Challenges and Strategies of Teachers in Integrating Canva in English Classroom Teaching
Abstract
Information Communication Technology (ICT) has been applied and integrated into education that enhances teachers to explore various teaching and learning strategies, materials, and media. This study aims to discover the experiences of English teachers in the use of Canva, an ICT application, to create an attractive presentation of teaching English. The researchers employed Generic Qualitative Research to investigate the challenges and strategies in using the application. The researchers interviewed two English teachers responsible for teaching English at the high school, junior high school, and elementary school levels at the SMART Indonesia Pekanbaru. The instruments used in this research were interviews and documentation. To analyze the data, the researchers transcribed the interview and employed thematic analysis by identifying patterns or finding themes in the interview data. The researchers found two challenges the teachers faced in the research findings: low internet connectivity and the limitation of templates availed in the free version Canva application. In the meantime, to cope with the challenges, the teachers used two strategies, providing learning modules and adding pictures for an attractive appearance. In advance, the researchers found that the teachers benefitted from Canva's application in English classroom teaching. In conclusion, though English teachers experience challenges with the Canva application, they can anticipate them and benefit from using the learning application for teaching English.
Downloads
References
Adisel, A. & Pranosa, A. . (2020). Penggunaan Teknologi Informasi dan Komunikasi dalam Sistem Manajemen Pembelajaran pada masa Pandemi Covid-19. Alignment: Journal of Administration and Educational Management, 3(1), 1–10. https://doi.org/https://doi.org/10.31539/alignment.v3i1.1291
Amrina, A., Mudinillah, A., Hikmah, D., Hamid, M. . (2022). The Utilization of the Canva Application as A Media for Arabic Learning at MTs Negeri Sungai Jambu. Acitya: Journal of Teaching & Education, 4(2), 406–422. https://doi.org/https://doi.org/10.30650/ajte.v4i2.3192
Astuti, L., Wihardi, Y., & Rochintaniawati, D. (2020). The Development of Web-Based Learning using Interactive Media for Science Learning on Levers in Human Body Topic. Journal of Science Learning, 3(2), 89–98. https://doi.org/10.17509/jsl.v3i2.19366
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Caelli, K., Ray, L., & Mill, J. (2003). ‘Clear as Mud’: Toward Greater Clarity in Generic Qualitative Research. International Journal of Qualitative Methods, 2(2), 1–13. https://doi.org/10.1177/160940690300200201
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
Febtiningsih, P., Ardiya, & Wibowo, A. P. (2021). Teachers’ Challenges in Teaching English Writing Skills for Visually Impaired Students at Indonesian Special Senior High Schools. ELT-Lectura, 8(1), 90-98. https://doi.org/10.31849/elt-lectura.v8i1.5472
Fitria, T. N. (2022). Using Canva as Media for English Language Teaching (ELT): 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
Friesen, N. (2012). Defining Blended Learning. In Learning Spaces (Issue August). http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf
Fu, J. S. (2013). ICT in Education: A Critical Literature Review and Its Implications. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 9(1), 112–125. http://ijedict.dec.uwi.edu//viewarticle.php?id=1541
Güzer, B., & Caner, H. (2014). The Past, Present and Future of Blended Learning: An in Depth Analysis of Literature. Procedia - Social and Behavioral Sciences, 116, 4596–4603. https://doi.org/10.1016/j.sbspro.2014.01.992
Hadi, M. S., Izzah, L., & Paulia, Q. (2021). Teaching Writing Through Canva Appication to Enchance Students’ Writing Performance. JOLLT Journal of Languages and Language Teaching, 9(2), 228–235. https://e-journal.undikma.ac.id/index.php/jollt/article/view/3533/2565
Hapsari, G. P. P., & Zulherman, Z. (2021). Pengembangan Media Video Animasi Berbasis Aplikasi Canva untuk Meningkatkan Motivasi dan Prestasi Belajar Siswa. Jurnal Basicedu, 5(4), 2384–2394. https://doi.org/https://doi.org/10.31004/basicedu.v5i4.1237
