THE IMPLEMENTATION OF CANVA IN WRITING FACTUAL REPORT FOR TENTH GRADE STUDENTS: A CASE STUDY AT SMKN 01 NGLEGOK BLITAR

ABSTRACT
Dinanti, Rizki Mara. (2025). The Implementation of Canva in Writing Factual
Reports for Ten Grade Students: A Case Study at SMKN 01 Nglegok Blitar. Thesis,
English Education Department, Undergraduate Program, Balitar Islamic University
Blitar. Advisors: (1) Dian Fadhilawati, M.Pd. (2) Adin Fauzi, M.Pd.
Keywords: Writing Instruction, Canva, Vocational School, Case Study
The background of this research originates from the continuing difficulties faced
by vocational school students in developing writing competence, particularly in
organizing ideas, applying grammar, and conveying meaning coherently. Although
English writing is part of the curriculum, students at SMKN 01 Nglegok still
struggle to produce structured and engaging texts. In response, this study explored
the use of Canva, a visual-based design platform, to support writing instruction in a
more interactive and creative manner.
This study employed a qualitative approach using a single-case study design
conducted at SMKN 01 Nglegok, Blitar during the 2024/2025 academic year. The
participants were one English teacher and several tenth-grade students of the TKJ
program. Data were collected through interviews, classroom observations, and
documentation. The data were analyzed using the interactive model of Miles,
Huberman, and Saldaña, which includes data reduction, data display, and
conclusion drawing. Triangulation was applied to ensure the credibility of the
findings.
The findings revealed that: (1) In the planning stage, the teacher aligned the
curriculum with digital literacy goals, designed Canva-integrated lesson plans, and
organized collaborative learning activities; (2) In the implementation phase,
students used Canva to produce writing products such as posters, infographics, and
presentations, while working in teams and assuming different roles based on their
strengths; (3) In the evaluation phase, student writing was assessed using rubrics
covering both linguistic and visual components, and feedback was given through
Canva and classroom discussion; (4) Several challenges were encountered,
including limited digital literacy, internet issues, and unequal participation. These
were addressed through teacher scaffolding, group collaboration, and offline
support.
In conclusion, the integration of Canva enhanced students' motivation, creativity,
and writing performance. The study suggests that Canva can be a powerful tool in
vocational English instruction, especially when applied through collaborative and
multimodal strategies. It is recommended that teachers, schools, and curriculum
developers consider digital platforms like Canva to enrich writing pedagogy in
vocational settings. Future research could investigate broader contexts or compare
Canva with other educational technologies.