10

THE USE OF CANVA TO INCREASE STUDENTS’ CREATIVITY IN

WRITING

REPORT TEXT

(A Case Study at the Eleventh Grade of a Senior High School in

Tasikmalaya)

A PAPER

Submitted to the English Education Program

Faculty of Teacher Training and Educational Sciences of Galuh University

in Partial Fulfillment of the Requirements for

Sarjana Pendidikan Degree

 11

By

RIAN MULYA OCTAVIANI

2109160072

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES

GALUH UNIVERSITY

CIAMIS

2022
 12

CHAPTER TWO

REVIEW OF THE LITERATURE

In doing this research, the writer realizes that she needs some supporting

theories. In this chapter, therefore, she reviews some theories that are useful for

analyzing the data. The theories used in this research cover: the highlights of

writing, the highlights of creativity, the highlights of report text, and the

highlights of Canva. Finally, some previous studies are also highlighted in the end

of the chapter.

2.1 The Highlights of Writing

In learning English, students have to master four language skills, which one

of them is writing skill. In this case, writing is needed by the students to

communicate with others by conveying their ideas and thoughts in written forms.

Accordingly, writing is a non-linear, exploratory, and generative process whereby

writers discover and reformulate their ideas as they attempt to approximate

meaning (Manchón, 2011, p. 18). In line with this, writing is also an action that

needs a process of finding and organizing our ideas and share information

(Jumami, 2021, p. 62). Similarly, writing is a way to express opinions or to

emphasize and build up views on certain issues (Prayati, 2020, p. 40). Likewise,

writing is a process of communicating with others in which a writer sends his

ideas and thoughts in written forms (Nurcahya & Sugesti, 2020, p. 1). In line with

10
 13

this, writing is the activity of putting the contents of the mind in skillfully

(Batubara, 2021, p. 12). Furthermore, writing skill is a technical competence to

express thoughts and feelings through words (Dewi, 2017, p. 130). In addition,

writing is considered important to be developed by students that allow them to

produce and create ideas into texts (Prayati, 2020, p. 40). In other words, writing

is an individual’s mental work to compose their thoughts, ideas, and messages

into statements, paragraph, and texts.

In addition, in the process of learning a language, writing is one of the skills

that should be mastered by the students. Likewise, writing is an important skill out

of other English skills such as listening, reading, and speaking (Jumami, 2021, p.

61). Accordingly, writing skill is important because it determines students’ ability

and success in learning English (Syarifah & Emiliasari, 2019, p. 85). To support

these statements, writing is a complex skill because the students need to

comprehend spellings, grammar, sentences, vocabularies, and structures as the

units in writing (Hadi et al., 2021, p. 228). In addition, writing is a process of

producing a written text or manuscript that includes grammatical and lexical

features of English (Prayati, 2020, p. 41). In short, when writing, the students

should convey their ideas and thoughts by forming them into written forms

grammatically.

Writing is an essential skill that should be well mastered by students in

higher education. Through writing, students are able to convey their thoughts and

communicate their ideas (Syarifah & Emiliasari, 2019, p. 85). Likewise, the aim

of writing in a language context is to espouse communicative efficiency in written

 14

products in which students have to be able to use the language as accurately as

possible with a purpose to deliver message or information (Soffiany, 2020, p.

205). Therefore, having good writing skill is important because students can

communicate not only orally but also through writing to exchange information,

solve problems, and experience things (Dewi, 2017, p. 130). In brief, writing is

one of the ways to communicate the writer’s thought or ideas to the others.

It can be argued that writing is one of English skills that should be mastered

by the students. It is an individual’s mental work to compose their thoughts, ideas,

and messages into statements, paragraph, and texts. It is one of the ways to

communicate the writer’s thought or ideas to the others. Therefore, when writing,

they should convey their ideas and thoughts by forming them into written forms

grammatically. However, this research emphasizes on teaching writing of report

text.

2.1.1 The Difficulties Faced by the Students in Learning Writing

Writing is the most difficult skill among the four language skills. It is

because of writing is not only mastering how to use language but also everything

about what we are going to write and the way we arrange and write it. It is one of

the language skills taught in Senior High School in Indonesian. However, many

students face some problems in learning writing. Likewise, for Senior High

School students, writing is considered as the second most difficult skill after

speaking (Dewi, 2017, p. 130). In short, writing is considered as the most

complicated language skill to be learned, compared to other language skills.

 15

Other perceptions, there are several obstacles that students face in writing as

claimed by Hadi et al. (2021, p. 230). The 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. The second, many students have little

or very little grammar. Whereas, 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, they have limited vocabulary to

write that affects the quality of writing. In contrast, knowing vocabulary in writing

is very important to help students develop texts and support their ideas.

Another explanation, writing skill is more challenging to master than other

language skills because it is not just how students express their ideas in writing,

but they also have to pay attention to the aspects of writing (Daulay et al., 2021, p.

273). To support this statement, writing skill is pretty challenging to master

because the lack of ideas, the difficulty to think about interesting or significant

thing or topic to write, and inability to find the words to use (Soffiany, 2020, p.

206). In other words, writing skill is more challenging for the students because

they have lack of ideas and words to use.

Furthermore, writing has become a major problem for the students because

of some reasons as explained by Nurcahya and Sugesti (2020, p. 2). The first, they

are not able to use part of speech and make a meaningful sentence with a good

structure and grammar because of having lack of vocabulary related to the topic

given. The second, most of them were passive students and less developing idea

and creative in responding the learning process. The third, they feel that writing is
 16

difficult and bored to do writing activities in the classroom. The last, it becomes a

challenge for the teacher to enhance students’ writing ability and to motivate them

to be active students.

