CANVA AND MULTIMODAL SCAFFOLDING FOR WRITING MOTIVATION AND ISLAMIC PROCEDURE TEXT PERFORMANCE

Tuntun Wisnu Warnia Wargadipura

Abstract


Digital technology and multimodal learning offer new opportunities for EFL writing instruction, but their effectiveness depends on appropriate scaffolding and pedagogical integration. Previous studies have examined Canva, digital multimodal composing, and writing outcomes separately, while limited research has integrated these elements in Indonesian Madrasah Aliyah through Islamic procedure-text writing. This research investigated how integrating multimodal scaffolding through Canva influences students' motivation to write and their proficiency in composing Islamic procedure texts. Additionally, it sought to pinpoint which specific areas of writing benefited the most from this approach. Employing a quantitative, quasi-experimental methodology with a nonequivalent control group, the study observed 69 eleventh-graders. These participants were divided into a treatment cohort of 35 students and a control cohort of 34. For eight weeks, the treatment group participated in a specialized intervention combining Canva with teacher modeling, peer collaboration, constructive feedback, and a step-by-step transfer of responsibility. In contrast, the control group underwent standard genre-based instruction. To evaluate the outcomes, researchers utilized writing assessments, a motivation survey, and an analytical grading rubric. Ultimately, the findings revealed that students in the Canva-supported group not only experienced a more significant boost in their overall writing capabilities but also reported notably higher motivation levels (M = 4.31, SD = 0.46) compared to their peers in the conventional group (M = 3.48, SD = 0.54). All five writing components improved, with content and organization showing the greatest gains, while vocabulary, grammar, and mechanics improved more modestly. The findings indicate that Canva-Supported Multimodal Scaffolding supported students’ writing motivation and performance, particularly in higher-order writing processes.

Keywords: Canva-Supported Multimodal Scaffolding, Islamic procedure text, Madrasah Aliyah, writing motivation, writing performance


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DOI: https://doi.org/10.31932/jees.v9i2.7353

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