JOLLT Journal of Languages and Language Teaching April 2021. Vol.

9, No, 2
http://ojs.ikipmataram.ac.id/index.php/jollt/index p-ISSN: 2338-0810
Email: jollt@ikipmataram.ac.id e-ISSN: 2621-1378
DOI: https://doi.org/10.33394/jollt.v%vi%i.3533 pp. 228-235

TEACHING WRITING THROUGH CANVA APPLICATION TO

ENHANCE STUDENTS’ WRITING PERFORMANCE
1Muhamad Sofian Hadi, 1Lidiyatul Izzah, & 1Qondila Paulia
1
English Language Education, Faculty of Science Education, Muhammadiyah University of
Jakarta, Indonesia
Corresponding Author Email: qondila@gmail.com
Article Info Abstract
Article History This study aims to investigate the effectiveness of using Canva application
Received: February 2021 media to enhance students’ writing skills. This research was conducted in July-
Revised: March 2021 August at Mts Al-Islamiyah, Ciledug. Researchers used a quantitative method
Published: April 2021 which is pre-experimental research design by applying pre-test and post-test.
Keyword; Writing tests were employed in collecting students’ achievement as instruments
Writing Skills; of this study. Researchers used one class in class IX-1 MTs Al-Islamiyah
Teaching Writing; Ciledug as research samples. Determining samples of this study used the
Canva Application; random sampling technique. To analyze the research data, researcher applied
t-test. Based on the research analysis, the mean score of students’ writing test
on the post-test was 70.83, and the pre-test was 64.73. The results also showed
that the T-cal value (9,585) was higher than the Ttable (2.021), at the 5%
significance level. If the result t-test was higher than t-table. It indicated that
the alternative hypothesis (Ha) was accepted, and (H0) was rejected. Based on
the results of the t-test calculation, this current study can be concluded that the
Canva Application is an effective media to facilitate students to improve their
writing performance. For further studies, English teachers can imitate the basic
theory of this study as consideration to teach writing skills.

How to cite: Hadi, M.S., Izzah, L., & Paulia, Q. (2021). Teaching writing through Canva application to enhance
students’ writing performance. JOLLT Journal of Languages and Language Teaching, 9(2), 228-235, DOI:
https://doi.org/10.33394/jollt.v%vi%i.3533

INTRODUCTION
Technology-driven language learning is increasingly applied in EFL context. Different
learning tools have been employed for different learning goals. For instance, teaching writing
skills use various learning tools for developing different parts of writing skills. Mobile
applications are also utilized to improve students’ writing skills and self-efficacy (Haerazi,
Utama, & Hidayatullah, 2020; Blake, 2011). Writing is a process of communication that uses a
conventional graphic system to convey a message to a reader (Haerazi et al., 2020). It cannot
be denied that writing is a complex skill because the students need to comprehend spellings,
grammar, sentences, vocabularies, and structures as the units in writing.
According to Sufatmi and Aizan (2016), writing is one of the productive English skills
that EFL students in Indonesia should master for written communication and academic writing
purposes, such as; letters, essays, papers, articles, journals, project reports, theses, etc. In this
study, researchers choose writing skills because all students must practice these skills. Writing
is considered to have a vital role in the production of that language used for global mediation
of knowledge. In expressing ideas, students often find it difficult to interpret words into
structured writing. Before they do their writing into a solid sentence, they need to know or
understand through understanding so that the writing can be perceived.
According to Myhill and Watson (2011), research writing was fallen into three main
issues, namely cognitive, linguistic, and socio-cultural aspects. In line with the writing skills,
when students write things, they must function their dimensions of cognitive, linguistic, and

