Leveraging Canva to create a biographical recount text for vocational secondary students in ESP instruction

Wahyuni Pratiwi

Abstract


Integrating technology into English for Specific Purposes (ESP) instruction is essential for adapting to rapid technological advancements, and Canva offers significant potential in this area. However, research on Canva has mainly focused on general English instruction, with limited examination of its application in ESP. This study explores how vocational secondary school teachers used Canva to teach biographical recount texts in an ESP context, along with the rationale behind this choice. A qualitative study was conducted at SMKN 13 Malang, West Java, within the Merchant Nautical Ship Department. Data were collected through classroom observation and interviews with an experienced English teacher. Observations revealed the structured steps of using Canva to teach biographical recount texts, enabling more active students’ participation in class. Canva was chosen for its practical benefits, including students’ familiarity with the platform, ready-to-use templates, and the potential to boost students’ creativity, all of which support its effective use in vocational education.


Keywords


Canva, Recount Text, Vocational School, ESP

References


Amalia, D., & Hasanah, E. (2023). Embracing the digital era: Unveiling potential through the independent learning curriculum in VHS education. Jurnal Keilmuan Manajemen Pendidikan, 9(02), 257–266.

https://doi.org/10.32678/tarbawi.v9i01.9103

Anggraeni, A. D., & Pentury, H. J. (2022). Empowering students’ 21st century skills through Canva application. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(1), 50. https://doi.org/10.33394/jk.v8i1.4391

Ardiyani, D. K., Wijayati, P. H., Hidayat, E., & Rofi’ah. (2023). Developing Canva video app based-Unterrichtsvorbereitung course materials. Kasetsart Journal of Social Sciences, 44(4), 1029–1038. https://doi.org/10.34044/j.kjss.2023.44.4.07

Arriyani, N., & Pratama, P. (2021). English virtual based learning: Integrating technology and learning media through “ASSURE” teaching model. Exposure Journal, 421(2), 421–429. https://doi.org/https://doi.org/10.26618/exposure.v10i2.6054

Asmalı, M., & Onyedi, B. (2021). Integrating technology into ESP classes: Use of student response system in English for specific purpose instruction. In Teaching English with Technology (Vol. 18, Issue 3). http://www.tewtjournal.org

Astuti, R. P., & Rohim, A.-. (2018). The effect of student presentation of the eleventh grade students’ speaking skill at SMA Negeri 24 Kabupaten Tangerang. Globish: An English-Indonesian Journal for English, Education, and Culture, 7(2). https://doi.org/10.31000/globish.v7i1.842

Bećirović, S., Brdarević-Čeljo, A., & Delić, H. (2021). The use of digital technology in foreign language learning. SN Social Sciences, 1(10). https://doi.org/10.1007/s43545-021-00254-y

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. In Journal of English Teaching, Literature, and Applied Linguistics (Vol. 5, Issue 1). https://doi.org/http://dx.doi.org/10.30587/jetlal.v5i1.2253

Derewianka, B. (2003). Trends and issues in genre-based approaches. RELC Journal, 34(2), 133–154. https://doi.org/10.1177/003368820303400202

Dewi, F. U., Yosephin WL, M., & Sophia B, T. C. (2023). Students’ perspective in creating comic strip recount text by using Canva: A survey study. Eternal: English Teaching Journal, 14(2), 146–156. https://doi.org/10.26877/Eternal.v14i2.15254

Erdiana, N., Kasim, U., & Juwita, N. (2017). QAR: Strategy implementation for reading comprehension of recount texts. Studies in English Language and Education, 4(2), 247–256. https://doi.org/10.24815/siele.v4i2.8500

Eviyuliwati, I., & Sarwan, C. A. (2018). The effect of hamburger strategy on students’ reading comprehension of recount texts. IJEE (Indonesian Journal of English Education), 5(1). https://doi.org/10.15408/ijee.v5i1.9880

Fitria, T. N. (2022). Using Canva as media for English language teaching (ELT) in developing creativity for informatic students. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 7(1), 58. https://doi.org/10.24235/eltecho.v7i1.10789

Ilyas, M., Syarif, H., & Refnaldi. (2023). The use of English language learning videos designed through Canva App: Students’ perceptions. International Journal of Interactive Mobile Technologies, 17(8), 100–112. https://doi.org/10.3991/ijim.v17i08.39215

