DIGITAL COMICS (WEBTOON) FOR EFL READING COMPREHENSION: LEARNER PREFERENCES AND PERCEPTUAL FACTORS

The low level of students' reading comprehension and literacy is caused by the less than optimal use of innovative learning media. This study aims to analyze the need for the development of digital comics based on local wisdom as a learning medium that can improve the understanding and interest in reading of elementary school students. This study is part of the needs analysis stage in research and development (Research and Development) using the Design Thinking model. Data collection was carried out through interviews, observations and questionnaires distributed to teachers and students, then analyzed using thematic analysis. The results of the study showed that students were very interested in using digital comics as a learning medium. Most students said that digital comics make learning more fun and interesting compared to regular textbooks. In addition, students appreciate the flexibility of digital comics that can be accessed via devices such as cellphones or laptops. Additional features such as animation, sound effects, or the ability to enlarge image details are also attractions that make students more enthusiastic about using digital comics. The conclusion of this study is that the development of digital comics based on local wisdom is very much needed to improve students' understanding and motivation in learning Indonesian in elementary schools.

Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning. However, the lack of vocabulary, low interest, and uninteresting reading materials still make it difficult for many students to comprehend English texts. Digital comics have become a promising learning medium because they combine text and visuals in an interesting way. The aim of this study is to investigate the effectiveness of digital comics in enhance the reading comprehension of EFL students. This study used a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Fourteen relevant studies published between 2022 and 2026 were selected from Google Scholar, ERIC, ScienceDirect, and Manual searches. The selected studies were analyzed using narrative synthesis. The results showed that students’ reading comprehension was improved by digital comic, especially when it involves comprehending important ideas, identifying specific details, learning new vocabulary, and interpreting texts. Additionally, digital comics improved student confidence, motivation, and participation in reading activities. In conclusion, digital comics are an effective and innovative learning medium for improving reading comprehension in EFL classrooms.

Background: The low literacy level among Indonesian students remains a pressing issue, as reflected in the country's 2022 PISA reading score of 359, down from 371 in 2018. This decline indicates a lack of reading interest, negatively impacting students’ academic performance. Specific Context: Observations and interviews at SD IT Mutiara Padang revealed that students exhibit low enthusiasm for reading, and instruction relies solely on conventional textbooks without engaging media. Knowledge Gap: An initial assessment showed that out of 25 students, only 5 achieved minimum reading comprehension competency, underscoring the urgent need for improved instructional tools. Objective: This study aims to develop and evaluate a digital comic medium to enhance the reading comprehension of grade IV elementary students. Results: The digital comic achieved a validity score of 95.4% (very valid), teacher practicality score of 90.83%, and student practicality score of 92.2% (both very practical). Its effectiveness yielded an N-Gain Score of 0.8052 (high) and an N-Gain percentage of 80.52% (effective). Novelty: The study introduces a technology-integrated learning medium accessible via digital and print formats. Implications: Digital comics can significantly improve reading comprehension skills and support teachers in delivering engaging classroom instruction. Highlights: Enhances reading comprehension using engaging digital media. Proven valid, practical, and effective in classroom application. Bridges the gap in student literacy with technology-based tools. Keywords: Digital Comics, Reading Comprehension, Elementary Education, Canva Media, Learning Innovation

This study aims to develop an innovation in interesting, varied, and innovative learning media using the Canva application as well as to test the feasibility and validity of the developed media, namely Canva-based digital comic media in Indonesian language lesson content on energy source materials. This type of research is a research and development research with the research subjects of class III students at SDN Kawungluwuk Kab. Cianjur. Data collection in this study used the methods of observation, interviews, and documentation. Data were analyzed using quantitative and qualitative descriptive analysis. The procedure and stages of development on Canva-based digital comic media use the ADDIE model which has five stages, namely analysis, design, development, implementation, and evaluation. The quantitative and qualitative development of digital comics based on Canva is appropriate for use in learning. The results of the validation assessment were processed twice because of revisions to produce the best product. The results of the 1st media expert validator got 91% and the 2nd got 92%, the 1st linguist validator got 64% and the 2nd got 100%, the 1st material expert validator got 84% and the 2nd got 88%. The overall results of all validators 1 get 80% results and the 2nd get 93% results have an increase. Meanwhile, the results of the student response questionnaire obtained 94%. Based on the results of the study, it was shown that the Canva-based digital comic media in the Indonesian language subject matter of energy source material was very feasible to be used as a varied and innovative learning media in learning.
 Keywords: Development; Learning media innovation; Digital Comics; Canva; Energy sources