In addition, writing difficulties faced by the students are caused by some

factors as argued by Dewi (2017, p. 129). The first factor is the students’ low

creativity. The second factor is the students’ unawareness of the importance of

writing skill. The third factor is the lack of writing practice. The fourth factor is

the teacher’s ineffective strategy in teaching writing. The fifth factor is the

teacher’s ineffective strategy in developing materials. Among the difficulties, the

teacher’s strategy in teaching writing is considered the major cause.

It can be concluded that many students face some difficulties in learning

writing although it is taught in Indonesian Senior High School. These difficulties

are caused by some factors, namely unawareness of the importance of writing

skill, limited vocabulary and grammar, lack of writing practice, lack of ideas and

creativity, and teacher’s ineffective strategy in teaching writing and in developing

materials. However, this research focuses on students’ creativity in writing report

text.

2.2 The Highlights of Creativity

Specifically, it can be said that creativity is very important to be mastered

by the students in writing report text because it can improve their ability to

generate new ideas. In this case, creativity is the ability to find something unique

and original (Shamsudin, 2021, p. 132). Similarly, creativity is the ability to

 17

generate new ideas that are both startling and understandable, as well as helpful in

some way (Asteria, 2021, p. 68). Likewise, creativity is very important in our

lives because by having creativity, we can make or create something new (Jayanti

& Hidayatullah, 2021, p. 63). In addition, creativity as the ability to come up with

new ideas that is surprising yet intelligible, and valuable in some way (Sulastri,

2019, p. 32). Recently, creativity has played a vital role in educational,

humanities, arts, and social and behavioral sciences (Asteria, 2021, p. 68). In

brief, creativity is very important for the students to generate new ideas in writing

report text.

Furthermore, creativity is an ability in someone to create anything one’s

wants (Prayati, 2020, p. 40). Likewise, creativity is dealing with an ability in a

human to create a product by generating and combining their ideas in order to

have a new creation (Prayati, 2020, p. 41). In line with this, creativity covers the

ability to invent new and various and ideas used to solve the problems (Dewi,

2017, p. 131). In addition, creativity as a general ability to create something new

and to give new ideas that can apply in problem solving (Jayanti & Hidayatullah,

2021, p. 63). In short, creativity deals with someone’s ability to create a product

by generating and combining his or her ideas into new creation.

In learning writing, the factors influencing is not only the method used by

teacher, but also the psychological aspects such as creativity, self-esteem, self-

confidence, liking-disliking, interest, and motivation (Soffiany, 2020, p. 206). The

finding of this research conducted by Soffiany (2020, p. 211) revealed that

students who have high creativity have better writing skill than those who have
 18

low creativity. Likewise, creative writing can be used to increasing students’

interest and motivation in learning writing (Jumami, 2021, p. 62). In addition,

creative writing helps students to engage personally and enjoy the writing process

(Jumami, 2021, p. 62). In other words, the students should have high creative

writing in learning writing to increase their interest, confidence, and motivation.

Moreover, creativity is needed in writing to search for ideas, combine words

into sentences, and develop paragraphs into kinds of texts (Tiasari, 2021, p. 197).

Likewise, creativity in writing becomes very essential when dealing with the

creative process (Prayati, 2020, p. 40). In addition, writing requires creativity to

enable students to present varied ideas into a composition of various genres

(Prayati, 2020, p. 40). In short, creativity is needed by the students in writing

various genres to present varied ideas and develop texts.

It can be stated that creativity is very important for the students to generate

new ideas in writing report text. It deals with someone’s ability to create a product

by generating and combining his or her ideas into new creation. Thus, creativity is

needed by the students in writing various genres to present varied ideas and

develop texts. In other words, the students should have high creative writing in

learning writing to increase their interest, confidence, and motivation. However,

this research investigates the students’ creativity in writing report text by using

Canva.

2.2.1 The Difficulties Faced by the Students to Increase their Creativity in

Writing
 19

Although it is important to master, the students in Senior High School still

faced difficulties in increasing their creative writing ability. Likewise, students’

creativity is a great challenge for every educational institution (Jayanti &

Hidayatullah, 2021, p. 63). In learning writing process, the students have

difficulty in getting ideas in writing and lack of creativity that makes them feel

confused about what they want to write (Jumami, 2021, p. 61). Furthermore,

Prayati (2020, p. 41) found that students encountered problems dealing with their

creativity in writing. In addition, high school students have not been able to write

creatively and less motivated in the learning process (Ernalida et al., 2021, p.

196). In other words, the students have some problems in improving their creative

writing ability.

In addition, Jayanti and Hidayatullah (2021, p. 62) found that at least three

problems faced by the students in their writing creativity. The first, they lacked

initiative to make writing work during or after class. The second, they appeared

reluctant when asked to write during class. The third, they showed disengagement

when writing activities occurred in the classroom. The fourth, they faced some

factors as lack of writing experience, language deficiency, and low creativity and

motivation. In addition, they still have a limited creativity to negotiate ideas into

paragraphs in their writing composition (Haerazi, 2020, p. 235). In short, the

students have some problems in improving their creative writing ability because

of lacked initiative, reluctant, disengagement, and limited creativity in their

writing composition.
 20

Thus, it is the teacher’s duty to overcome students’ problems in improving

their creative writing. Likewise, the teacher must encourage the students to write

their ideas by drawing upon their imagination to develop students' creativity

(Asteria, 2021, p. 68). Similarly, the learning environment should be able to help

students to develop their creativity so that they are able to optimize their ability

(Jayanti & Hidayatullah, 2021, p. 63). In addition, several factors will improve

someone’s creativity as suggested by Dewi (2017, p. 131). The first factor is time

in which the more an individual has the time to develop the concepts and ideas,

the higher the creativity he or she has. The second factor is related to opportunities

in which when an individual faces problems frequently, he or she will be more

creative because of the experiences. The third factor is support from both parents

and other related parties. In brief, the teacher should overcome the students’

problems in improving their creative writing by drawing upon their imagination,

developing their creativity, giving much time to develop their concepts and ideas,

giving many opportunities, and supporting from their parents.

