Webtoon Application and Students’

Ethical Lingua
Reading Activity Vol. 8, No.2, 2021
ISSN 2355-3448 (Print)
1Syayyidina
Ali, 2Emirati Emirati ISSN 2540-9190 (Online)
1,2Universitas Muhammadiyah Bulukumba, Indonesia

Corresponding Email
Abstract Syayyidina Ali
saydinahafid@gmail.com
The most prominent thing to be paid attention in reading comprehension is
the reading activity as well, how to stimulate and attract the students’
attention to read. This study aims at identifying and describing the students’
attractiveness on the implementation of webtoon application in reading Article’s History
activity. The design of this study was a descriptive model which engaged Submitted 18 September 2021
35 students. It was conducted at Bulukumba Muhammadiyah University, Revised 29 October 2021
South-Sulawesi. The questionnaire was used to collect the data in rating Accepted 30 October 2021
scale form whether (1) strongly agree (2) Agree (3) Undecided (4) Disagree
(5) Strongly Disagree with the statements. It contained ten positive and DOI
closed statements about the usage of webtoon application in reading 10.30605/25409190.319
activity which was given after treating the students for several meetings.
The percentage of each answer or response on the questionnaire was Copyright © 2021
calculated. The researcher utilized the formula where the number of The Author(s)
frequency is multiplied by 100 percent and then divided by the total number
of respondents to convert the questionnaire data into percentages. The This article is licensed under
result of the students’ response indicated that webtoon application is CC BY-NC-SA 4.0 License
interesting media used in reading activity because containing and covering
electronic comics, online comics, digital comics, etc. The mean percentage
score showed that 51% of strongly agree, 46% of agree, 1% of disagree,
none of strongly disagree, and 2% of undecided students with the
statements on the questionnaire.

Keywords
Reading Activity
Webtoon Application
Reading Attractiveness
Reading Comprehension

518
Webtoon Application and Students’ Reading Activity
Introduction
The Corona virus disease (Covid-19) pandemic gives significant effect in many aspects of life in the world
including in Indonesia. One of them is the educational aspect where many schools have been closed for the
temporary time because the pandemic situation compels the people to do physical distancing or social distancing
to reduce the Covid-19 spread. The Ministry of Education and Culture (Kemdikbud) has made a policy to study
from home by implementing online learning in order to still continue the educational service.

Online learning cannot be separated from technological aspect to implement “digital based learning". The
implementation of learning from home forces many English teachers or lecturers to find a good application and
electronic learning media in serving material and keeping the learning process without reducing the learning
value in online form. EFL learners require a good electronic media in improving their English skill in speaking,
writing, listening and reading.

Reading skill should be followed by intensive reading activity. EFL Learners cannot improve their reading
comprehension without a good reading motivation. In this case, the researcher conducted a preliminary research
in English Education Department of Bulukumba Muhammadiyah University, wherein some students still have
low motivation in reading. To overcome the problem, the researcher offers a good learning media; it is Webtoon
application.

Webtoon is a combination of “web” and “cartoon”, and was coined in Korea to refer to webcomics (Cho, 2016).
Web refers to “network” and cartoon refers to all kinds of comic series made available to users accessed via a
network called the 'internet' (Yeobyu, 2016) in (Kiflaini, 2019). It can be concluded that webtoon is electronic
comics or online comics or digital comics which can be installed in mobile, computer, etc.

In Covid-19 pandemic situation, the students are expected to learn independently and creatively and motivate
their selves to learn by using interesting learning applications because the policy of “physical distancing”. So,
webtoon is very recommended because it contains electronic comics which “potentially beneficial in enhancing
students’ independent learning especially for the competence of reading” (Suhartatik et al., 2021). And also, it
is potentially increasing student motivation and creative thinking skills (Praptiwi et al., 2021). The advantage of
webtoon application is not only for the students but also for the teachers, where “supporting the teachers to be
more creative in terms of providing authentic media and materials, as well as creating enjoyable learning
activities, and also in terms of creating a good and active classroom environment for learning English” (Setialis
et al., 2017).

There are some previous researches concerning with the use of webtoon in reading, where The study's findings
showed that students are more attracted and motivated to enhance their reading comprehension skills by
using Webtoon (Oktaviani & Desiarti, 2019) (Hikmah, 2019) (Indah & Wibowo, 2020) (Juniarto & Fahri, 2019).
As well as webtoon as a learning media which contains “online comic strips” can improve and increase the
students’ reading comprehension (Gusmeri, 2020) (Amalia, 2018) (Juniarto & Fahri, 2019) (Ziska, 2021)
(Frasiska et al., 2021) (Ulandari, 2021). And even webtoon comic media can improve the reading comprehension
ability of students with “hearing impairment” (Hartati et al., 2021). These results are related to webtoon as
“edutainment medium” is a good way in improving students' reading comprehension (Widiyarti et al., 2021) and
Learning using the webtoon is simpler and easier to access (Indah & Wibowo, 2020). And also the use of “comic
strip” was more effective than traditional media in improving students' reading comprehension (Rengur & Sugirin,
2019)

Vol. 8 ( 2 ), 2021 | 519

Based on the theories and previous researches, the researcher would carry out the study entitled “The Students’
Attractiveness on the Use if Webtoon Application in Reading Activity”. It was created in the form of a descriptive
model at Bulukumba Muhammadiyah University, South Sulawesi. The purpose of the study was to investigate
and describe the students’ attractiveness “reasons” on the application of webtoon in reading activity to
synchronize and maintain the previous researches findings.

Method
The descriptive method was used in the study. It seeks to identify and describe the students' responses on the
application of webtoon in reading activity. The researcher used a single type of questionnaire: a rating scale with
closed and positive statements which is made in a degree of sensitivity and distinction of response while still
generating numbers such as strongly agree, agree, undecided, disagree, and strongly disagree. Closed
questions specify the range of responses from which the respondent may select (Cohen et al., 2005).

The study was conducted in teachers training and education faculty at English Education Department of
Bulukumba Muhammadiyah University which is located in Bulukumba, South Sulawesi. The study's population
consisted of the second semester of English education department students and there were 35 students
randomly selected as sample who took Reading I subject.

The researcher used a questionnaire in collecting the data. The students were treated with webtoon application
for several meetings in reading activity; focusing on how to download, install and run the application, how to
select the reading theme or genre, and how to move to the other themes. They were then asked to complete the
questionnaire; it was given to discover the students’ response and attractiveness on the application of webtoon
in reading activity which involved 10 closed and positive statements.

The researcher used a questionnaire in analyzing the students’ attractiveness on the application of webtoon in
reading activity. For this study, the questionnaire was administered to the 35 students after treating them for
several meetings. The questionnaire consisted of ten positive and closed-ended statements about the
application of webtoon in reading activity and the students were instructed to give response whether they were:
(1) strongly agree (2) Agree (3) Undecided (4) Disagree (5) Strongly Disagree with the statements. The
percentage of each answer was used to analyze the questionnaire. To convert questionnaire data into
percentages, the researcher used a formula in which the number of frequency is multiplied by 100 percent and
then divided by the total number of respondents (35 students).

Results
Statement 1: I like reading using webtoon application because containing online comics
Classification Frequency Percentage
. Strongly Agree 20 57%
Agree 15 43%
Undecided - -
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that there were 20 (57%) students strongly agree, and the 15 students (43%)
agree with the statement. None of the student chooses undecided, disagree, and strongly disagree. It indicated
that the students like using webtoon application because containing online comics.

520 | Ethical Lingua

 Statement 2: I like reading using webtoon application because containing electronic comics.
Classification Frequency Percentage
Strongly Agree 21 60%
Agree 14 40%
Undecided - -
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that the students like using webtoon because containing electronic comics
because there were 21 students (60%) strongly agree and 14 students (40%) agree to the statement. None of
the student answered undecided, disagree, and strongly disagree.

Statement 3: I feel enjoyable using webtoon application because concerning with digital based learning.
Classification Frequency Percentage
Strongly Agree 16 46%
Agree 17 48%
Undecided 2 6%
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that they like webtoon application because concerning with digital based learning.
It can be seen from there were 16 students (46%) strongly agree, 17 (48%) students agree, 2 students (6%)
undecided, and none of the student answered disagree and strongly disagree.

Statement 4: I feel motivated using webtoon application because some genres can be simply found and
chosen to read.
Classification Frequency Percentage
Strongly Agree 16 46%
Agree 19 54%
Undecided - -
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that they like using webtoon because many genres can be simply found and
chosen to read. It can be proven from the students’ response where there were 16 students (46%) strongly
agree, 19 students (54%) agree, and none of the student answered undecided, disagree and strongly disagree.
Statement 5: I like using webtoon application because it is simple and easy to run.
Classification Frequency Percentage
Strongly Agree 18 51%
Agree 15 43%
Undecided - -
Disagree 2 6%
Strongly Disagree - -
Total 35 100%

The students’ answer showed that they like using webtoon because the application is simple and easy to run. It
can be seen from there were 18 (51.4%) students strongly agree, 15 (42.9%) students agree, 2 (5.7%) students
disagree, and none of them answered undecided and strongly disagree to the statement.