Jahja, A.S., Ramalu, S. S., & Razimi, S. A. (2021). Generic Qualitative Research in Management Studies. Jurnal Riset Akuntansi Dan Bisnis, 7(1). https://doi.org/https://doi.org/10.38204/jrak.v7i1.523
Junaedi, S. (2021). Aplikasi Canva Sebagai Media Pembelajaran Daring Mahasiswa Pada Mata Kuliah English for. Bangun Rekaprima, 07(2), 80–89. https://jurnal.polines.ac.id/index.php/bangun_rekaprima/article/view/3000/107647
Kwok, K., Ghrear, S., Li, V., Haddock, T., Coleman, P., & Birch, S. A. J. (2016). Children can learn new facts equally well from interactive media versus face to face instruction. Frontiers in Psychology, 7(OCT), 1–10. https://doi.org/10.3389/fpsyg.2016.01603
Lestari, S. (2015). Faktor-Faktor yang Mempengaruhi Pemanfaatan TIK oleh Guru. 3(2). https://doi.org/https://doi.org/10.31800/jtp.kw.v3n2.p121--134
Mirzajani, Hassan; Mahmud, Rosnaini; Ayub, Ahmad Fauzi Mohd; Wong, S. L. (2016). Teachers’ Acceptance of ICT and Its Integration in the Classroom. Quality Assurance in Education, 24(1). https://doi.org/https://doi.org/10.1108/QAE-06-2014-0025
Nurdiansyah, E., Faisal, E. El, & Sulkipani, S. (2018). Pengembangan media pembelajaran berbasis PowToon pada perkuliahan Pendidikan Kewarganegaraan. Jurnal Civics: Media Kajian Kewarganegaraan, 15(1), 1–8. https://doi.org/10.21831/jc.v15i1.16875
Pratt, M. . (2019). ICT (information and communications technology, or technologies). Techtarget. https://www.techtarget.com/searchcio/definition/ICT-information-and-communications-technology-or-technologies
Rahayu, W. P., Zutiasari, I., & Munadhiroh, S. (2021). Learning Media of Canva Based on Flipbook in the Subjects of Creative Products and Entrepreneurship to Improve Students’ Digital Technopreneurship Competence. Proceedings of the Sixth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2020), 179(Piceeba 2020), 220–229. https://doi.org/10.2991/aebmr.k.210616.033
Rahmasari, E. A., & Yogananti, A. F. (2021). Kajian Usability Aplikasi Canva (Studi Kasus Pengguna Mahasiswa Desain). ANDHARUPA: Jurnal Desain Komunikasi Visual & Multimedia, 7(01), 165–178. https://doi.org/10.33633/andharupa.v7i01.4292
Rahmatullah, R., Inanna, I., & Ampa, T. (2020). Media Pembelajaran Audio Visual Berbasis Aplikasi Canva. Jurnal Pendidikan Ekonomi Undiksha, 12(2), 317–327. https://doi.org/https://doi.org/10.17509/historia.v12i2.12111
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3, 33–35. https://doi.org/https://dx.doi.org/10.21839/jaar.2018.v3S1.165
Redmon, K. C. (2012). Professors without borders. Prospect. https://www.prospectmagazine.co.uk/magazine/online-universities-udacity-grand-challenge-david-stavens-dave-evans
Susilawati, E. (2015). Pengembangan Kapasitas Sebagai Strategi Peningkatan Kualitas Pejabat Fungsional Pengembang Teknologi Pembelajaran. Jurnal Teknodik, 19(1), 195–206.
Syahdan, S., Herlinawati, H., & Marwa, M. (2021). Learning media and strategies used by english students in practice teaching during the pandemic. ETERNAL (English Teaching Journal), 12(2), 107–116. https://doi.org/10.26877/eternal.v12i2.9295
Syahdan, S., Marwa, M., & Herlinawati, H. (2022). English Teachers’ Readiness in ICT Applications For 21st Century Learning. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(2), 93. https://doi.org/10.35931/am.v6i2.835
UNESCO. (2009). Guide to Measuring Information and Communication Technologies (ICT) in Education. https://unesdoc.unesco.org/ark:/48223/pf0000186547
UNESCO. (2013). UNESCO Institute for Information Technologies in Education Activity Report 2012-2013.
Wahyuni, E., & Thohiriyah, T. (2018). Infographic: Avoiding Monotony in Presenting Teaching Materials. 2nd English Language and Literature International Conference (ELLiC), 2, 280–283.
Wardhana, Y. Y., & Muhammad, R. N. (2021). An Investigation of Video and Audio to Improve Students’ Motivation in Learning Listening during Online Learning at Ban Pongneeb School, Thailand. Journal of English Teaching, Literature, and Applied Linguistics, 5(1), 20. https://doi.org/10.30587/jetlal.v5i1.2156
Copyright (c) 2023 Syahdan Syahdan, Herlinawati Herlinawati, Syaifullah Syaifullah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.