It can be concluded that Senior High School students still faced difficulties

in increasing their creative writing ability although it is important to master. Their

difficulties in improving their creative writing ability because of lacked initiative,

reluctant, disengagement, and limited creativity in their writing composition.

Thus, the teacher should overcome their difficulties by drawing upon their

imagination, developing their creativity, giving much time to develop their

concepts and ideas, giving many opportunities, and supporting from their parents.
 21

However, this research focuses on teaching their creativity in writing report text

by using Canva.

2.3 The Highlights of Report Text

Teaching English writing for Senior High School conveys the competence

of identifying kinds of texts. In foreign language teaching, the students 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

(Hadi et al., 2021, p. 229). As we know that Senior High School students in

Indonesia should have ability in writing kinds of genres that one of them is report

text. This text presents information about something from the result of systematic

observation and analysis. Likewise, report text is a text that describes natural

entities and other phenomena, explanations tell how or why phenomena occur

(Christie & Derewianka, 2008, p. 183). Accordingly, report text is a text that is

used to classify and describe phenomena (Christie, 2005, p. 149). In line with this,

report text is used to convey information about something in its current state, as a

systematic observation or analysis (Syaifullah & Kristini, 2021, p. 211). It means

that report text is a text that presents and explains information about something

either from the result of research or systematic analysis.

Meanwhile, a report text is a piece of text that presents information about a

subject. Similarly, in writing a report text, the students should have the ability to

create facts in describing and giving information about the subject (Tiasari, 2021,

p. 197). Accordingly, one of the texts studied in English class is report text that
 22

provides general information about things, people, and locations (Syaifullah &

Kristini, 2021, p. 211). Likewise, report text is a type of text that provides general

information about something after a systematic investigation or research is carried

out (Damanik et al., 2020, p. 1652). In addition, report text is another type of text

in English material created to announce the results of an investigation or announce

something that has happened (Batubara, 2021, p. 11). In short, report text presents

information about a subject from the result of systematic observation and analysis.

Furthermore, report text is a kind of text written by someone or a group of

people to report the results of analysis or to the appropriate authorities (Rizky &

Zaini, 2021, p. 302). Likewise, a report is a form of composition or discourse

trying to present an event or occurrence that should tell about the factual text.

Therefore, a report text is a text that is constructed to retell an event that happened

(Batubara, 2021, p. 12). In addition, a report text is a piece of writing that presents

information about a subject matter exactly as it is found in real life as result of

careful, methodical examination and research (Griffith, 2000, quoted by

Syaifullah & Kristini, 2021, p. 211). In other words, report text provides

information about events that happened in real life.

The purpose of a report text is to describe the ways things are in our natural,

built, and social environment by classifying things, then describing their special

characteristics (Tiasari, 2021, p. 196). The purpose of a report text is to describe

the way things are, with reference to a range of natural, man-made and social

phenomena in our environment (Derewiaka, 1990, p. 51, quoted by Azizah, 2018,

p. 226). The purpose of a report text is to convey information about something

 23

from a systematic observation or analysis (Syaifullah & Kristini, 2021, p. 211).

Likewise, a report classifies and describes phenomena, or explanations that tell

how or why something occurs (Christie & Derewianka, 2008, p. 182). In brief, the

purpose of report text is to provide information about natural phenomena and to

describe the way things are.

Like the other types of texts, report text also has the schematic structure. In

this case, the schematic structure of report text consists of a general statement (or

classification) that provides information about the subject matter and description

of aspect to list and elaborate on the parts or qualities of the subject matter

(Tiasari, 2021, p. 197). The topic of the report is usually introduction by an

opening general statement or general classification and followed by a series of

description paragraphs about the topic (Azizah, 2018, p. 226). In addition, reports

start with a general statement that establishes the thing or entity involved, often

using technical language to identify the class to which this belongs (Christie &

Derewianka, 2008, p. 184). Meanwhile, the description provides a description of

the entity or phenomenon, and this element varies, depending on the field of

knowledge being constructed (Christie & Derewianka, 2008, p. 185). In short,

schematic structure of report text includes general classification and description.

In this case, general classification states classification of general aspect of thing,

while description describes the thing that is discussed in detail.

In addition, report text also has the linguistic features. In this case, the

linguistic features of report text are explained by Christie (2005, p. 160). The first,

there is a characteristic use of a relational process to classify the thing in the

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opening element as well as two existential processes to provide additional

information (for example, wombats are mammals). The second, the subsequent

element makes use mainly of relational processes to build description (for

example, wombats have small legs …) and material processes to build activities

(for example, they can feed on grass). The third, the most frequently used topical

theme is wombats or the referential item, they, and this is a feature of reports, in

which topical themes are consistently repeated. The fourth, there are few textual

themes and few conjunctive relationships (for example, wombats live in grassy

areas so they can feed on grass). The fifth, the third person is chosen throughout

the text, helping to give it its authoritative character. The last, the text makes use

of the simple present tense. In short, the linguistic features of report text is

introducing group or general aspect, using of relational process, using conditional

logical connection, using of simple present tense, and using the third person.