Inayati, N., & Pratiwi, A. (2022). Pharmacy students’ perception of the use of Canvas Learning Management System in ESP course. https://drive.google.com/file/d/1jsLBpHzLhe2rTj5CVoL-JXF59WtuTFpb/view

Isa, Q. N. M., Risdaneva, & Alfayed, A. (2017). An analysis of Acehnese EFL students’ grammatical errors in writing recount text. In ANALYSIS OF ACEHNESE EFL STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXTS 42 | Englisia (Vol. 5, Issue 1). https://doi.org/http://dx.doi.org/10.22373/ej.v5i1.2301

Kailani, A., & Rafidiyah, D. (2020). Opportunities and challenges in the implementation of revitalization strategies of vocational schools in Indonesia: School principals’ voices. International Journal of Educational Best Practices (IJEBP), 4(2). https://doi.org/10.32581/ijebp.v4n2.p60-77

Kiswati, & Kunsarwani, M. (2022). Implementing Canva in a flipped classroom: A challenge in post pandemic era (Vol. 2, Issue 2). https://doi.org/https://doi.org/10.55148/etjar.v2i2.315

Krishnapatria, K., Kurniati, N. I., & Saefullah, H. (2019). Engaging students in writing recount text through Google Maps. Studies in English Language and Education, 6(2), 199–211. https://doi.org/10.24815/siele.v6i2.13966

Mahbub, M. A. (2018). English teaching in vocational high school: A need analysis. https://doi.org/10.30762/jeels.v5i2.835

Maričić, S., Mrša Haber, I., Radolović, D., & Veljović, I. (2019). The emerging role of new technologies in vocational education. Balkan Region Conference on Engineering and Business Education, 2019-October, 75–80. https://doi.org/10.2478/cplbu-2020-0009

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

Melinia, S., & Nugroho, N. (2022). Creating a video using Canva application as an English learning media of recount text Material. JEdu: Journal of English Education, 2(2), 118–129. https://doi.org/10.30998/jedu.v2i2.6644

Miles, M.B, Huberman, A.M, & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook, Edition 3. USA: Sage Publications.

Muliyah, P., & Aminatun, D. (2020). Teaching English for specific purposes in vocational high school: Teachers’ beliefs and practices. JET (Journal of English Teaching), 6(2), 122–133. https://doi.org/10.33541/jet.v6i2.1756

Ndari, W., Suyatno, Sukirman, & Mahmudah, F. N. (2023). Implementation of the Merdeka Curriculum and its Challenges. European Journal of Education and Pedagogy, 4(3), 111–116. https://doi.org/10.24018/ejedu.2023.4.3.648

Nurlaelawati, I., Gunawan, W., & Lengkanawati, N. S. (2022). Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy. Indonesian Journal of Applied Linguistics, 12(2), 374–384. https://doi.org/10.17509/ijal.v12i2.51086

Poedjiastutie, D., & Oliver, R. (2017). English learning needs of ESP learners: Exploring stakeholder perceptions at an Indonesian university. TEFLIN Journal - A Publication on the Teaching and Learning of English, 28(1), 1. https://doi.org/10.15639/teflinjournal.v28i1/1-21

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 Pendidika, 23(2), 101–111. https://doi.org/10.21009/JTP2001.6

Sartika, D., & Kencana, N. (2023). Fostering EFL students’ writing recount text using Canva. https://proceeding.unnes.ac.id/index.php/utnc/article/view/2609

Suharno, Suherdi, D., & Gunawan, W. (2023). The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course. International Journal of Instruction, 16(2), 1111–1134. https://doi.org/10.29333/iji.2023.16259a

Tachia, C. O., & Loeneto, B. A. (2018). The application of genre based approach in the teaching of English to the eighth graders. https://doi.org/https://doi.org/10.36706/jele.v5i2.7248

Vogt, K., & Kantelinen, R. (2013). Vocationally oriented language learning revisited. ELT Journal, 67(1), 62–69. https://doi.org/10.1093/elt/ccs049

Yundayani, A., Susilawati, & Chairunnisa. (2019). Investigating the effect of Canva on students’ writing skills. ENGLISH REVIEW: Journal of English Education, 7(2), 169–176. https://doi.org/10.25134/erjee.v7i2.1800




DOI: http://dx.doi.org/10.22373/ej.v12i1.23487

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: