One Medium, Five Functions: Canva-Based Comparekuy in Block-System Grammar Instruction

Abstract

Grammar instruction in Islamic junior secondary schools is often taught through rote memorization and teacher-centered explanation, leaving students passive and disconnected from communicative use of comparative and superlative structures. This study examines how Canva-Based Comparekuy, an interactive instructional media, was integrated into English grammar instruction within a block learning system at MTs NU Pakis and how eighth-grade students experienced that integration across an extended 180-minute session. Using a qualitative descriptive design, the study collected data through participatory classroom observation across five instructional meetings, semi-structured interviews with three students, and documentation, then analyzed the data through thematic analysis. Findings show that Comparekuy performed five distinct pedagogical functions across the session, moving from a prompt for prior knowledge to a vocabulary and pattern demonstration tool and finally to an automated evaluation instrument. Student accounts converged independently on a second finding: this consistency depended on continuous teacher facilitation rather than the software functioning on its own. Together these findings carry a specific implication for transformational education and learning, showing that meaningful pedagogical transformation can occur within a single lesson's internal architecture rather than only through large-scale curriculum change, offering teachers a concrete model for sequencing digital media across extended instructional blocks.