It can be interpreted that Senior High School students in Indonesia should

have ability in writing report text. It is a text that presents and explains

information about something, subject, or events that happened in real life either

from the result of research or systematic analysis. The purpose is to provide

information about natural phenomena and to describe the way things are. The

schematic structure of report text includes general classification and description.

Meanwhile, the linguistic features of report text is introducing group or general

aspect, using of relational process, using conditional logical connection, using of

simple present tense, and using the third person. However, this research
 25

emphasizes on writing report text at the eleventh grade of a Senior High School in

Tasikmalaya.

2.3.1 The Difficulties Faced by the Students in Writing Report Text

In order to encourage students to write report text clearly, students need to

be able to write the ideas of a text. In fact, the students faced some problems in

writing a report text because they do not recognize how to generate and organize

ideas when they write. Similarly, writing report text is difficult for the students to

be mastered not only in generating and organizing ideas, but also in translating

these ideas into readable text (Azizah, 2018, p. 226). Likewise, the factors that

cause students’ difficulties in writing an English essay are lack of understanding

of the topic, the purpose of writing, and organizing ideas into writing (Syarifah &

Emiliasari, 2019, p. 85). In addition, many students still do not master English

writing and cannot write English especially report text (Batubara, 2021, p. 11). In

short, the students faced difficulties in writing a report text because they have lack

of organizing ideas into writing and understanding of the topic.

Besides that, the students had difficulty in choosing the words due to lack of

vocabulary. In line with this, the students faced some errors in writing report text

because having low vocabulary (Batubara, 2021, p. 14). It was found that the

students still have problem in developing the general classification and description

paragraph and using language features of report text (Azizah, 2018, p. 228).

Unfortunately, the students are also often difficult to distinguish between the

report text and the descriptive text (Rizky & Zaini, 2021, p. 302). In brief, the
 26

students have difficulties in developing their ideas into general classification and

identification of report text, in choosing vocabulary words, and in distinguishing

between the report text and the other texts.

In addition, the students’ problems in writing report text was the result of

having low creativity. Accordingly, in writing process, the students have lack of

creativity that makes them feel confused about what they want to write (Jumami,

2021, p. 61). In other words, the students have difficulties in writing report text

because of having low creativity. Moreover, they should try to overcome their

problems in writing report text by improving their writing creativity to develop

ideas of what they want to write.

Furthermore, there are some errors faced by the students in writing report

text as stated by Batubara (2021, p. 14). The first is the students low in arranging

the text because they have enough vocabulary. The second is the source of

learning that is used is still limited, and the students feel difficult to find out

information about the text. The third is the students felt it challenging to write

because the language used should be in English, which means their background in

mastering English still low. The fourth is the students' ability to make a relevant

type of text is low. The fifth is the students' motivation was the main problem in

teaching writing. In short, errors faced by the students in writing report text was

the result of lack of vocabulary, source of learning, English mastery, ability, and

motivation.

In addition, the students’ problem in writing report text was the result of

conventional teaching method is applied by the teachers in the class that is usually
 27

oriented to them, while students are taught in a way that is conducive to sitting

and listening (Rizky & Zaini, 2021, p. 302). Meanwhile, Tiasari (2021, p. 196)

found that students had essential problems in writing a report text. The first, they

were confused to differentiate between report texts and descriptive texts. The

second, they were lack of knowledge concerning the texts and how they are

typically organized based on the purposes. The third, they only have a few

references to elaborate their ideas in description parts. The last, the intriguing

technology media were rarely used in the teaching of writing, whereas it can assist

students in developing their higher order thinking skills. In brief, the students’

problem in writing report text was the result of lack of teaching method,

knowledge, references, and technology media.

It can be concluded that the students faced difficulties in writing a report

text because they have lack of organizing ideas into writing and understanding of

the topic. Besides that, it was the result of low creativity, lack of vocabulary,

source of learning, English mastery, ability, and motivation. In addition, it was

also the result of lack of teaching method, knowledge, references, and technology

media. Moreover, this research is expected to overcome their creativity in writing

report text by using Canva.

2.4 The Highlights of Canva

Currently, technology has influenced many aspects in human life including

education. In education, technology used as digital media in learning, because

when digital media used in the classroom the learning process will be different
 28

with usual. Nowadays, the teaching of the English language in EFL writing needs

modern digital media, because of changes of education system in the 21 st century

education. In this regard, teacher should be aware of digital media used in

teaching and learning process. Likewise, the technology can be used in teaching

and learning of writing in which the students prefer to participate in their activities

using technology (Jumami, 2021, p. 61). In other words, the teachers should use

the internet as digital tools in technology that provides many solutions and gives

an effective contribution to improve the students’ writing skill and creativity.

