Students’ Perceptions of Using Canva in Project-Based Learning for Writing Activities
Abstract
Writing is an essential English language skill, yet many students experience difficulties in generating ideas, organizing content, and maintaining motivation. Although Canva has been increasingly integrated into language learning, limited studies have explored students' perceptions of its use in Project-Based Learning (PjBL) for writing activities at the junior high school level. This study aimed to explore ninth-grade students' perceptions of using Canva in PjBL for writing activities at SMP Suster Pontianak. A qualitative descriptive design was employed involving 35 students from Class 9B selected through purposive sampling. Data were collected through questionnaires, classroom observations, and documentation. The findings indicated that students generally perceived Canva positively, as it enhanced creativity, motivation, confidence, idea organization, collaboration, and active participation in writing activities. Despite challenges related to internet connectivity and certain Canva features, Canva was perceived as an effective learning tool that supported writing activities within the Project-Based Learning framework.
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DOI: https://doi.org/10.31004/jele.v11i5.2940
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