Optimizing Students’ Reading Skills through Microlearning with Canva: A Digital Approach in ELT
Abstract
Objective: Microlearning is sufficiently flexible to support various learning modalities and can be tailored to individual student needs. By making it easily accessible, teachers enable students to select concise, desired, necessary, and relevant information. Using microlearning enhances students' comprehension and retention, particularly in vocabulary development. Through Canva, analysis shows that this technology is beneficial for delivering microlearning. This research aims to assess the effectiveness of using the interactive visual design application Canva in English learning through microlearning. Method: The research subjects consist of 18 SMP Alam Nurul Furqon ninth-grade students. The study used qualitative methods with several instruments, including Google Forms, observation, and literature review. Results: The study reveals that students, by a percentage of 3.94, preferred using Canva as a learning medium compared to conventional teaching methods, and a percentage of 3.22 felt an increase in reading skills. This demonstrates that digital technology significantly influences various elements, including education, in today's era. Novelty: These results serve as a valuable reference for educators, indicating the students` high motivation levels and guiding efforts to enhance reading skills in English education in the future.



Metrics
References
Affini, L. N., & Susanto, D. A. (2022). An analysis of students’ speaking descriptive ability between photo and short video. Applied Linguistics, Linguistics, and Literature, 2(1), 47–56,
Al Aziz, M. S., Susanto, D. A., & Nugrahani, D. (2023). The influence of using Animaker media in improving the teaching of recount text. Jurnal Penelitian Multidisiplin Ilmu, 2(4), 2125–2132.
Biçer, L., & Tekinarslan, E. (2023). Reflections on online instructional technologies and materials used during the COVID-19 pandemic. Journal of Teacher Education and Lifelong Learning, 5(2), 890–908. https://doi.org/10.51535/tell.1358714
Biletska, I. O., Paladieva, A. F., Avchinnikova, H. D., & Kazak, Y. Y. (2021). The use of modern technologies by foreign language teachers: Developing digital skills. Linguistics and Culture Review, 5(2), 16–27. https://doi.org/10.21744/lingcure.v5nS2.1327
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 1-12. https://doi.org/10.1016/j.learninstruc.2022.101600
Boonmoh, A., Thidaporn, J., & Karpklon, S. (2021). Teachers’ perceptions and experience in using technology for the classroom: A review of literature. Computer Assisted Language Learning Electronic Journal, 22(1), 1–24.
Cahyadi, A., Susanto, D. A., & Wekke, I. S. (2021). Obstacles and challenges of information technology application in online lecturing during COVID-19 pandemic outbreaks. Psychology and Education, 58(3), 1070–1077. https://doi.org/10.17762/pae.v58i3.3101
Daud, N., Yunus, N. I., Juhari, S. N., Hassan, N. M., & Pauzi, M. F. (2021). Teaching medical ethics during COVID-19 pandemic: An experience using flipped classroom and game-based learning. Asian Journal of Medicine and Biomedicine, 5(2), 1-12. https://doi.org/10.37231/ajmb.2021.5.2.437
Dimitriadou, E., & Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments, 10(1), 12-24. https://doi.org/10.1186/s40561-023-00231-3
Fawait, A., Siyeh, W. F., & Aslan, A. (2024). Islamic education management strategies in improving the quality of learning in madrasas. Indonesian Journal of Education (INJOE), 4(2), 657–665. https://doi.org/10.62504/jimr924
Fitri, E. S., Prayitno, T. A., & Hidayati, N. (2023). Pengembangan microlearning video dengan menggunakan aplikasi Canva pada materi sistem peredaran darah. Prosiding Seminar Nasional IKIP Budi Utomo, 4(1), 100–109. https://doi.org/10.33503/prosiding.v4i01.3612
Gall, M. D., Gall, J. P., & Borg, W. R. (2014). Applying educational research: How to read, do, and use research to solve problems of practice (6th ed.). Pearson.
