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Research on English Language Education
Published by Universitas Nias Raya
ISSN : 27151638     EISSN : 28285522     DOI : 10.57094
Core Subject : Education,
Languange, Linguistic, Communication & Media
Relation Journal: Research on English Language Education adalah akses terbuka, jurnal peer-review yang menerbitkan penelitian asli dan tinjauan sastra di bidang pendidikan dan ilmu bahasa Inggris yang diterbitkan oleh LPPM Universitas Nias Raya. Jurnal ini bertujuan untuk mengakomodasi artikel hasil penelitian di bidang pendidikan bahasa Inggris serta mempromosikan pengembangan pengetahuan dan pemecahan masalah di lapangan dan untuk membuat karya ilmiah di bidang penelitian yang relevan dapat diakses oleh publik.
Arjuna Subject : Umum - Umum
Articles 82 Documents
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EXPLORING STUDENTS’ CREATIVITY IN DIGITAL PROCEDURE TEXT WRITING USING CANVA Immanuela Marthen; Sari Hidayati
Research on English Language Education Vol 8 No 1 (2026): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v8i1.5491

Abstract

This research delves into how Canva bolsters students’ creativity in writing procedure texts. This study used a Classroom Action Research and involved 11th grade students who wrote procedure texts manually at first before integrating Canva as a writing digital tool in the learning process. The research data was collected through classroom observation, students’ Canva products, as well as interviews with students and teacher. The findings clearly showed a significant improvement in student writing skills. In the pre-test phase, only 8.33% of students achieved Minimum Competency (KKM). After implementing the actions in cycle 1, the results in post-test 1 increased to 54.17%. Then, in post-test 2, the results reached 100% with a minimum competency of 78. Thus, it can be concluded that the use of Canva has a positive influence on student creativity in writing. This improvement is indicated by creativity indicators such as fluency, flexibility, originality, elaboration, and the ability to integrate text with visual elements. Students are better able to develop more structured and creative ideas when creating procedural texts. Moreover, Canva allows them to combine texts and visuals, design their products more engaging, and develop their ideas freely. Additionally, Canva enabled students to have direct feedback from peers and teacher so they learnt to be able to improve their writing products during the learning process. This research suggests that Canva provides meaningful digital features that support creative expression in writing and can serve as an effective ICT tool in English Language Teaching.
UDL-BASED COLLABORATIVE LEARNING IN CAMBRIDGE PRIMARY EFL CLASSROOM Novta Ittaqy Tafuzi; Sabariah; Luqmanul Hakim
Research on English Language Education Vol 8 No 1 (2026): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v8i1.5513

Abstract

This study addresses the problem of adapting for learner diversity in primary English as a Foreign Language (EFL) classrooms, especially in standardised curricula such as Cambridge English. This study aims to investigate the effectiveness of the combination of UDL principles and collaborative strategies in enhancing students’ English language skills based on the theory of Universal Design for Learning (UDL) and collaborative learning. Method: Quasi-experimental one-group pretest-posttest design was used with 36 fifth grade students in a private primary school in Surabaya, Indonesia. The data were collected through English diagnostic tests on listening, reading, writing and speaking, a Likert scale questionnaire of students’ perceptions and classroom observations. The results reveal improvements in all language skills with the biggest gains in listening and speaking, and very positive student perceptions of engagement, accessibility, and expression. The findings suggest that the combination of UDL and collaborative learning creates a more inclusive and interactive learning environment that accommodates diverse learner needs. This study offers empirical support for the application of UDL in primary EFL contexts based in Cambridge and practical implications for the design of inclusive language instruction.

Page 9 of 9 | Total Record : 82

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