developing a digital comic to teach english for the eleventh ...

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DEVELOPING A DIGITAL COMIC TO TEACH ENGLISH

FOR THE ELEVENTH GRADE STUDENTS OF

THE STATE SENIOR HIGH SCHOOL 4 MERLUNG

THESIS

DANANG BUDI PRAMONO

TE. 130483

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2020




THESIS

Submitted as Partial Fulfillment of the Requirements to get Undergraduate Degree

(S1) in English Education Program

DANANG BUDI PRAMONO

TE. 130483




SULTHAN THAHA SAIFUDDIN

JAMBI

2020




THESIS

Submitted as Partial Fulfillment of the Requirements to Get Undergraduate

Degree (S1) in English Education Program

DANANG BUDI PRAMONO

TE. 130483




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Advisor 1 : Dr. Jamaluddin, M.Pd.I.

Advisor 2 : Edi Rozal, M.Pd.

Adress : The Faculty of Education and Teacher Training

The State Islamic University Sulthan Thaha Saifuddin Jambi

St. Jambi Ma. Bulian KM. 16 Simpang Sungai Duren, Muaro

Jambi. Postal Code 36363.

Dean of Education and Teacher Training Faculty

UIN Sulthan Thaha Saifuddin Jambi

In

Jambi

OFFICIAL NOTE

Assalamu’alaikum Wr. Wb.

This Thesis which is entitled “Developing a Digital Comic to Teach English

for the Eleventh Grade Students of the State Senior High School 4 Merlung”

arranged by Danang Budi Pramono, The student’s number TE. 130483 has been

corrected and approved to go through the faculty for an immediate process of final

examination.

Wassalamu’alaikum Wr. Wb.

First Advisor Second Advisor

Dr. Jamaluddin, M.Pd.I. Edi Rozal, M.Pd.

NIP. 19741229 200312 1 002 NIP. 19880803 201503 1 003

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THESIS ORIGINALITY STATEMENT

I am a student with the following identity:

Name : Danang Budi Pramono

Student’s Number : TE. 130483

Department : English Education

I state that this thesis is truly my own work submitted as one of the

requirments to obtain the undergraduate degree (S1) at the English Education

Department of Education and Teacher Training Faculty of the State Islamic

University Sulthan Thaha Saifuddin Jambi.

I have cited the sources clearly according to the norms, rules and ethics of

scientific writing if I quoted from the work of other people.

Should it later that some of the parts of the thesis are not my own work or

indicated the existence of elements of plagiarism in certain parts, I am willing to

accept the sanction in accordance with the regulation and legislation of the Faculty

of Education and Teacher Training of the State Islamic University Sulthan Thaha

Saifuddin Jambi.

Jambi, November 19th, 2020

Writer

Danang Budi Pramono

TE.130483

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DEDICATION

Special thanks to my parents, Sutarjo & Kaminem

For always being with and guiding me, your prayers are really powerfull

I am proud of being the only one child in our family

Also thanks to friends of

English Education Department,

Happy English And Trick,

Himpunan Mahasiswa Islam,

Komunitas Pijar,

Sahabat Ilmu Jambi,

Kelas Inspirasi Jambi,

Himpunan Relawan Jambi,

May Allah SWT blesses.

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MOTTO

عليه وسلهم أن أتعلهم السريانيهة أمرني صلهى للاه رسول للاه

Narrated by Zayd ibn Thabit :

“The messenger of Allah Salallahu ‘Alaihi Wa Salam ordered me to learn

Syriac/Aramaic” (Hadith : At-Tirmidzi : 2639)

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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious, The Most Merciful. All praises

and thanks to him, the Lord of the ‘Alamin (universe and all that exists). Shalawat

and Salam to the prophet Muhammad SAW who guided the mankinds from the

darkness to the lightness.

This thesis entittled “Developing a Digital Comic to Teach English for the

Eleventh Grade Students of the State Senior High School 4 Merlung” for the

requirement of Undergraduate Degree at the State Institute of Islamic Studies

Sulthan Thaha Saifuddin Jambi.

