IMPROVING WRITING SKILLS IN PROCEDURE TEXT THROUGH PROJECT-BASED LEARNING USING CANVA AT SMK NEGERI 3 KEDIRI

Mayasari, Ayu Dyah (2026) IMPROVING WRITING SKILLS IN PROCEDURE TEXT THROUGH PROJECT-BASED LEARNING USING CANVA AT SMK NEGERI 3 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Ayu Dyah Mayasari. Improving Writing Skills in Procedure Text Through Project-Based Learning Using Canva at SMK Negeri 3 Kediri. Undergraduate Thesis, English Education Study Program, Faculty of Teacher Training and Education, Universitas Nusantara PGRI Kediri, 2026. Keywords: Canva, Classroom Action Research (CAR), procedure text, Project-Based Learning (PBL), writing. This study was conducted based on preliminary observations indicating that students' ability in writing procedure texts at SMK Negeri 3 Kediri was still unsatisfactory. The students experienced difficulties in generating ideas, organizing procedural steps systematically, selecting appropriate vocabulary, and applying correct grammar. In addition, the teaching process had not maximized the use of digital learning media, resulting in limited student engagement and creativity. Therefore, Project-Based Learning (PBL) assisted by Canva was implemented to improve students' writing skills and classroom participation. The objectives of this study were to describe the implementation of PBL assisted by Canva in teaching procedure text writing, examine its influence on students' classroom participation, and investigate its effectiveness in improving students' writing ability. This study employed Classroom Action Research (CAR) involving 34 students of Class X Beauty 1 at SMK Negeri 3 Kediri. The research followed the stages of planning, acting, observing, and reflecting and was conducted in one cycle. The data were collected through classroom observations, documentation, students' worksheets, and writing assessments focusing on content, organization, vocabulary, grammar, and visual presentation. The findings showed that the implementation of PBL assisted by Canva created a more active, collaborative, and student-centered learning environment. The students participated actively in classroom discussions, completed project tasks successfully, and demonstrated greater creativity in designing procedure texts through Canva. In addition, Canva helped students organize their ideas systematically and present their writing more clearly and attractively. The students' mean score improved significantly from 51.56 before the implementation to 81.82 after the implementation. Therefore, PBL assisted by Canva was effective in improving students' procedure text writing skills.

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