Effect of Using Whiteboard Animation in Project-Based Learning on Indonesian EFL Students’ English Presentation Skills across Creativity Levels

Abstract

Technology has big roles in this 4.0 era. It can be applied effectively in the teaching and learning process. This article examines the effect of applying whiteboard animation in project-based learning (PjBL) on English as a Foreign Llanguage (EFL) students' English presentation skills, investigates whether the English presentation skills of EFL students who were taught by using whiteboard animation in PjBL differ significantly across creativity levels, and finds out whether there is interaction or not between the use of whiteboard animation and the students' creativity levels on their English presentation skills. Fifty Indonesian vocational high school students from two intact classrooms were involved and randomly assigned to experimental and control groups by quasi-experimental design and factorial research design. The quantitative data were gathered from both groups through pre-test and post-test. The analysis showed that students who were taught through whiteboard animation in PjBL significantly outperformed those who were trained by using conventional media. It was also found that students' creativity levels (little-c and mini-c) did not affect their English presentation skills. Then, there was no interaction between whiteboard animation in PjBL and students' creativity levels on their English presentation skills. The findings of the study are expected to be useful for other English teachers especially those who want to apply the same method of teaching in order to achieve the students' capacity for critical thinking, communication, collaboration, and creativity.

Project-based Learning as a Tool for Student-Teachers’ Professional Development: A Study in an Omani EFL Teacher Education Program

“…The author also reports how students' writing of video scripts has improved their linguistic skills in addition to developing their oral presentation skills, teamwork, and their organization and planning skills. Several other studies in EFL contexts reported similar benefits (Suhroh et al, 2020;Shaalan, 2020;Sirisrimangkorn, 2018).…”

Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?

“…First studies were only able to show that whiteboard animations unfold positive effects on learning compared to other instructional formats ([ 15 ]), making a comparison that is confounded. Other studies have shown that such animations can be embedded in flipped classrooms or project-based learning settings ([ 16 , 18 ]) without losing the learning effect. Addressing this research gap, the goal of the two studies reported was the first experimental verification of two important factors (presentation mode and narrative context) implemented in whiteboard animations.…”

“…In general, students who watched the animation before the tutorials performed better on the learning test than those who did not. In a study by Suhroh et al [ 18 ], whiteboard animations were implemented in a project-based learning setting. Hereby, students were asked to create such an animation as a part of a presentation while the control group only relied on traditional media.…”

The Positive Effects of Problem-Based Learning Activities Toward Indonesian EFL Learners' Productive Language Skills

“…In the same way, Praba et al, (2018) also proclaimed that Indonesian EFL learners could significantly nourish their positive L2 writing learning behavior in the support of problem-based learning activities tangibly resulted in the striking enhancement of writing competencies. Dewi (2020); Hussein (2014); Kurniawati et al, (2019); Anggiati, Riswandi, and Sugiman (2018); Sholikhah (2019); Suhroh et al, (2020); Sukerti and Susana (2019); Wahyudin (2017);Wuryantari et al, (2019).…”