Special thanks to the First Advisor Dr. Jamaluddin, M.Pd.I. and the Second

Advisor Edi Rozal, M.Pd.. The writer also would like to express the deepest thanks

to:

1. Prof. Dr. Su’aidi, M.A., Ph.D. as the rector of The State Islamic University of

Sultan Thaha Saifuddin Jambi.

2. Dr. Hj. Fadlillah, M.Pd. as the dean of Education and Teacher Training Faculty

of The State Islamic University of Sultan Thaha Saifuddin Jambi.

3. Dr. Rusnita, M.Pd. as the vice dean of Academic fair Education and Teacher

Training Faculty of The State Islamic University of Sultan Thaha Saifuddin

Jambi.

4. Dr. Najmul Hayat, M. Pd, as the vice dean of Finance and administration

Education and Teacher Training Faculty of The State Islamic University of


5. Dr. Yusria, M.Pd. as the vice dean of students’ Affairs and Cooperative

Education and Teacher Training Faculty of The State Islamic University of


6. Wahyuni Fitria, M.Pd. as chief of English Education Program of Education and

Teacher Training Faculty of The State Islamic University of Sultan Thaha

Saifuddin Jambi.

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7. All lecturers at Education and Teacher Training Faculty in The State Islamic

University of Sultan Thaha Saifuddin Jambi who gives knowledge to researcher.

8. The administration staff at The State Islamic University of Sultan Thaha

Saifuddin Jambi.

9. All classmates who give me support and suggestion to finish this thesis. The

researcher hopes that this thesis will give contribution to the world of teaching

English.


The Writer

Danang Budi Pramono

TE. 130483

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ABSTRACT


Study : English Education Program

Title : Developing a Digital Comic to Teach English for the Eleventh

Grade Students of the State Senior High School 4 Merlung

The aim of this study was to develop a Digital Comic to Teach English for

The Eleventh Grade Students of The State Senior High School 4 Merlung. This

research used Research and Development (R&D) method. The researcher adopted

ADDIE model as a model of design and development. The result of the study

showed that designed an alternative media in teaching and learning could help its

proccess and also the students could learn easily with this digital media. Developed

into Android application made the media accessed easily in mobile because every

students had smartphones.

Keywords: Developing a Digital Comic

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ABSTRAK

Nama : Danang Budi Pramono

Jurusan : Pendidikan Bahasa Inggris

Judul : Developing a Digital Comic to Teach English for the Eleventh

Grade Students of the State Senior High School 4 Merlung

Tujuan dari penelitian ini adalah untuk mengembangkan aplikasi Komik

Digital untuk engajar bahasa Inggris siswa kelas XI di Sekolah Menengah Atas

Negeri 4 Merlung. Penelitian ini menggunakan metode Penelitian dan

Pengembangan. Peneliti mengadopsi model ADDIE sebagai model dalam desain

dan pengembangan. Hasil dari penelitian menunjukkan bahwasanya mendesain

sebuah media alternatif di dalam pengajaran dan pembelajaran dapat membantu

proses dan juga siswa dapat dengan mudah belajar dengan media digital.

Dikembangan kedalam aplikasi Anroid menjadikan media mampu diakses dengan

mudah secara efisien dikarenakan seluruh siswa memiliki ponsel pintar.

Kata Kunci: Pengembangan Komik Digital

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TABLE OF CONTENTS

OFFICIAL NOTE .................................................................................................. i

THESIS ORIGINALITY STATEMENT ........................................................... ii

DEDICATION ...................................................................................................... iii

MOTTO ................................................................................................................ iv

ACKNOWLEDGEMENT .................................................................................... v

ABSTRACT ......................................................................................................... vii

ABSTRAK .......................................................................................................... viii

TABLE OF CONTENTS ..................................................................................... ix

LIST OF TABLES .............................................................................................. xii

LIST OF FIGURES ........................................................................................... xiii