This study aims to investigates the efficacy of digital comics as a communicative medium to convey the potential dangers of mental disorders to adolescent victims and perpetrators of bullying at SMK Muhammadiyah 1 Yogyakarta. Using the Research and Development (R&D) methodology, the development process followed the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. To validate the developed comic, assessments were conducted by media experts, material experts, students, and teachers at SMK Muhammadiyah 1 Yogyakarta. In addition, this study also used pretest and posttest observations, as well as questionnaires. Data analysis involved normality and homogeneity tests. The results showed a high level of validity for the digital comics, with 87% of media experts rating the digital comics as valid, 95% of material experts rating the digital comics as highly valid, and 76% of language experts rating the digital comics as valid. In addition, teacher and student evaluations yielded very high levels of validity, at 90% and 92% respectively. These findings collectively demonstrate the potential of digital comics to effectively communicate the risks associated with mental disorders in the context of bullying, especially among adolescent victims and perpetrators. This research underscores the importance of digital comics as a valuable tool for mental health education and awareness among adolescents, ultimately contributing to the fostering of more supportive and inclusive school environments.

ABSTRACT: Background: Reading skill (maharah qirā’ah) remains a crucial yet challenging aspect of Arabic language education, especially for non-native learners. Conventional methods often fail to engage students, resulting in low motivation and superficial comprehension. In the digital era, the integration of innovative and multimodal learning media is essential to enhance learning engagement and cognitive outcomes. Aims: This study aims to explore the potential of digital comics as an effective learning medium to support maharah qirā’ah by combining visual and verbal elements. Specifically, the research investigates how digital comics can stimulate reading interest, deepen textual comprehension, and serve as an accessible tool for Arabic literacy development. Methods: The research employed a qualitative-descriptive method through a comprehensive literature review and content analysis of existing studies. Data were drawn from academic journals, books, and multimedia learning theories, particularly Mayer’s Cognitive Theory of Multimedia Learning, to examine how dual-channel information processing can enhance reading skills. Result: Findings demonstrate that digital comics significantly improve student engagement, comprehension of contextual vocabulary, and ability to identify key ideas in Arabic texts. The combination of illustrations and simplified dialogue fosters emotional involvement and supports the decoding of explicit and implicit meanings. Conclusion: Digital comics offer a compelling alternative to traditional reading materials in Arabic language instruction. Their multimodal design aligns with cognitive learning principles, making them highly effective for developing reading skills among beginner and intermediate learners. Furthermore, their accessibility through digital platforms ensures flexibility in both classroom and remote settings. Despite limitations such as device dependency and narrative constraints, the integration of evaluative activities like worksheets and comprehension questions enhances their pedagogical value. Therefore, educators are encouraged to incorporate digital comics strategically as core media in maharah qirā’ah learning to foster meaningful, interactive, and sustainable literacy practices in the 21st century.

This community service activity aims to improve English language skills and instill biblical values in children and adolescents at the Imanuel Oepura Congregation in Kupang City through the integration of digital comics based on folklore. This initiative was motivated by the urgency of mastering English in the era of globalization and efforts to preserve local wisdom. The implementation method involved 49 participants, where students delivered Sunday school material using digital comics that combined folklore with biblical values, followed by a quiz to evaluate understanding. The results of the activity showed a significant increase in children's engagement and understanding of the values conveyed. The developed digital comics have undergone expert validation tests (media, language, materials) with excellent percentages (e.g., 95.13% and 98.26% of trials, 100% by media experts, and 94% by language experts), confirming their quality and suitability as effective and engaging learning media. Positive responses from participants also indicate that digital comics have successfully increased reading interest and learning motivation. It was concluded that the integration of folklore-based digital comics is an effective method to increase engagement and understanding of the material, although the success of its implementation depends on the availability of supporting infrastructure. This activity is expected to be a reference for similar programs in the future in developing innovative and relevant educational media

EFL students often face challenges in reading comprehension, particularly due to low motivation and difficulties in understanding complex texts. Despite the growing popularity of digital comics as a form of extensive reading, limited studies have explored how they support students’ engagement and strategy use during reading. This study aimed to explore EFL students’ engagement with digital comics and identify the reading strategies they employ to aid their reading comprehension. A qualitative case study approach was used in this research, and the data were collected through semi-structured interviews with five third- and fourth-year students from the English Education Study Program at the University of Jambi. Thematic analysis was applied to analyze the data. The findings revealed that students showed behavioral, emotional, and cognitive engagement while reading digital comics. They demonstrated frequent and flexible reading habits, strong interest in visuals and storylines, and mental efforts to overcome reading challenges. Additionally, students employed various reading strategies, including visualizing, making inferences, predicting, monitoring comprehension, re-reading, using translation tools, and taking notes. These findings suggest that digital comics can enhance students’ motivation, support their reading processes, and improve reading comprehension through engagement and strategic reading.