Harman, S. E., & Alper, A. (2024). The effect of online table course videos created with the micro-learning method on learning according to the participants' view. Malaysian Online Journal of Educational Technology, 12(3), 93–106. https://doi.org/10.52380/mojet.2024.12.3.544
Husna, A. H., & Murtini, R. T. (2019). A study on students’ motivation in learning English as a foreign language (EFL) at STIKES Cendekia Utama Kudus. Journal of English Teaching and Research, 4(2), 207–220. https://doi.org/10.29407/jetar.v4i2.13745
Mawarni, A. M., & Susanto, D. A. (2021). The effectiveness of fun game Kahoot as a media in the teaching of vocabulary. Journal of English Language Teaching, Linguistics, and Literature Studies, 1(2), 1-12. http://dx.doi.org/10.30984/jeltis.v1i2.1630
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–14. https://doi.org/10.33750/ijhi.v4i1.102
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment: Experiences from the university smart learning project. Heliyon, 8(10), 1-12. https://doi.org/10.1016/j.heliyon.2022.e10817
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as an online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, 1–9. https://doi.org/10.3389/fpsyg.2021.648552
Oksana, H., Kateryna, K., Iryna, D., Olena, B., & Neonila, K. (2022). Problems and prospects of formation of digital competence of future scientific and pedagogical workers of higher education institutions through gamification: Opportunities with Kahoot and Quizlet in the European Union. Journal of Curriculum and Teaching, 11(4), 108–119. https://doi.org/10.5430/jct.v11n4p108
Power, A., Atkinson, S., & Noonan, M. (2022). “Stranger in a mask”: Midwives’ experiences of providing perinatal bereavement care to parents during the COVID-19 pandemic in Ireland: A qualitative descriptive study. Midwifery, 111, 1-12. https://doi.org/10.1016/j.midw.2022.103356
Purwanto, P. (2011). Statistika untuk penelitian. Pustaka Pelajar.
Retno, R. R. S., Susanto, D. A., & Setyorini, A. (2023). The use of flashcard games in improving students’ reading comprehension of tenth-grade students. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(5), 290–299. http://dx.doi.org/10.36989/didaktik.v9i5.2011
Riswalastika, E., Susanto, D. A., & Suwarti, T. S. (2023). Using pop-up books in e-learning to improve students’ vocabulary mastery. Edusia: Jurnal Ilmiah Pendidikan Asia, 3(1), 15–27. http://dx.doi.org/10.53754/edusia.v3i1.184
Singh, M. N. (2021). Inroad of digital technology in education: Age of the digital classroom. Higher Education for the Future, 8(1), 20–30. https://doi.org/10.1177/2347631120980272
Sobandi, A., Yuniarsih, T., Meilani, R. I., & Indriarti, R. (2023). Pemanfaatan fitur aplikasi Canva dalam perancangan media pembelajaran berbasis pendekatan microlearning. Jurnal Pendidikan Manajemen Perkantoran, 8(1), 98–109. https://doi.org/10.17509/jpm.v8i1.51920
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. CV. Alfabeta.
Syarif, M., Wakib, K., Miftahur, R., Nawawi, M. L., & Dedi, A. (2024). Quality management in improving competitiveness in the digital era at madrasa. Journal of Advanced Islamic Educational Management, 4(1), 57–70. https://doi.org/10.24042/jaiem.v
Tanjung, R. E., & Faiza, D. (2019). Canva sebagai media pembelajaran pada mata pelajaran dasar listrik dan elektronika. Voteteknika (Vocational Teknik Elektronika Dan Informatika), 7(2), 79-88. https://doi.org/10.24036/voteteknika.v7i2.104261
Tonapa, Y. D., Susanto, D. A., & Sukmaningrum, R. (2024). The application of flashcards to use English as a medium of instruction to enhance pre-kindergarten learners' English language proficiency. Innovative: Journal of Social Science Research, 4(2), 1405–1415. https://doi.org/10.31004/innovative.v4i2.9287
Tri, W. & Mudinillah, A. (2022). Efektivitas penggunaan aplikasi Canva sebagai media pembelajaran IPA MI/SD. Jurnal Riset Madrasah Ibtidaiyah (JURMIA), 2(1), 102–118. https://doi.org/10.32665/jurmia.v2i1.245
Warliati, A. E., & Khalim, A. (2024). Peran digitalisasi proses pembelajaran bahasa Inggris melalui media Canva dalam pembuatan poster persuasif. Jurnal Basicedu, 8(4), 2978–2986. https://doi.org/10.31004/basicedu.v8i4.8291
Wulandari, W., Susanto, D. A., & Hawa, F. (2024). Exploring Bamboozle as a game-based learning media to support students’ vocabulary: Its application in the classroom. Innovative: Journal of Social Science Research, 4(2), 6542–6551. https://doi.org/10.31004/innovative.v4i2.10105
Yang, X., & Kaiser, G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. Current Opinion in Behavioral Sciences, 48, 101225. https://doi.org/10.1016/j.cobeha.2022.101225
Yuniarsih, T., Sobandi, A., Meilani, R. I., Supardi, E., Indriarti, R., & Faldesiani, R. (2022). Analysis of microlearning-based learning media needs: A retrospective study at vocational high school. https://doi.org/10.2991/aebmr.k.220701.002
Zainuddin, Z., Farida, R., Keumala, C. M., Kurniawan, R., & Iskandar, H. (2022). Synchronous online flip learning with formative gamification quiz: Instruction during COVID-19. Interactive Technology and Smart Education, 19(2), 236–259. https://doi.org/10.1108/ITSE-01-2021-0002
Copyright (c) 2025 IJORER : International Journal of Recent Educational Research

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


