Canva-Based Interactive Web Media in ELT: A Pre-Experimental Study of Learning Outcomes and Student Perceptions
DOI:
https://doi.org/10.33603/perspective.v14i1.12951Keywords:
interactive web, Canva, English learning, reading, grammar, student perceptionsAbstract
This study aims to examine English learning achievement after the introduction of an interactive web-based learning medium developed using Canva, and students’ perceptions of the medium, in Grade XI. The study employed a quantitative approach with a pre-experimental one-group design that compared Semester 1 report scores (before the medium) with Semester 2 report scores (after the medium was introduced). The participants were 60 students selected randomly from a population of 122 Grade XI students at SMA Islam Al Azhar 5 Cirebon. All 60 students also completed the questionnaire. The learning medium was independently developed by the English teacher and combined reading texts, grammar materials, and exercises in a single interactive web platform. Data were collected from students’ English learning achievement in Semester 1 and Semester 2 and a 25-item Likert-scale learning interest questionnaire. The results showed a higher mean learning achievement in Semester 2 (90.17) than in Semester 1 (88.83), a modest difference of 1.33 points. The Wilcoxon Signed-Rank Test indicated a statistically significant difference between the two measurement periods (Z = 5.15, p < 0.001). The effect size was large by conventional benchmarks (r = 0.66), but the practical difference was modest, Semester 1 scores had already met the minimum mastery criterion (KKM) overall, and the absence of a control group means the difference cannot be attributed to the medium alone. Students also reported positive perceptions of the medium (measured once, after implementation), with 81.67% reporting enthusiasm for learning and 83.33% considering the visual presentation attractive and helpful for maintaining focus. Furthermore, 90.00% stated that they needed to learn grammar further to support their reading. These preliminary findings suggest that an interactive Canva-based web medium developed by a teacher may serve as a contextual and engaging alternative for English language learning, although they do not establish its effectiveness.
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