Students’ Perspective in Creating Comic Strip Recount Text by Using Canva: A Survey Study
Abstract
. In the 21st century the implementation of Technological Pedagogical Content Knowledge (TPACK) is a fundamental aspect in English Language Teaching (ELT). Canva is one of alternative free application that can be used by both students and teachers in English learning process. This study aimed to find out students’ perspective in creating comic strip of recount text by using Canva. This study applied descriptive qualitative method. The subject of this study is eighth-B grade students of SMP Negeri 36 Semarang. The participants were given a questionnaire consisted of two indicators namely perceived excitement and perceived easy to use and usefulness. The first indicator concluded students happy in using Canva, learning recount text by creating comic strip in Canva is interesting, students motivated to study more about recount text when using Canva, the images, font, colours in Canva are very attractive, and students exited to use Canva outside of learning process. Then, the second indicator concluded that students can use Canva, creating comic strip of recount text by using Canva is easy, the comic strip template on Canva helps students to create products in learning recount text, Canva is one of the best alternative in learning application and they want to explore Canva more. Moreover to explore the detailed perspective, the researchers held interview. The data interview showed there are several reasons why they are happy in using Canva. It because this application can be accessed for free. They can also download and used it easily in their smartphone.
Keywords
Full Text:
PDFReferences
Aminah, N., Amami, S., Wahyuni, I., & Rosita, C. D. (2021). Pemanfaatan teknologi melalui pelatihan penggunaan aplikasi Google Site bagi guru MGMP matematika SMP kabupaten Cirebon. Bima Abdi: Jurnal Pengabdian Masyarakat, 1(1), 23–29.
Anderson,M. & Anderson, K. (1997). Text types in English 1. Macmillan.
Apriansyah, M. R. (2020). Pengembangan media pembelajaran video berbasis animasi mata kuliah ilmu bahan dangunan di program studi pendidikan teknik bangunan fakultas teknik Universitas Negeri Jakarta. Jurnal PenSil, 9(1), 9–18.
Azmi, Noureddine. (2017). The benefits of ICT in the EFL classroom: from perceived utility to potential challenges. Research Article: Journal of Educational and Social Research, 7 (1).
Budiman, Haris. 2017. Peran teknologi informasi dan komunikasi dalam pendidikan. Al-Tadzkiyyah: Jurnal Pendidikan Islam. 8(1), 31–43.
Budiman, P. G., Sada, C., & Wardah. (2018). Improving students vocabulary by using comic strips in teaching narrative text. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 7(9), 1–8. Retrieved from https://jurnal.untan.ac.id/index.php/jpdpb/article/download/28279/75676578327
Canva. (n.d.). Canva untuk pendidikan. https://www.Canva.com/id_id/pendidikan/
Casey, N., & Carson, W. R. (2019). Teaching education and information technology use potential and barriers. Current Directions in Psychological Science, 18(5), 253-258.
Charistiana, Elsa. (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. English Education Program Universitas Muhammadiyah Gresik, East Java, Indonesia
Fitra, J., & Maksum, H. (2021). Efektivitas media pembelajaran interaktif dengan aplikasi powtoon pada mata pelajaran bimbingan TIK. Jp2, 4(1), 1–13.
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.
Grace, Eudia and Sudarwati,Th.M. (2007). Look ahead an English course. Erlangga.
Hernandez, R. M. (2017). Impacto de las TIC en la educación: Retos y perspectivas. Propósitos y Representaciones.
Manik, R. M. S. (2019). The effectiveness of comic strip as media to improve the students’ reading comprehension on narrative text of MTs Ar-Rahman Langkat. The 2nd Annual International Conference on Language and Literature (AICLL 2019), 933–947. Retrieved from https://knepublishing.com/index.php/KnESocial/article/view/4918/9844.
Megawati, F., & Anugerahwati, M. (2012). Comic strips: A Study on the teaching of writing narrative texts to Indonesian EFL students. TEFLIN Journal, 23(2), 183–205. https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v23i2/183-205
Misbahudin, D., Rochman, C., Nasrudin, D., & Solihati, I. 2018. Penggunaan Power Point Sebagai Media Pembelajaran: Efektifkah?. Jurnal Wahana Pendidikan.
Mudra, H. (2020). Digital literacy among young learners: How do EFL teachers and learners view its benefits and barriers?. Teaching English with Technology, 20(3), 3-24.
Nasir, P. E., & Dermawan, R. (2022, March). Problem identification and solution design: project based learning approach in improving students active participation and confidence in English Class. In 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021) (pp. 304-311). Atlantis Press.
P. Mishra M. J. Koehler. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teach. Coll. Rec. 108(6), pp. 1017–1054.
Permendiknas. (2007). Regulation of the Minister of National Education No. 16 of 2007 concerning Academic Qualification Standards and Teacher Competency. Minister of National Education. Jakarta
Rakhmawati, D. (2018). The effectiveness of English comic in teaching grammar (present and past tense). SMART: Journal of English Language Teaching and Applied Linguistics, 4(1), 52–60.
Reski, Nurhaspiah, Uswatunnisa, Rabiatul Adawiah. (2020). An analysis of student’s ability in writing analytical exposition text. Journal of Linguistic and English Teaching Studies
Riley, C, K., & Myers, B, D., (2014) Incorporating interactive teaching approaches in the tertiary science classroom; Benefits, challenges and deterrents to use in a Jamaican university, Science Journal of Education, (2), pp. 146-151.
Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of Nearpod as an interactive learning method. In Inted2019 Proceedings p. 8908-8915. IATED.
Setiani, R., Restika, M., & Susilowati, R. (2023). The factor of students’problem in writing recount text of eighth grade at SMP Negeri 12 Kotabumi academic year 2022/2023. Language and Education Journal, 8(1), 23-40.
Sugiyono. (2011). metode kuantitafif, kualitatif dan RND. Alfabeta
Sujatha, G. (2019). ICT in Teaching English language and learning, India’s Higher Education Authority UGC, 19(3), 169-175.
Sulasmianti, Nova. (2021). Pembelajaran berbasis web memanfaatkan google sites. Jurnal Pendidikan Dan Pembelajaran. 1-11.
Wijayanti, E. (2022). Teaching english by using canva: students’ and lecturers’ voice. ENGLISH FRANCA: Academic Journal of English Language and Education, 6(2), 411-428.
DOI: https://doi.org/10.26877/eternal.v14i2.15254
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 ETERNAL (English Teaching Journal)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright of ETERNAL (English Teaching Journal) ISSN 2086-5473 (Print), ISSN 2614-1639 (Online)
English Education Study Program
Faculty of Language and Arts, Universitas PGRI Semarang
(Kampus 4) Jalan Gajah Raya, Semarang
Th. Cicik Sophia B., S.S., M.Pd.
Phone: +62 857-2679-7979
Email: eternalpbi@upgris.ac.id