Students’ Perception toward Using Canva in EFL Business Correspondence Class
Abstract
Integration of ICT into ELT is something inevitable in this information era. This had been started years ago with the emergence of CALL. Now, with the ubiquity of mobile devices, MALL has started to emerge. This research analyzed the students’ perception of using Canva in Business Correspondence class. The researcher formulated the research problem as: How is the student’s perception toward using Canva in EFL Business Correspondence class? This could lead to other English lecturers realizing how useful* Canva is for Business Correspondence class. Additionally, it helps to evaluate the teaching and learning process to improve it going forward by seeing the viewpoints of the students. This study was a content analysis of qualitative research. Ten statements representing students’ opinions about using Canva served as the study’s instrument in the Business Correspondence class. The indicators are divided into three, they are usefulness, ease, and suitability of Canva for Business Correspondence class. The findings indicated that while 8,75% of students were neutral, 91,25% of all students agreed and strongly agreed that Canva is helpful for Business Correspondence classes. At that point, 95% of the students who agreed or strongly agreed that the Business Correspondence class would be easier for them overall received that score. In the Business Correspondence class, 91,67% of students responded positively about its applicability, with only 8,33% somewhat agreeing. In light of this, it can be said that Canva is a useful visual design tool that may be used in Business Correspondence classes. The study’s findings ought to shed light on the pedagogical implications of utilizing Canva in language teaching as well as the possible advantages of doing so from the student’s perception.
Downloads
References
Artini, N. N., Santosa, M. H., & Suwastini, N. K. A. (2020). Investigation of current digital divide between university lecturers and students in the English as a Foreign Language context in North Bali. International Journal of Education, 13(2), 113–121. https://doi.org/10.17509/ije.v13i2.23828.
Ary, D., Jacobs, L.C., Soremsen, C. & Razavieh, A. (2010). Introduction to Research in Education 8th Edition. Belmont: Wadsworth Cengage Learning.
Cambridge University. (2012). Cambridge Advance Learner’s Dictionary Third Edition. New York: Cambridge University Press.
Christiana, E., & Anwar, K. (2021). The Perception of Using Technology Canva Application as a Media for English Teacher Creating Media Virtual Teaching and English Learning in Loei Thailand. Journal of English Teaching, Literature, and Applied Linguistics, 5(1), 62. https://doi.org/10.30587/jetlal.v5i1.2253.
Citrawati, N. K., Suwastini, N. K. A., Jayantini, I. G. A. S. R., Artini, N. N., & Dantes, G. R. (2021). Telegram as Social Networking Service (SNS) for enhancing students’ English: A systematic review. JELT (Journal of English Language Teaching and Linguistics), 6(2), 239–260. https://doi.org/10.21462/jeltl.v6i2.531.
Churiyah, M., Basuki, A., Filianti, F., Sholikhan, S., & Fikri Akbar, M. (2022). Canva for Education as a learning tool for center of excellence Vocational School (SMK Pusat Keunggulan) Program to prepare competitive graduates in the field of creativity skills in the digital age. International Journal of Social Science Research and Review, 5(3), 226–234. https://doi.org/10.47814/ijssrr.v5i3.228.
Dantes, G. R., Audina, I. P., Marsakawati, N. P. E., & Suwastini, N. K. A. (2022). Investigating the Zoom application as a video conferencing platform in the online learning process based on teacher’s perception. Janapati, 11(2), 133–144. https://doi.org/10.23887/janapati.v11i2.48456.
Diamandis, P. H., & Kotler, S. (2012). Abundance: The future is better than you think. In Free Press (2012th ed.). Free Press. https://doi.org/10.5860/choice.49-6847.
Dudeney, G and Hockly, N. (2012). ICT in ELT: How Did We Get Here and Where Are We Going? ELT Journal. 66 (4) 533-542
Ersani, N. P. D., Suwastini, N. K. A., Padmadewi, N. N., & Artini, L. P. (2021). Schemes of scaffolding in online education. Retorika: Jurnal Ilmu Bahasa, 7(1), 10–18. https://doi.org/10.22225/jr.7.1.2941.10-18.
Fauziyah, N. L., Widodo, J. P., & Yappi, S. N. (2016). The use of “Canva for Education” and the students’ perceptions of its effectiveness in the writing procedure text. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(1), 6368–6377. https://doi.org/10.33258/birci.v5i1.4359 6368.
Fitria, T. N. (2022). Using Canva as media for English Language Teaching (ELT) in developing creativity for Informatics students. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7(1), 58–68. https://doi.org/10.24235/eltecho.v7i1.10789.
Haake, A. B. (2021). The Language Teacher Rebel: A guide to building a successful online teaching business. Hachette UK.
Hadi, M.S., Izzah, L. & Paulia, Qondila. (2021). Teaching Writing through Canva Application to Enhance Students’ Writing Performance. Journal of Languages and Language Teaching (JOLLT), 9(2), 228-235. DOI: https://doi.org/10.33394/jollt.v%vi%i.3533
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77-92.
