Abstract
In the industrial era 4.0, the use of digital comic as a multimodal teaching medium is seen as the new trend in EFL classrooms. Although many teachers had already used this medium, so far, there was not any study which inquires the use of comic in another setting such as vocational high schools. Considering this gap, this study aimed to explore teacher belief, practice, and problems in implementing digital comics to teach writing for vocational students. This study used a qualitative case study approach. The subject was an experienced English teacher who held M. A. in English language. As the findings, the teacher believed that the implementation of comics-manga was the best method to switch the vocational students’ stereotype on English; from English as the most difficult subject to English as the enjoyable subject. This medium was implemented by using the genre approach. However, as the consequence, the combination of digital comics and process approach confronted a major challenge, namely time management.
Highlights
In the industrial era 4.0, the use of digital comic as a multimodal teaching medium is seen as the new trend in EFL classrooms
This study aimed to explore teacher beliefs, practices, and problems in implementing digital comics to teach writing for vocational students
In the industrial era 4.0, the use of digital comic as a teaching medium seen as the new trend in EFL classrooms
Summary
In the industrial era 4.0, the use of digital comic as a teaching medium seen as the new trend in EFL classrooms. As a multimodal composition, has far-reaching benefits for preparing learners to respond cogently and adeptly to 21st-century composition demands (Issa, 2017). In Indonesia, EFL latest books contain realistic images of students’ activities with actions and social relations (Elmiana, 2019). The significant influence of comics is argued as a post-facto reason for linguistic change because it contains unusual speech patterns (Unser-Schutz, 2015). Based on its forms, at least, digital comics are distinguished into two: online and offline.
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