This research aims to develop a digital comic that raises the legend of 'Curug Awang' as an intangible cultural heritage medium for the Alpha generation. The alpha generation is the target user of research products because they are very visual tech-savvy, and familiar with smartphones and digital media. The research method applies the Multimedia Development Life Cycle (MDLC) model. The respondents consisted of two media experts, two linguists, 31 Alpha generations, and 27 teachers. Product testing showed that digital comics met the validation criteria, achieving an average score of 3.55 from media experts and 3.45 from linguists. At the user acceptance testing stage, Generation Alpha rated it at 83.46%, while teachers rated it at 84.6%. These results show that digital comic products are a valuable educational medium. Qualitative data revealed that these comics positively influenced the Alpha generation's understanding of the important values in the legend, namely perseverance and strong determination needed in the pursuit of knowledge, as well as the importance of environmental conservation. Teachers recognize the potential of digital comics to enrich the learning experience and convey meaningful moral messages to the younger generation. The results of this research not only succeeded in documenting and revitalizing the legend of Curug Awang but also contributed to the preservation of intangible culture, as well as overcoming the gap that has not been widely developed digital comics as a transformation medium to increase the awareness of the younger generation about local cultural heritage through interesting and easily accessible media.

Digital environment offers teachers and students with a plethora of information and resources for learning. Nowadays, students who are mostly digital natives are used to utilizing technology in their daily life. This condition should make teachers as technology leaders responsible to provide a good learning environment where the students are involved in their own learning and that best suits to them in in a particular context. Therefore, this study aimed at developing local culture based digital comics for narrative reading comprehension and inserting local culture of Banyuwangi in English language teaching. This study followed the research and development design adapting the pattern developed by Borg and Gall. Based on the result of need analysis administered to students in class VIII of SMPN 1 Kalipuro, Banyuwangi, the product was developed by inserting local culture content into narrative texts in the form of digital comics. The digital comics had two titles: The Dance Competition and The Legend of Banyuwangi. The product was validated by the experts and tried out to the students. The result showed that the local culture based digital comics were applicable to be used in the teaching and learning narrative text reading comprehension.

Digital media and emerging technological tools are expanding the reach of various practices, including art, which increasingly takes abstract, visual, or musical forms. This transformation has led to a growing detachment from traditional art forms, contributing to their diminishing appeal. Furthermore, regional cultural institutions, such as art galleries, often struggle to effectively promote traditional arts, exacerbating the challenges of preserving and revitalizing these cultural expressions in the face of rapid societal change. This research explores the innovative intersection of digital comics and traditional arts as a means of cultural preservation and promotion. This research investigates how the storytelling power of comics, with its engaging visuals and narrative structure, can be harnessed to communicate the richness of traditional art forms to a broader, more diverse audience. By integrating elements of traditional culture into digital comic formats, the study seeks to bridge generational and cultural gaps, ensuring that the cultural significance of traditional arts is not only preserved but also made relevant in today’s digital-centric world. The research emphasizes how this hybrid medium can serve as an accessible platform for education, engagement, and cultural exchange, providing an interactive way to showcase traditional art techniques, history, and symbolism. Furthermore, the study examines the potential of digital comics to expand the reach and visibility of traditional art, particularly among younger generations who may be less engaged with conventional art forms. Through an analysis of case studies and the development of prototype digital comic projects, the research highlights the effectiveness of combining modern digital tools with the timeless appeal of visual storytelling. The study suggests that by leveraging the popularity of comics and graphic novels, traditional art can be introduced in a fresh, dynamic way, fostering greater appreciation and understanding. This research ultimately proposes a new model for preserving cultural heritage, blending creativity, technology, and tradition to create compelling narratives that resonate with a contemporary audience.

