i1.154.
H. D. Brown, Language Assessment: Principles and Classroom Practices, 2nd ed. 2019.
K. L. Johnson and P. V. Westkott, "Exploring the writing process," in Writing Like Writers, pp. 21–75, 2021, doi: 10.4324/9781003239642-3.
K. Ostergaard, "Applying Kanban principles to electronic resource acquisitions with Trello," J. Electron. Resour. Librariansh., vol. 28, no. 1, pp. 48–52, 2016, doi: 10.1080/1941126X.2016.1130464.
K. Z. H. Chicho, "An analysis of factors influencing EFL learners’ writing skills," Can. J. Lang. Lit. Stud., vol. 2, no. 2, pp. 28–38, 2022, doi: 10.53103/cjlls.v2i2.38.
L. H. Nicoll, "Creating a scheduling system on a budget," CIN: Comput. Inform. Nurs., vol. 33, no. 11, pp. 473–477, 2015, doi: 10.1097/cin.0000000000000202.
L. Listyani, "Students’ perceptions toward the effectiveness of collaborative brainstorming in academic writing classes," SAGA J. Engl. Lang. Teach. Appl. Linguist., vol. 1, no. 2, 2020, doi: 10.21460/saga.2020.12.13.
L. O. Bogachevska, "Relevant usage of linkers in essays as an essential component in developing writing skill of students," Тrаnscarpathian Philological Studies, vol. 1, no. 32, pp. 43–47, 2023, doi: 10.32782/tps2663-4880/2023.32.1.7.
M. Andleeb, A. Tasra, S. Khatoon, and D. Mazhar, "The role of English grammar in developing writing skills: A theoretical perspective," Int. J. English Lit. Soc. Sci., vol. 10, no. 1, pp. 252–256, 2025, doi: 10.22161/ijels.101.38.
M. C. Washington, "The impact of writing assignments in business education: Toward a competitive advantage in the workplace," Am. J. Bus. Educ., vol. 7, no. 3, pp. 265–270, 2014, doi: 10.19030/ajbe.v7i3.8748.
M. N. Rodhi, R. Hammad, K. A. Latif, and H. Pebrianti, "E-Monitoring Tri Dharma dosen program studi S1 Manajemen Universitas Bumigora menggunakan Trello," JEMMA, vol. 4, no. 1, p. 73, 2021, doi: 10.35914/jemma.v4i1.633.
N. H. Rahmat, N. Aripin, N. M. Lin, W. Whanchit, and Z. Khairuddin, "Exploring the connection between Critical Thinking Skills and academic writing," Int. J. Asian Soc. Sci., vol. 10, no. 2, pp. 118–128, 2020, doi: 10.18488/journal.1.2020.102.118.128.
N. Knechel, "What's in a Sample? Why Selecting the Right Research Participants Matters," J. Emerg. Nurs., vol. 45, no. 3, pp. 332–334, 2019, doi: 10.1016/j.jen.2019.01.020.
O. Nwabuko, "An overview of research study designs in quantitative research methodology," Am. J. Med. Clin. Res. Rev., vol. 3, no. 5, pp. 1–6, 2024, doi: 10.58372/2835-6276.1169.
P. Cook, R. M. Green, T. S. Meyer, and L. A. S. Smith, "Increasing motivation to write by enhancing self-perception, utilizing collaboration, modeling and relevance," 2001.
S. Bell, "Project-Based Learning for the 21st Century: Skills for the future," The Clearing House, vol. 83, no. 2, pp. 39–43, 2010, doi: 10.1080/00098650903505415.
S. P. Cahyono, "Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)," Indonesian JELT, vol. 13, no. 1, pp. 53–72, 2018, doi: 10.25170/ijelt.v13i1.1450.
T. N. Fitria, "Quillbot grammar checker: The ability to evaluate students’ writing errors of English essay," Int. J. Comput. Inf. Syst., vol. 6, no. 1, pp. 1–12, 2025, doi: 10.29040/ijcis.v6i1.201.
U. Sholihah, "Project – Based Learning (PJBL) to improve students’ writing capability," SEEDS Conf. Ser., vol. 1, no. 1, 2018, doi: 10.20961/seeds.v1i1.20278.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Educational Technology and Society
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