Lailiyah, M., & Cahyono, B. Y. (2017). Indonesian EFL Teachers’ self-efficacy towards Technology Integration (SETI) and their use of technology in EFL teaching. Studies in English Language Teaching, 5(2), 344–357. https://doi.org/10.22158/selt.v5n2p344.
Larasati, M., & Rustandi, A. (2022). Empowering student’s creative writing ability by using Canva (A case study research in one junior high school in Ciamis). JEEP: Journal of English Education Program, 9(2), 101–110. https://doi.org/10.25157/(jeep).v9i2.8548.
Lougheed, Lin, (2003). Business Correspondence: A Guide to Everyday Writing – 2nd Edition. New York: Pearson Education.
Melinia, S., & Nugroho, N. (2022). Creating A video using Canva application as an English learning media of recount text material. Journal of English Education, 2(2), 118–129. https://doi.org/10.30998/jedu.v2i2.6644.
Navarre, A. (2018). Technology-Enhanced Teaching and Learning of Chinese as a Foreign Language. Routledge
Nurhidayat, E. (2021). Utilizing Canva as Digital Tools to Teach Grammar in Remote Learning Period. Journal of English Language Learning, 5(2), 95–99. https://doi.org/10.31949/jell.v5i2.3413.
O’Neil, H. F., & Perez, R. S. (Eds.). (2006). Web-based learning: Theory, research, and practice (1st ed.). New York: Routledge.
Priyatna, P.D., Suwastini, N.K.A. & Dantes, G.R. (2023). College Students’ Perception of Using Canva in English Writing Class. Indonesian Journal of Educational Research and Review, 6(1), 9-17. https://doi.org/10.23887/ijerr.v6i1.57231
Puspitasari, P. I., Suwastini, N. K. A., Blangsinga, G. W. K. A. A., Dantes, G. R., & Tuerah, I. J. C. (2021). Boomers’ perception towards the implementation of online learning amidst Covid-19 outbreak. Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES), 128–134. https://doi.org/10.2991/assehr.k.210407.226.
Roy, A. (2020). A comprehensive guide for design, collection, analysis, and presentation of likert and other rating scale data. Seattle: Amazon Digital Services LLC.
Salam, M. Y., & Mudinillah, A. (2021). Canva Application Development for Distance Learning on Arabic Language Learning in MTs Thawalib Tanjung Limau Tanah Datar. Jurnal Teknologi Pendidikan, 23(2), 101–111. https://doi.org/10.21009/jtp.v23i2.20650.
Santiana, S., Silvani, D., & Ruslan, R. (2021). Optimizing LMS CANVAS for interactive online learning perceived by the students. Journal of English Education and Teaching, 5(4), 529–543. https://doi.org/10.33369/jeet.5.4.529-543.
Saraswati, P. M. S., & Agustika, G. N. S. (2020). Kemampuan berpikir tingkat tinggi dalam menyelesaikan soal HOTS mata pelajaran matematika. Jurnal Ilmiah Sekolah Dasar, 4(2), 257–269. https://doi.org/10.23887/jisd.v4i2.25336.
Satrio, A. (2011). Kendala Dan Penerapan E-Learning. Journal Information, 10, 1–16.
Setyawan, Y., Suwastini, N. K. A., & Ratminingsih, N. M. (2020). Process approach in the teaching of writing for undergraduate EFL students. Script Journal: Journal of Linguistic and English Teaching, 5(2), 149–164. https://doi.org/10.24903/sj.v5i2.520.
Suwastini, N.K.A., Puspawati, N.W.N., Adnyani, N.L.P.S., Dantes, G.R., & Rusnalasari, Z.D. (2021). Problem-based learning and 21st-century skills: Are they compatible? EduLite: Journal of English Education, Literature and Culture, 6(2), 326–340. http://dx.doi.org/10.30659/e.6.2.326-340.
Suwastini, N.K.A., & Yukti, W.G.S. (2017). Errors analysis in short biography text written by the 11th grade students of a vocational high school in Singaraja. International Journal of Language and Literature, 1(1), 1–10. https://doi.org/10.23887/ijll.v1i1.9612.
Utami, Y., & Djamdjuri, D. S. (2021). Students’ Motivation in Writing Class Using of Canva: Students’ Perception. English Journal, 15(2), 83. https://doi.org/10.32832/english.v15i2.5536.
Yundayani, A., Susilawati, S., & Chairunnisa, C. (2019). Investigating the effect of Canva on students’ writing skills. English Review: Journal of English Education, 7(2), 169-176. doi: 10.25134/erjee.v7i2.1800.
Wang, H., Buzzetto- Hollywood, N., Elobeid, M., & Elobaid, M. (2018). Addressing Information Literacy and the Digital Divide in Higher Education. Interdisciplinary Journal of E-Skills and Lifelong Learning, 14, 077–093. https://doi.org/10.28945/4029.
Wang, Q., & Woo, H. L.. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10 (1), 148-156.
Wijayanti, E. (2022). Teaching English by Using Canva: Students’ and Lecturers’ Voice. ENGLISH FRANCA: Academic Journal of English Language and Education, 6(2), 1–9. https://doi.org/10.29240/ef.v6i2.5709.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
_(1).png)