Vol. 8 ( 2 ), 2021 | 521

 Statement 6: I like using webtoon application because I can read everywhere and learn
independently.
Classification Frequency Percentage
Strongly Agree 13 37.%
Agree 20 57.%
Undecided 1 3%
Disagree 1 3%
Strongly Disagree - -
Total 35 100%

The students’ answer showed that almost students like webtoon application because making them easier to read
everywhere independently. Based on their answer, there were 13 (37%) students strongly agree, 20 (57%)
agree, 1 (3%) student undecided, 1 (3%) student, and none of student disagree with the statement.

Statement 7: I like the lecturer when using webtoon application as a media in learning of reading.
Classification Frequency Percentage
Strongly Agree 16 46%
Agree 17 48%
Undecided 2 6%
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that almost students like to learn reading classroom when the lecturer uses
webtoon application. There are 16 (46%) strongly agree, 17 (48%) agree, 2 (6%) students undecided, and none
of them answered disagree and strongly disagree.

Statement 8: I think webtoon application is an appropriate media used in reading activity.

Classification Frequency Percentage
Strongly Agree 19 54%
Agree 16 46%
Undecided - -
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that webtoon application is an appropriate media used in reading activity. Based
on the fact, there were 19 (54%) students strongly agree, 16 (46%) students agree, and none of student
answered undecided, disagree & strongly disagree.

Statement 9: I think webtoon application is interesting media in reading activity.

Classification Frequency Percentage
Strongly Agree 24 69%
Agree 11 31%
Undecided - -
Disagree - -
Strongly Disagree - -
Total 35 100%

The students’ answer showed that webtoon application is an interesting media in reading activity. There were
24 (69%) students strongly agree, 11 (31%) students agree, and none of them answered undecided, disagree
and strongly disagree to this statement.

522 | Ethical Lingua

 Statement 10: I think webtoon stimulates me to read everyday.
Classification Frequency Percentage
Strongly Agree 15 42%
Agree 18 51%
Undecided 1 3%
Disagree 1 3%
Strongly Disagree - -
Total 35 100%

The students’ answer showed that webtoon application can give them a great stimulation to read. it can be seen
that there were 15 (42%) strongly agree, 18 (51%) agree, 1 (3%) student undecided, 1 (3%) student disagree,
and none of them strongly disagree with the statement.

Discussion
From the questionnaire result, it can be stated that webtoon is one of good media in reading activity seen from
the classified questionnaire mean percentage score, where the students responded positively on the use of
webtoon in reading activity (51% of strongly agree and 46% of agree to the statements). While strongly disagree,
disagree and undecided response did not occur significantly (1% of disagree, none of strongly disagree, and 2%
of undecided to the statements on the questionnaire.

The findings of this study maintain the previously mentioned theories that electronic comics is “potentially
beneficial in enhancing students’ independent learning especially for the competence of reading” (Suhartatik et
al., 2021) and “potentially increasing student motivation and creative thinking skills” (Praptiwi et al., 2021), and
also “supporting the teachers to be more creative in terms of providing authentic media and materials, as well
as creating enjoyable learning activities, and also create good and active classroom environment in learning
English” (Setialis et al., 2017). And also, this result showed that the webtoon application is interesting media
because including one of “edutainment medium” which is effective to increase students’ reading comprehension
(Widiyarti et al., 2021) and learning using the webtoon is simpler and easier to access (Indah & Wibowo, 2020).

This study is expected to be able completing and maintaining the previous researchers findings related to the
students’ attractiveness and their reason on the use of webtoon application in reading activity. The current
research assumed that webtoon application is one of interesting learning media because covering electronic
comics, online comics and digital comics, which containing many reading genres and the application is simple
and easy to run. And also this media is compatible implemented in Covid-19 pandemic situation.

Conclusion
Webtoon application is one of interesting media in reading activity, seen from the second semester students’
positive response of English Education Department in Bulukumba Muhammadiyah University. Where the
students' answers of agree and strongly agree dominated the questionnaire, while the students' answers of
disagree and strongly disagree did not occur significantly. The students’ perceptions decribed that the use of
webtoon in reading activity is interesting and relevant to digitalization era because engaging electronic media,
online media and digital media as well. And the application is simple and easy to run. The teachers should
consider this media as a good media in reading activity, and farther researchers are expected to be able to look
for the weaknesses of this application.

Acknowledgement
The researcher would like to say thanks to Rector of Bulukumba Muhammadiyah University, the Dean of Faculty
of Teacher Training and Education of Bulukumba Muhammadiyah University, the Head of English Education
Department of Bulukumba Muhammadiyah University, the English students of Bulukumba Muhammadiyah
University, and all contributing participants who cannot be mentioned one by one.

Vol. 8 ( 2 ), 2021 | 523

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