| dc.description.abstract | The rapid development of Information and Communication Technology (ICT) over the past two decades has significantly influenced the teaching of English as a Foreign Language (EFL), creating opportunities for more interactive and meaningful learning environments. Nevertheless, grammar instruction is often perceived as abstract and monotonous, particularly at the Madrasah Tsanawiyah (Islamic junior secondary school) level, where teacher-centered and memorization-based methods remain prevalent. This study addresses the limited exploration of innovative media such as Comparekuy based on Canva within an intensive block learning system. The research aims to explore the process of media integration, examine students’ responses and engagement, and identify supporting and inhibiting factors in teaching degrees of comparison to eighth-grade students at MTs NU Pakis.
This study employed a descriptive qualitative design to provide an in-depth account of classroom practices without manipulating variables. Conducted in a block learning setting with 180-minute sessions, the research involved the teacher-researcher and three purposively selected students representing different participation levels. Data were collected through five classroom observations, semi-structured interviews, and documentation such as lesson plans and instructional materials. The data were analyzed using Thematic Analysis to identify meaningful patterns related to the integration process, student experiences, and influencing factors.
The findings reveal that Comparekuy was integrated systematically through three stages: pre-activity, main activity, and post-activity. During the main stage, Canva-based visual slides facilitated vocabulary introduction, explanation of comparative and superlative forms, and guided sentence construction. Interactive quizzes and group activities enhanced student participation. The media significantly increased students’ cognitive, affective, and behavioral engagement, as visual elements and structured layouts helped clarify grammatical concepts and reduce boredom. Supporting factors included clear visual design, active teacher facilitation, multimodal activities, and immediate feedback. Inhibiting factors involved student fatigue due to the lengthy 180-minute sessions, varying levels of language proficiency, and minor technical issues such as internet instability.
In conclusion, Canva-based Comparekuy proved effective in enhancing student engagement and making abstract grammar concepts more accessible. Its success within the block learning system depends largely on effective classroom management and the teacher’s ability to address time-related challenges and diverse student abilities.
Keywords: Comparekuy, Canva, English as a Foreign Language (EFL) Grammar, Block Learning System, Student Engagement. | en_US |