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cultural aspects from minds when they are writing (Haerazi et al., 2018). Bartan mentioned
(2017 ) “writing is a teachable and learnable skill” for both native and non-native speakers. In
foreign language teaching, learners are exposed to varied course books and literary texts, and
other text resources that can help them build up prior knowledge and present model texts for
their writing.
Writing can be seen as a process and product. As a process, writing seems an activity that
involves composition activities (Price and Nelson, 2010). In some researches, researchers often
refer to writing as a process. Every activity has a purpose, so does writing. Writing also has a
purpose. According to Bayor (2013), writing means learning because that writing has several
other purposes for students in writing, or it is also called several other functions of writing for
students. Writing means pouring what the writer thinks or feels that comes across from the
writer’s mind in a written form (Boyle, Ramsay, & Struan, 2019). Writing needs some effort to
gain a good result of a paper especially writing in a foreign language. However, it is used for
interactions and transactions and provides the chances to study abroad for students. Writing
skills in English are also very important activities carried out in schools and colleges. Writing
is one of the language skills presented in the teaching-learning process of English. Starting from
the elementary school level, the teacher assigns the task to compose until college.
Compared to the other English language skills, writing contributes as one of the most
difficult skills to master because it requires broad perception and concern on intensive thinking
(Xianwei, Samuel, & Asmawi, 2016; Sinaga & Feranie, 2017; Ilyas, 2018). The main issue that
brought writing, especially English, hard to master in Indonesia is the background of the
language itself because both languages have different cultures and grammatical structures
(Haerazi et al., 2018; Sellick & Bury, 2018; Baker, 2012). In addition, the lack of appropriate
knowledge, skills, and training, teacher factors can also influence EFL writing teaching.
Teachers' beliefs about the writing approach determine how writing skills are taught in the
classroom. If teachers believes in producing a final product with error-free writing, they will
spend a lot of time teaching grammar structures or editing mistakes made by students, not in
the process itself.
In the teaching and learning process, writing has an important role where the teacher's
learning abilities can be evaluated because each student has a different understanding of
learning (Chan, 2019). Therefore writing can help teachers know the extent to which students
understand in getting conclusions. As many writing teachers have experienced, most of the
main problems that made students do not start to write because they feel unconfident and
unenthusiastic (Choi & Lee, 2018). There may be some reasons for them not to start to write.
They have never written much in their first language or think that they do not have anything to
say and cannot come up with ideas. And writing needs to combine all the techniques and
abilities possessed by students both in terms of vocabulary and sentence structure; combined
sentences into a paragraph, even text or essay (Zilka, Rahimi, & Cohen, 2019). To improve
students writing skills in a foreign language needs special treatment to propose for students.
EFL writing language learners can develop their writing skills by practicing the best teaching
steps. For students, producing good writing becomes a challenging task because this skill is the
most difficult skill of the four skills (Haerazi et al., 2018). Students often face difficulties in
getting ideas, choosing ideas to write, outlining, drafting, revising, and editing their writing
(Ruegg, 2018). These difficulties could be minimized or even solved by applying the genre-
based language teaching model in the writing class.
The teacher plays an important role in guiding students during the writing process.
Teachers help students in developing their strategies in the writing process. The teacher is also
responsible for responding to learners' writing where language teaching is often explicit
(Bonilla-Lopez et al., 2018). The teacher must be able to describe the characteristics of written
text types so that students can understand the differences between types of written text (Haerazi

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et al., 2020). The teacher also must be able to describe the characteristics of written text types
so that students can understand the differences between types of written text. And most
importantly, the teacher must notify assessors to correct students' writing. This can be a note
showing where they wrote well and where they went wrong. It provides feedback on student
writing.
Learning English in Junior High School, there are several obstacles that students face in
writing. First, their mindset that writing is not important to them because the teacher only asks
them to write the text without supporting them why they should write it (Aunurrahman, Hamied,
& Emilia, 2017). The second problem is that many of the students have little or very little
grammar. In writing skills, grammar plays an important role because in composing sentences
and developing them into good text, students should have the ability to use correct grammar.
The third problem is the limited vocabulary of students to write. Lack of vocabulary affects the
quality of writing compared to other factors such as student motivation and learning
preparation. Knowing vocabulary in writing is very important to help students develop texts
and support their ideas.
In this case, to build student motivation in writing, researchers tried to do learning through
digital posters, using an application called the Canva application. Digital posters can have a
positive influence on the learning process. Some of the reasons outlined above have attracted
the attention of the author to use digital posters as a medium used in the delivery of lessons.
The use of digital posters through canvas applications as a media in teaching writing in English
subjects is expected to be able to attract the attention of students because there are many choices
of poster models with attractive and contemporary models and colors, and have a special appeal
in the form of varied images that make it easier for students to understand vocabulary.
Using learning media such as this digital poster is expected to create interest and
creativity, and motivation of students in learning writing skills so that students can benefit the
maximum both from the process and the learning outcomes. Therefore, based on the description
above, the researcher wants to know the effectiveness of using the Canva application media on
students' writing skills in creating ideas that are poured into posters that can be used as digital
information.