The use of technology in teaching and learning process can be one of the

ways for introducing many types of digital media to the students. Actually, many

kinds of digital media whose applications can be used from elementary school to

higher education. Similarly, teachers generally used smartphones and laptops to

operate applications including Power Point, Canva, and Kinemaster with Zoom,

Google Meets, Google Classroom, and WhatsApp as teaching platforms (Sulasmi,

2022, p. 140). Likewise, web-based applications that are commonly used for

creating info graphics are Infogram, Piktochart, Easelly, Dipity, Google Drawing

tools, PowerPoint, and Canva (Darmayanti & Lisa, 2020, p. 61). In addition,

many digital media used in classroom such as Google Classroom, Schoology,

Kahoot, Canva, Padlet, etc. (Al-farizi & Suherman, 2019, p. 16). One of the

examples of digital media that can be used for teaching writing is Canva. It is a

graphic design platform used to create presentations, posters, documents and other

visual content (Shamsudin, 2021, p. 338). It means that Canva is an application

for designing graphic design.

 29

Furthermore, Canva is one of digital media that gains popularity among

teachers in teaching writing. Therefore, in this research, the writer selects Canva

that facilitates the students to create their graphic design. In this case, Canva is a

web-based graphic design application that aims to democratize graphic design and

make it more accessible to the public (Gomes & Thomas, 2022, p. 140). Likewise,

Canva is an incredibly complete tool that has a built-in bank of images, videos,

and graphic resources (Rahmonovna & Erkinovana, 2022, p. 53). Similarly,

Canva is a cross-platform service for graphic design (Nurzhaubaeva &

Narbekova, 2021, p. 103). Accordingly, Canva is an application for designing

presentation slides, posters, cards, videos, and so on (Sompakdee et al., 2021, p.

15). In other words, Canva is one of popular digital media that can be used by the

teacher in facilitating the students to create their graphic design such as

presentations, posters, cards, images, videos, documents, and other visual content.

Meanwhile, Canva Application is a web-based package program that

provides Applications and provides a variety of tools such as posters, logos,

presentations, invitations, certificates, brochures, resumes, banners, etc.

(Mudinillah & Rizaldi, 2021, p. 20). Similarly, Canva is a comprehensive website

for the development of info graphic designs, presentation slides, certificates,

posters, banners, greeting cards, and so on (Hatmojo et al., 2021, p. 4). Other

perception, Canva is a web design application that allows the preparation of

materials such as posters, logos, invitations, and banners (Akilli, 2021, p. 119). In

line with this, Canva application is a visual design tool that provides banners,

posters, flyers, business cards, covers, or presentations (Torun, 2020, p. 121). In

 30

short, Canva is a web design application that provides a variety of tools such as

posters, logos, presentations, invitations, certificates, brochures, resumes, banners,

etc.

In addition, Canva is a free visual design tool that can be used individually

or collaboratively that is accessible through computers, tablets, and smartphones

(Rezkyana & Agustini, 2022, p. 71). Likewise, Canva is a graphic design medium

to facilitate users to be able to design creatively and boldly accessible using a

smartphone or computer (Andriyanto, 2021, p. 192). In addition, Canva is an

application for graphic design that bridges users so that they can easily design

various types of creative designs online. In line with this, Canva is accessible

online and has free features with a variety of very attractive templates (Muliani,

2021, p. 15). In addition, Canva is a website of online info graphic program that

might be accessed freely by the users (Darmayanti & Lisa, 2020, p. 61). In brief,

Canva is a visual design tool that is aimed to design various types of creative

designs easily and can be used freely by the users through computers, tablets, and

smartphones.

Other opinion, Canva is an application to simplify graphic design that

allows the users to produce eye-catching graphics and create or edit their designs

(Jumami, 2021, p. 61). Likewise, Canva is an online tool for creating graphic

designs that contains a library where images, graphics, and fonts are shared

(Miluniec & Miciuła, 2020, p. 5826). Similarly, with its many features, Canva is

not too difficult for the students to learn (Andriyanto, 2021, p. 192). Accordingly,

Canva makes it easy for teachers to help with grammar or spelling mistakes with
 31

the file-sharing feature that enables the students to work simultaneously

(Andriyanto, 2021, p. 193). In other words, Canva is an online application that

allows the users to create graphic designs and edit their designs.

It can be assumed that one of the examples of digital media that can be used

by the teachers for teaching writing is Canva. It can facilitate the students to create

their graphic design such as presentations, posters, cards, images, videos,

documents, and other visual content. Besides that, it is a visual design tool to

design various types of creative designs easily and can be used freely by the users

through computers, tablets, and smartphones. Moreover, this research is focused

on Canva as one of modern digital media that is used to teach the students’

creativity in writing report text.

2.4.1 The Advantages of Using Canva in Teaching Writing of Report Text

One of the online teaching platform that can help teachers to improve

students’ ability in writing report text is Canva. In this research, the writer

chooses Canva in teaching writing of report text because of some advantages.

Firstly, it can be used to solve the students’ difficulties in writing report text. In

line with this, by using Canva, the teachers can initiate their students to work in a

digital environment such as producing report texts (Churiyah, 2022, p. 231). In

other words, the students’ difficulties in writing report text can be solved by using

Canva.

Secondly, it can be used to improve the students’ creativity in writing report

text. Similarly, the use of Canva in teaching writing can improve students’
 32

creativity (Rezkyana & Agustini, 2022, p. 74). Likewise, Canva increases the

creativity of teachers or students (Mudinillah & Rizaldi, 2021, p. 17). In line with

this, using Canva, teacher can teach knowledge, creativity, and skill to students

(Aini, 2021, p. 11). Besides being easy to learn, Canva can also attract student

creativity to improve learning well and increase student creativity (Widyawati,

2021, p. 164). Similarly, using Canva is expected to create interest and creativity,

and motivation of students in learning writing skills so that students can benefit

the maximum from both the process and the learning outcomes (Hadi et al., 2021,

p. 230). Likewise, Canva can be used to learn English in writing by exploring

students' creativity (Widyawati, 2021, p. 164). In addition, Canva can be used for

learning English in writing to explore the students’ creativity (Al-farizi &

Suherman, 2019, p. 16). In short, Canva can be used in teaching and learning of

writing to improve the students’ creativity.

