The Comparative Study of the Use of Genially Interactive Multimedia to Canva in Improving Students' Descriptive Text Writing Skills

Abstract

This study compares the effectiveness of interactive digital media Genially and Canva in developing the descriptive text writing skills of seventh-grade pupils at a one of junior high schools in Garut Regency. Teaching English writing in junior high school is frequently hampered by the dominance of traditional methods, a lack of visual stimulation, and students' low active participation in structuring ideas in a systematic manner. Given the scarcity of empirical studies comparing the efficacy of multimedia platforms in promoting productive language abilities, this study used a quasi-experimental methodology with a Nonequivalent Control Group methodology model. Purposive sampling was used to choose 60 students, who were then divided into two groups: the treatment group (Genially) and the comparator group (Canva). A descriptive text writing test was used to assess concept development, organization, vocabulary, grammar, and writing mechanics, and the results were graded using an analytical rubric. Statistical tests included the Shapiro-Wilk normality test, Levene's homogeneity test, independent t-test, and Normalized Gain index. The data indicate a large gap between the groups. The N-Gain index for the Genially group was 0.501 (moderate), but the Canva group had 0.313 (low-moderate). The findings show that Genially's interaction elements, nonlinear navigation, and quick feedback play a larger role in facilitating step-by-step support (scaffolding) during the text development process. Academically, these findings add to the literature on multimedia learning technology; practically, they help practitioners choose digital platforms that meet contemporary pedagogical needs.