RESEARCH METHOD
Research Design
The method used in this study is a quantitative method which is an experimental research
design. The kind of the experimental design is categorized as pre-experimental research design
(Creswell & Creswell, 2018). In this study, researchers examine the Canva application in one
group. Therefore, this study is aimed at investigating the effectiveness of using Canva
application to enhance students’ writing skills. The current study also specifies the results of
students’ pre-test score and post-test scores. The comparison of these was examined using t-
test to know the significant difference among the two scores. This research was conducted
online. The population in this study all of class 9 grade of MTs Al-Islamiyah Ciledug were
consist 219 students with into 5 classes. In this reasearch, the researcher was randomly choose
one class only as the sample of this research., that is IX-1 grade in MTS Al-Islamiyah Ciledug
it consist of 41 students. There is 28 female and 13 male in this class.
Instruments
The instrument of this research used writing tests distributed in the pre-test and post test
sessions. The test was focused on generating narrative texts. Students are asked to write the
generic structures of narrative such as introductory paragraph, body of the narrative texts, and
conclusion paragraph. At the end of this process, students are requested to write a complete
narrative text. The final products are reviewed by two peer reviewers. The reviewers assess the
students’ writing product in terms of organization, content, language use, vocabulary, grammar,
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and mechanics. It is in line with Du and List (2020) who argue the writing performance is
assessed on content, language use, vocabulary, and grammar. The students’ final writing scores
from the two reviewers are computed statistically. Thus, the data are analyzed quantitatively.
Data Analysis
In this present study, researchers analyze the data of pre-test and post-test scores using
t-test, which is called Paired Sample t-test. It aims to find the significant differences between
students’ writing achievement in the pre-test and the post-test. Before this process, the data
were declared as normal data because the sig. value was higher than the sig. level 0.05. to find
out this normality, researchers applied Kolmogorov-Smirnov formula (Cohen, Manion, &
Morrison, 2018). In addition, this current study also computed the homogenous data using
Levene test. Results of this showed that the data were homogenous because the sig. value was
greater than the significant level. It means that the students’ writing achievement was normal
and homogenous data, and then was computed statistically to attain the interpretation of this
study.
RESEARCH FINDINGS AND DISCUSSION
Research Findings
This study aimed to investigate the effectiveness of using Canvas application to enhance
students’ writing performance. Canvas application was considered as good applications to
practice writing. The discovery and interpretation of data are presented. The data analyzed in
the present study is based on the result of writing tests. The data were collected from students'
writing achievement based on results of the pre-test and post-test sessions. In the first meeting,
students were given the pre-test for measured their narrative writing skill. Then, the researcher
given the treatment with the media using Canva Application, in here students were given a
tutorial on how to use Canva and the benefits of using Canva. Then the students practice their
writing skills with canva, by their own handphone. At the last meeting, the researcher gave the
post-test. The results of the two tests were used as a reference for the author to analyze the
students’ improvement in writing skills.
Table 1
Precentage of Students’ Pre-test Writing Skills

Students Writing Total Number of Total Number of

Skilss Level Students Students in Percentage
Excellent 0 0%
Good 0 0%
Enough 28 68.29%
Poor 13 31.71%
Very Poor 0 0%
TOTAL 41 100%

The data of students’ writing achievement are interpreted in the form of percentage. The
categories applied are excellent, good, enough, poor, and very poor. The percentage of scores
was done because the teaching writing was done in online learning and the evaluation was
conducted in online as well. From the table above, it can be secribed that in the Experimental
class, 28 students were enough (68,29%), 13 students were poor (31,71%). There were no
students got excellent, good, and very poor (0%). Meanwhile, the percentage of students’
writing performance can be presented in Table 2. The students’ writing performance in the pre-
test and post-test seemed different representation. Post-test was done after carrying out specific
treatment for students to write narrative texts with various exercises.

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Table 2
Precentage of Students’ Post-Test Writing Skills
Students Writing Total Number of Total Number of
Skilss Level Students Students in Percentage
Excellent 0 0%
Good 21 51,22%
Enough 10 24,39%
Poor 10 24,39%
Very Poor 0 0%
TOTAL 41 100%

The percentage of students’ writing performance in the post-test showed that the
implementation of Canvas application was significant in enhancing students’ writing
performance of narrative texts. From 41 students, most students indicated they are able to
complete narrative texts using Canvas application. The results can be proved in accordance with
Table 2 showing that 21 students were good (51,22%), 9 students were enough (21,95%), 11
students were poor (26,83%). There were no students got excellent and very poor (0%). The
findings presented that Canvas application was effective learning media to facilitate students to
write narrative texts. The comparison of students’ writing performance in the pre-test and post-
test can be presented in Figure 1.