Thirdly, it is easy to use because it can be accessed in online and offline

learning through mobile phone or computer. Likewise, Canva application is

feasible and easy to use as a learning medium, both in online and offline learning

(Mukti, 2021, p. 196). Accordingly, Canva for Education can help facilitate a

learning environment that matches the continuity, access, and structure of

education that makes online learning important (Maryunani, 2021, p. 190). In this

case, the results of the study conducted by Widyaningrum and Sondari (2021, p.

321) showed that the Canva application is feasible to be implemented in learning

both offline and online to help facilitate understanding and improve the ability to

master learning materials. In addition, Jumami (2021, p. 64) also showed that
 33

Canva application makes the students easier, creative writing, enjoy, have fun,

easy to understanding, and motivated them to learn English. In line with this,

Hartono (2020, p. 359) also showed that Canva is the most favorite interactive

online application used by teacher or students to create their creative writing. In

brief, the use of Canva is interested the students because it is easy to use in

writing both offline and online learning.

Fourthly, it can be used to improve the students’ writing skill and

performance. Likewise, Canva may help students improve their writing and

performance (Rezkyana & Agustini, 2022, p. 71). Similarly, Canva offers great

advantages in improving students’ writing performance (Jumami, 2021, p. 64). In

addition, by using Canva, the students can improve their writing skill and can be

more creative by making their design that relate with their task (Faridah et al.,

2020, p. 213). In other words, Canva is an effective media that offers great

advantages in improving students’ writing skill and performance.

Fifthly, it saves time and has many attractive formats and designs. Similarly,

Canva is a very convenient design platform in the education system because

students and teachers can work together in real time and edit their design

(Nurzhaubaeva & Narbekova, 2021, p. 103). Likewise, Canva application has so

many formats to choose which save a lot of time in designing engaging

announcements and presentations (Sompakdee et al., 2021, p. 15). In line with

this, Canva is an online-based application that provides attractive designs in the

form of templates, features, and categories (Widyaningrum & Sondari, 2021, p.

321). In addition, Canva is a great tool for work, with a wide range of possibilities
 34

for creating highly professional content (Rahmonovna & Erkinovana, 2022, p.

53). In brief, Canva can save a lot of time on its use and can provide many

attractive designs.

Sixthly, it can increase the students’ interaction, motivation, interest, and

achievement in learning writing. Likewise, the results of the study carried out by

Putra (2022, p. 126) showed that Canva was able to help create or develop

creative and interactive learning media for distance learning. Similarly, students

also improve their creative thinking skills while using the Canva application

(Akilli, 2021, p. 119). In line with this, the development of Canva application-

based media can also increase students' motivation, learning achievement, and

learning process (Riono & Fauzi, 2022, p. 117). In addition, the Canva application

is also useful for increasing students' interest in learning so that the learning

process is not boring and interesting as well as fun (Mudinillah & Rizaldi, 2021,

p. 17). To support these opinions, Canva is one of the kinds of multimedia that

can be used by pre-service English teachers' as the solution to make the learning

process more interesting and enhance the students' language pedagogy (Faridah et

al., 2020, p. 209). In other words, the students’ interaction, motivation, interest,

and achievement in learning writing can be increased by using Canva.

Other perception, Canva offers different themes and professional layouts to

create the compelling info graphic for presenting the teaching materials (Jumami,

2021, p. 60). The study carried out by Rusdiana et al. (2021, p. 209) showed that

the training participants got an increase in knowledge and skills related to learning

media using the Canva application. The study carried out by Jumami (2021, p. 60)
 35

showed that the students can improve their abilities in learning English with this

application. The study carried out by Rocha and Moraes (2020, p. 1) showed that

Canva tool is a facilitator in the process of building knowledge, enriching and

leveraging the teaching and learning process, providing significant performance,

freedom, autonomy, and equity for students. In short, Canva can increase

students’ knowledge, abilities, and skills in learning English.

Furthermore, Canva can bring many advantages because of some reasons as

claimed by Ashoumi (2021, p. 4). The first, it has an intuitive interface that makes

it easy to use, even for users who have never used graphic design software before.

The second, it has thousands of free design templates available for various needs.

The third, it does not require installation on a computer, because it is a web/cloud

based application. The last, there are mobile applications for Android and iPhone

so that the students can still create designs when away from their computer. In

other words, Canva offers some advantages such as intuitive interface, free design

templates, mobile applications usage.

In addition, Canva is also beneficial for the students to apply their ideas of

writing text into visualization due to numerous reasons as explained by Mubarok

and Asri (2020, p. 79). The first, it presents thousands of templates and designs to

edit and modify. The second, it also provides hundreds of font options that can be

used easily. The third, it stores the edited or saved designs in their cloud storage,

so that the users can access their data anywhere. The last, it has an android

application that can be accessed on mobile phones. Thus, the design can be edited

in any given moment without having to log in into the website.

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Several advantages of Canva are also highlighted by Muliani (2021, p. 15).

