THE IMPROVEMENT OF PROJECT-BASED LEARNING SUPPORTED BY STORYBIRD MEDIA IN IMPROVING NARRATIVE WRITING SKILLS AMONG ANIMATION STUDENTS IN VOCATIONAL HIGH SCHOOLS

Amanda Noer Rosyida

doi:10.36989/didaktik.v12i3.17175

Amanda Noer Rosyida Universitas Negeri Surabaya

DOI: https://doi.org/10.36989/didaktik.v12i3.17175

Keywords: Project-Based Learning, Storybird, Narrative Writing, Vocational High School, Animation Students

Abstract

This study investigated the effectiveness of Project-Based Learning (PjBL) supported by Storybird in improving the narrative writing skills of tenth-grade Animation students at SMKN 1 Dlanggu. A pre-experimental one-group pretest–posttest design was employed involving 33 students. Data were collected through narrative writing tests assessed using an analytic rubric covering content, organization, grammar, vocabulary, and mechanics. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, paired-samples t-test, and repeated measures ANOVA. The findings revealed a significant improvement in students’ narrative writing performance after the implementation of PjBL supported by Storybird (t(32) = 15.448, p < .001). Among the assessed aspects, content showed the greatest improvement, while grammar demonstrated the smallest gain. The integration of project-based activities with digital storytelling encouraged collaboration, creativity, and more meaningful learning aligned with vocational animation competencies. These findings indicate that Storybird-supported PjBL is an effective instructional approach for enhancing narrative writing skills in vocational English classrooms.

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