Summary of Students' Writing Performance

30
20
10
0
very poor poor enough good excellent
pre-test 0 13 28 0 0
post-test 0 11 9 21 0
Column1

pre-test post-test

Figure 1. Diagram Pre-test and Post-test

Based on the results of the students 'pre-test and post-test above, the researcher analyzed
the results to determine the students' writing skills in narrative text using the Canva Application.
Experimental class students who were treated using the Canva Application were enthusiastic
about participating in the lesson. There is a difference between the results obtained by students
in the pre-test and post-test. In the pre-test there were no students who got good scores while in
the post-test there were 21 students who got good scores. The Canva Application is an
application that was recently released among the public that provides various digital templates
for writing such as creating advertisements, curricullum vitae, short information and so on.
Researchers try to apply it to learning, especially writing skills at the Junior High School level.
And they also have the motivation to practice writing skills on the canva app. In short, this
media is expected to solve problems and make positive changes in the teaching and learning
process.
Discussion
This study was oriented to examine the efficacy of Canva applications to enhance
students’ writing performance for junior high school students. It was carried out in pre-
experimental research design. There were 41 students involved in writing classes. The meeting
was conducted in online learning. In this study, Canva is integrated to promote learning

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activities in writing exercises. Teachers utilized some features provided in creating learning
media to practice writing. It is in line with Smaldino et al. (2015) who argue that Canva can be
designed for various learning activities to achieve learning goals. For instance, the feature of
abstract part, students are asked to visualize their narrative introductory using concreate abstract
ideas. Students write their introductory paragraph in Canva part (abstract) in the form of
concreate sitemaps. At the same time, teachers give them a guideline of narrative generic
structures. It aims to make students stay focus on completing narrative paragraphs.
The use of Canva application make easier for teachers to design learning media focusing
on writing correction or grammatical checkers. For instance, when teachers asked students to
practice to write introductory paragraphs of narrative texts, students are easy to create some
drafts indicating issues or themes becoming topic sentences. They create sentences in the form
of pictures or posters using to compile their ideas in online. It is in line with Anwar (2021) who
investigates that Canva application can be used for creating many things for learning goals. It
is proven by Al-khoeri et al. (2021) inform that Canva is a graphic design application that
facilitate students to easily design various types of creative ELT materials online. The use of
Canva in this study also is applied in the form of creating infographic containing blog contents.
Given blog also can be used as media to facilitate students to practice writing (Bener & Yildiz,
2019; Rister & Bourdeau, 2021). In this situation, students are requested to write some issues
in the from of argumentative sentences. Later on, this infographic is formed in Canva
application. Students then present their design in visual representation. Therefor, the use of
Canva is helpful to facilitate students to practice writing.
Teachers who have interest using Canva should have good knowledge of digital literacy
because in the teaching of writing skills they must be creative to design their writing materials
for students. Writing narrative structures from introductory paragraphs to conclusion
paragraphs must be done as much as possible. It is in line with Khezrlou (2020) who adds that
in completing narrative texts students must acquire adequate knowledge of topics going to write
and enough vocabulary acquisition to write. In the form of a drag-and-drop format, students
create images containing vocabulary that they need to be used later on in composing narrative
paragraphs. Based on the implementation, students feel easy to remember difficult English
words because they can see the images made.
Based on the calculation above, the result is 9,585 > 2,021. The result of the data analysis
showed that by using the t-test formula the result of tcal is 9,585 higher than ttable 2,021. If the
result of tcalculation is higher than ttable the alternate hyphotesis (Ha) is accepted and null hypothesis
(H0) is rejected. Based on the result of t-test calculation above, the value of Tcal 9,585 is higher
than ttable 2,021. It means that there is significance different in students post-test toward pre-test
score. Then, it can be concluded that using canva in teaching writing is effective.
CONCLULUSION
Findings from the current study revealed that student writing improved significantly
using the canva app. The results showed that students in the experimental class experienced an
acceptable improvement and they were able to write better on the post-test. This higher score
could be attributed to presenting the application canva which significantly improved student
performance in writing. Apart from increasing students' motivation in writing, the results show
that Canva App is not only useful but it can also save time. Thus, it can be concluded that the
application of the Canva Application is effectively used as a medium for the writing skill
learning process.

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