The first, it has a variety of graphic designs, animations, templates, and attractive

page numbers. The second, it can increase teacher creativity in designing learning

media because many features have been provided, and include drag and drop

features. The third, it can save time in designing practical learning media. The

fourth, the students can re-learn the material through Canva that has been given by

the teacher. The fifth, it has a good image resolution and Canva media slides can

be printed by automatically setting the print size. The sixth, it can collaborate with

other teachers in designing media and create a Canva design team to share

learning media with each other. The seventh, it can design learning media at any

time, not only using a laptop but also being able to use a cellphone. The eighth, it

can be downloaded in various storage formats such as pdf and jpg. So that, to

implement offline presentations, it can be collaborated with other media such as

PowerPoint.

It can be interpreted that this research investigates the use of Canva in

teaching writing of report text because of some advantages. In this case, it solves

the students’ difficulties in writing report text and improves their creativity.

Besides that, it is easy and saves time to use because it can be accessed in online

and offline learning through mobile phone or computer. In addition, it improves

their interaction, motivation, interest, writing achievement, skill, and performance.

Moreover, this research is expected to teach the students’ creativity in writing

report text by using Canva.

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2.4.2 The Disadvantages of Using Canva in Teaching Writing of Report

Text

Although Canva offers great features and a user-friendly interface, it has

also some disadvantages that the teacher and the students should know as claimed

by Jameel (2021, p. 1). The first, it does not have local file storage. This means if

the website is down for some reason, the students will need to wait to access your

designs to make new changes. The second, it has overuse of designs. The students

might feel that their design is not unique because many people have used their

favorite template. However, they can solve this issue by using more creativity in

their designs. The third, there is no source file. Unlike Photoshop, Illustrator, or

InDesign, they cannot edit, share, or export their design without their Canva

account. The fourth, it should pay for some good features. They might like an

image, font, or template in the Canva library that they will have to pay to use. The

last, compared to the site, mac, or desktop version, the mobile app of Canva does

not have the same number of features. Moreover, it is tougher to access the

different elements in the mobile designing tab.

Besides that, there are also several disadvantages of Canva applications as

claimed by Ashoumi (2021, p. 4). The first, the students cannot access Canva if

there is no internet connection or when there is maintenance on the server because

it is cloud-based. The second, only features are available to export the result file in

the form of jpg, png, or pdf. Meanwhile, the feature to export source files is not

available. The third, if the students use the free version, it is not hard to export the

design file with a transparent background. The transparent background feature is

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only available on the paid version or Canva for work. The fourth, the export

design feature with the results in the form of animated Gifts or videos is only

available in the paid version. The fifth, with a very large number of users, the

resulting designs can sometimes be easily recognized because many users use the

same design template.

In addition, some disadvantages of Canva application, such as the PC or

smartphone must be connected to the internet, there are some premium features,

and it does not provide users’ friendly interface (Wulandari & Paulina, 2021, p.

265). Several disadvantages of Canva application are presented by Mudinillah and

Rizaldi (2021, p. 23). The first, sometimes the designs used have the same design

with others. Good as far as format, color, textual style, images, etc. The second,

Canva application requires a strong and stable web network, if there is no network

or internet quota, Android or PC cannot access the Canva application. The third,

in the Canva application there are formats, stickers, delineations, textual styles,

and others that are charged, so users who need to create designs must pay first.

It can be interpreted that there are also several disadvantages of using Canva

for the teacher and the students. In this case, it does not have local file storage,

unique, source file, and the same number of features. Besides that, they should

pay for some good features and should be connected to the internet. It is expected

that the teachers can overcome the disadvantages of using Canva when teaching

writing of report text.

2.4.3 The Features and the Steps of Using Canva in Teaching Writing of
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Report Text

Before using Canva as an online platform, the teachers are suggested to

recognize its features at first. It is done to make the use of Canva as an online

platform in teaching and learning of writing runs successfully. In this case, some

features that are owned by Canva are adapted from Darmayanti and Lisa (2020, p.

61) are as follows.

Within the conduct of the study, the researcher will focus on the use of

Canva as having been displayed in Figure 2.1. The online site has been referred to

because www.canva.com enables the user select multiple kinds of pictorial

designs such as cards, banners, posters, info graphics and alike as having been

displayed in Figure 2.2. The site www.canva.com might also be accessed through

e-mail or Facebook. Furthermore, designing info graphic in www.canva.com does

not need intricate skills since the site has been considered user-friendly even for

the beginner.

Figure 2.1 Canva Design

Then, to start creating an info graphic, the user just needs to click on the

picture of the info graphic design. Then, various info graphic layouts will pop-up

on the screen. The user might input the picture by uploading his or her files and

figures from notebook/PC or even downloading the files and figures from the
 40

Internet. In the same time, the user might also choose one of the styles, font styles

or text styles that have been available for creating the desired info graphic. After

the desired info graphic has been completely done, this info graphic might be

downloaded in the form of JPG, PDF or PNG. The info graphic that has been

completely done might even be shared by means of e-mail or social media.

Figure 2.2 The layout of Canva

Meanwhile, to be able to produce comprehensive and meaningful Canva as

an online platform in teaching writing of report text, the students should be trained

continuously to do step by step procedures. The steps in implementing Canva in

teaching writing of report text are presented by Mudinillah and Rizaldi (2021, p.

26). The steps are installing Canva application via the play store or go directly to

the web if it is from the desktop, registering a Canva account, using Canva

designs, and saving their design from Canva.

Besides that, Mubarok and Asri (2020, pp. 82-83) also propose the

following steps of teaching writing by using Canva. The first, the teacher should

explain how to write an instruction in the form of a report text properly. The

second, the teacher should provide examples and explained how to organize
 41

sentences. The third, the students learned about the organization of report text.