With an influx in immigration across the United States our educational policies have needed to change to meet the instructional needs of our students, especially our English Learners (Koyama, 2004; Mantero & McVicker, 2006). Historically, these educational language policies were an outcome of court cases that highlighted discrimination and racist practices against our English Learners. These cases, such as the Chicano civil rights movements or East L.A. “walkouts” in 1968, Lau v. Nichols (1974), Serna v. Portales Municipal Schools (1974), Rios v. Read (1978), and U.S. v. Texas (1981), Plyver v. Doe (1982), Castaneda v. Pickard (1981), have resulted in policies that provide English Learners access to instruction and support in developing bilingualism. Despite all these language policies that advocate for English Learners’ access to education, there have also been anti-bilingualism sentiments or “English-only” policies. These “English-only” policies are a reflection of individuals in our society being anti-English Learners. The rise in culturally and linguistically diverse student population is made up of approximately 4 million of English Learners, with majority of students coming in with Spanish as their native language. Despite the changes in our student population becoming more culturally and linguistically diverse our teacher demographics continue to remain very homogenous encompassing of a majority White-middle class females. These differences between student and teachers have lead to cultural and language mismatches that make teachers vulnerable to stereotypes about students. Previous studies have found that teachers hold misperceptions, stereotypes, myths, deficit-based perceptions, or majoritarian rules (Estrada, Gómez, & Ruiz-Escalante, 2009; Fránquiz, Salazar, & DeNicolo, 2011; Gonzalez & Ayala-Alcantar, 2008; Harper & de Jong, 2004; Kolano & King, 2015; Mantero & McVicker, 2006; Marx, 2002/2009; Ortiz, 2011). These perceptions have been noted to impact teacher practices and instructional approaches, such as using a pedagogy of poverty (Diaz, Whitacre, Esquierdo, & Ruiz-Escalante, 2013; Ghaouar, 2015; Harper & de Jong, 2004). Research has suggested that teachers perceptions influence students academic performance and achievement (Diaz, Whitacre, Esquiero, & Ruiz-Escalante, 2013; Glock & Kovacs, 2013; Lumdsen, 1997; Mantero & McVicker, 2006; Richardson, 1996). Considering the strong implications teachers perceptions have upon student performance, this study sought to gather a comprehensive understanding of teachers’ perceptions of English Learners. A comprehensive literature review of a mix of qualitative and quantitative based studies was used to gather over 400 teacher statements about English Learners. These statements were sorted into 28 categories that generated 92 consensus stimuli items for the

Digital comics are media presented in the form of visual images that can raise students’ motivation and interest in learning. In Indonesia, it is difficult to find comics relevant to mathematics learning and very few international journals discuss comics in mathematics learning. The purpose of this study was to develop digital comics as a medium for learning mathematics in junior high schools. This study is an early stage of developmental research using the ADDIE model, that is, analysis stage. In this stage, the needs of teachers and students towards the development of digital comics as a medium for learning mathematics were analyzed. Participants in this study involved three mathematics teachers, three vice-principals of curriculum and six students from three junior high schools in Banda Aceh with high, medium, and low national exam scores. Data were analyzed by using a descriptive qualitative method. The results showed that students were less interested in learning mathematics. Moreover, all teachers and students responded positively to the need for developing digital comics as a medium for learning mathematics. The study findings indicate that it is necessary to conduct further research on the development of digital comics as a medium for learning mathematics.

This study aims to analyze the impact of social value-based digital comics as a learning medium on grade X students' motivation and learning outcomes, focusing on MA Al Islam Telaga Biru students' ability to evaluate proposals, offers, and agreements in negotiation texts. This research employs quantitative methodology. The data for this study were collected from primary sources through the use of questionnaires and tests. The data analysis technique employed is the paired samples t-test. The findings of this study indicate that prior to the use of social value-based digital comic media, the level of learning motivation was 71.83%, which falls within the "good enough" category. Conversely, the level of learning outcomes that met the minimum completeness criteria was only 11.1%. (2) The learning motivation score after the use of social value-based digital comic media was 81.92%, indicating a positive shift from the previous score of 71.83%, which fell within the "good enough" range. Subsequently, the proportion of students who met the KKM for learning outcomes increased from 11.10% to 96.30% following the use of social value-based digital comic media. (3) The use of digital comic media based on social values has a significant effect on learning motivation and student learning outcomes in evaluating proposals, offers, and agreements in negotiation texts in Class X Madrasah Aliyah (MA) Al Islam Telaga Biru. This demonstrates that digital comic media is capable of stimulating students' enthusiasm for learning, which in turn enables students to comprehend the concepts and context of the lesson, thus allowing them to achieve the highest possible score in evaluating proposals, offers, and agreements in negotiation texts.

Technology-based learning media is strongly suspected of influencing students’ emotional reactions and motivation to learn mathematics. However, students’ emotional reactions to mathematics learning still receive less attention from teachers. This study aims to investigate the differences in emotional reactions and learning motivation between high, medium, and low levels of students’ mathematical comprehension and the role of digital comic media in mathematics learning. This study involved 100 high school student respondents. Data collection is done through observation, surveys, and tests. The findings of this study indicate significant differences in emotional reactions and learning motivation between high, medium, and low levels of students’ mathematical comprehension in mathematics learning assisted by digital comic media. Emotional reactions predict students’ mathematical comprehension abilities in the high and medium groups in mathematics learning assisted by digital comics. However, specifically learning motivation is the strongest predictor of low group students’ mathematical comprehension. The role of digital comic media in mathematics learning is to build positive emotional reactions, focus attention, visualize abstract concepts in mathematics into concrete concepts, and become good cognitive control for students when learning.