EXPLORING STUDENTS’ CREATIVITY IN DIGITAL PROCEDURE TEXT WRITING USING CANVA
Abstract
This research delves into how Canva bolsters students’ creativity in writing procedure texts. This study used a Classroom Action Research and involved 11th grade students who wrote procedure texts manually at first before integrating Canva as a writing digital tool in the learning process. The research data was collected through classroom observation, students’ Canva products, as well as interviews with students and teacher. The findings clearly showed a significant improvement in student writing skills. In the pre-test phase, only 8.33% of students achieved Minimum Competency (KKM). After implementing the actions in cycle 1, the results in post-test 1 increased to 54.17%. Then, in post-test 2, the results reached 100% with a minimum competency of 78. Thus, it can be concluded that the use of Canva has a positive influence on student creativity in writing. This improvement is indicated by creativity indicators such as fluency, flexibility, originality, elaboration, and the ability to integrate text with visual elements. Students are better able to develop more structured and creative ideas when creating procedural texts. Moreover, Canva allows them to combine texts and visuals, design their products more engaging, and develop their ideas freely. Additionally, Canva enabled students to have direct feedback from peers and teacher so they learnt to be able to improve their writing products during the learning process. This research suggests that Canva provides meaningful digital features that support creative expression in writing and can serve as an effective ICT tool in English Language Teaching.References
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