The fourth, they were paired and asked to compose an instruction in the form of

report text. The fifth, in using Canva, the teacher should ask the students to apply

their writings on info graphics media. The sixth, the teacher should explain what

info graphic is and presented each fragment of the media. The seventh, teacher

should give a tutorial to the students on how to make info graphics using Canva.

The eighth, teacher should ask them to edit, add the image with logo, and input

each sentence in info graphics based on their own creativity.

The ninth, the result of their creation was presented in front of the class in

pairs. The tenth, while presenting their info graphics, the students also had to

make sure that their instruction writings were in line with the rules of report text.

Meanwhile, the other students observed and checked their classmates’ products,

also using the observation checklist and gave some feedbacks such as which

aspects should be omitted and improved to make the media better. The eleventh,

the teacher also gave suggestions and additional revisions related to their content

writing. The last, they were asked to revise their work based on the feedback from

both the researchers and their classmates and submitted the final product.

In addition, Widyawati (2021, pp. 164-167) also suggested how to use

Canva application with to teach English. The first, both the teacher and the

students should download Canva application before starting to design. The

second, they should click on Canva application and select info graphics in the

tools provided in the Canva application. The third, they should select the design

that you will make in the Canva application. The fourth, they should click shapes
 42

to select the style for the writing you want in designing a media. The fifth, they

should add creativity in designing media by selecting the paper you want to add

interesting writing on the design you make. The sixth, they should choose the

word text to start writing on the media. The seventh, they should select the type of

writing you want to write text on the media. The eighth, they should choose the

word elements in the tool provided by the application and choose a shape to add a

basic writing to the media to be more interesting. The ninth, they should add color

to the background by select the background color at the bottom. The tenth, they

should select the elements in the tool section and select the image according to

their wishes. The last, the results a design using the Canva application to teach

English.

It can be concluded that the teachers are suggested to recognize the features

and the steps of using Canva in teaching writing of report text. Moreover, it will

runs successfully to teach the students’ creativity in writing report text.

2.5 Previous Studies

As an empirical evidence, the research on the use of Canva in teaching and

learning of writing in academic contexts has been reported by some writers in the

literature. However, the topic of Canva in relation to writing has not been

investigated by foreign writers in educational context. Meanwhile, in Indonesian

education context, the topic has been conducted by local writers such as Rezkyana

and Agustini (2022) entitled “The Use of Canva in Teaching Writing.” This study

aims to investigate teacher and students' perceptions on the use of Canva in

 43

teaching writing. The descriptive qualitative method was used in this study. An

English teacher and four students from SMPN 2 Kesugihan, Indonesia,

participated in this study. A semi-structured interview with an interview guide

was used as primary data, and the secondary data was from documentation to

collect the data. The study reveals that Canva can improve students’ critical

thinking and creativity in writing procedure text.

Besides that, Jumami (2021) also focused on “Using Canva in Teaching

Writing to EFL Classroom Students.” The purpose of the study to investigate

students’ perception of using Canva in creative writing. This study conducted by

using qualitative research and used case study. The data were obtained from

questionnaires and interviews. The participants of this study were 8 Students of

the second grade of State High School 9 Tarbiyah Islamiyah in Bogor. The results

were Students have a positive perception of using Canva in creative writing, and

the application makes the students easier, enjoy, have fun, easy to understand, and

motivated them to learn English.

In addition, Hadi et al. (2021) also conducted a study on “Teaching Writing

through Canva Application to Enhance Students’ Writing Performance.” This

study aims to investigate the effectiveness of using Canva application media to

enhance students’ writing skills. This research was conducted to 41 students at

MTs Al-Islamiyah, Ciledug. Researchers used a quantitative method by means of

a pre-experimental research design by applying pre-test and post-test. The results

revealed Canva Application is an effective media to facilitate students to improve

their writing performance.

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Technically, their previous research revealed that the use of Canva could

improve students’ critical thinking and creativity in writing procedure text,

motivate them to learn writing, and improve their writing performance. Regarding

to the results, this research is also relevant with their research because of

emphasizing on the use of Canva in relation to creative writing.

However, their previous research investigated the use of Canva in writing

procedure text, in teaching writing to EFL classroom students, and in enhancing

students’ writing performance. The writer sees that there is no empirical research

on teaching the students’ creativity with regard to writing report text. Therefore,

this research focuses on the use of Canva in teaching the students’ creativity in

writing report text. Meanwhile, the participants in previous research were teacher

and 4 students from SMPN 2 Kesugihan, 8 students from State High School 9

Tarbiyah Islamiyah, and 41 students from MTs Al-Islamiyah. No one of them

conducted their research in West Java Province, especially in Tasikmalaya

Regency. Moreover, new research in the field can be advanced by addressing

explicitly on the students in Tasikmalaya Regency. Thus, the writer is interested

in discussing further about the use of Canva in teaching the students’ creativity in

writing report text at the eleventh grade of a Senior High School in Tasikmalaya.

2.6 Concluding Remarks

This chapter has so far reviewed the theoretical concepts underpinning the

present study. It specifically discussed the highlights of writing, the highlights of

creativity, the highlights of report text, and the highlights of Canva. Some
 45

previous studies have also been discussed to see how this study correlate to and

differ from each other. The forthcoming chapter will explain how the study was

designed and carried out by writer. Hence, the focus of discussion covers the

research methodology including research design, research participants, research

site, research procedures, data collection, data analysis, and ethical considerations.