LIST OF CHARTS ............................................................................................. xv

LIST OF APPENDICES ................................................................................... xvi

CHAPTER I INTRODUCTION ......................................................................... 1

A. Background of The Study..................................................................................... 1

B. Identification of The Problem .............................................................................. 4

C. Delimitation of The Problem ................................................................................ 5

D. Objective of The Study ......................................................................................... 5

E. Product Specification ............................................................................................ 5

F. Significances of The Study ................................................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE ................................. 7

A. Media ...................................................................................................................... 7

1. Definitions of Media ........................................................................................... 7

2. Kinds of Media ................................................................................................... 7

3. Function and Using of Media in Learning .......................................................... 9

4. Assessment of Learning Media ......................................................................... 10

B. Digital Comic ....................................................................................................... 15

1. The Definition of Comic ................................................................................... 15

2. The Definition of Digital Comic ....................................................................... 16

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3. Elements of Design in Comic ........................................................................... 17

4. Application Maker of Digital Comic ................................................................ 19

5. Advantages of using digital comic .................................................................... 20

C. Writing Skill ........................................................................................................ 21

1. Definition of Writing ........................................................................................ 21

2. Types of Writing ............................................................................................... 22

3. Overview of Narrative Text .............................................................................. 22

4. Importance of Teaching Narrative Text in the Classroom ................................ 22

D. Conceptual Framework ...................................................................................... 23

E. Development Model ............................................................................................ 23

1. Analysis............................................................................................................. 24

2. Design ............................................................................................................... 24

3. Development ..................................................................................................... 24

4. Implementation ................................................................................................. 25

5. Evaluation ......................................................................................................... 25

F. Relevant Studies .................................................................................................. 25

CHAPTER III RESEARCH METHOD .......................................................... 28

A. Research Design .................................................................................................. 28

B. Development Stage .............................................................................................. 28

1. Analysis............................................................................................................. 28

2. Design ............................................................................................................... 29

3. Development ..................................................................................................... 29

4. Implementation ................................................................................................. 31

5. Evaluation ......................................................................................................... 31

C. Research Setting and Subjects ........................................................................... 33

D. Data Collection Technique ................................................................................. 33

1. Questionnaire .................................................................................................... 33

2. Documentation .................................................................................................. 33

E. Instruments of Data Collection .......................................................................... 33

F. Data Analysis Technique .................................................................................... 34

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CHAPTER IV RESEARCH RESULT AND DISCUSSION ......................... 36

A. Analysis Phase ..................................................................................................... 36

B. Design Phase ........................................................................................................ 41

B. Development Phase ............................................................................................. 43

D. Implementation Phase ........................................................................................ 53

E. Evaluation Phase ................................................................................................. 55

CHAPTER V CONCLUSION AND SUGGESTION ..................................... 57

A. Conclusion ........................................................................................................... 57

B. Suggestion ............................................................................................................ 57

REFERENCES .................................................................................................... 58

CONSULTATION CARD .................................................................................. 61

CURRICULUM VITAE ..................................................................................... 63

APPENDIX ....................................................................................................... 634

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LIST OF TABLES

Table 3.0.1 Likert Scale ....................................................................................... 34

Table 3.0.2 Mean Data Counting Source ............................................................. 35

Table 3.0.3 Score Conversion to 5 Scale ............................................................. 35

Table 4.0.1 Research Structured Interview .......................................................... 36

Table 4.0.2 Material Expert Validation ............................................................... 47

Table 4.0.3 Media Expert Validation ................................................................... 49

Table 4.0.4 Teacher Validation ............................................................................ 51

Table 4.0.5 Student Response .............................................................................. 54

Table 4.0.6 Student Response based on 5 categories ........................................... 55

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LIST OF FIGURES

Figure 3.0.1 Development Procedure Using ADDIE Model ............................... 31

Figure 3.0.2 Stages of The Study ......................................................................... 32

Figure 4.0.1 Laptop .............................................................................................. 37

Figure 4.0.2 Laptop 2 ............................................................................................ 37

Figure 4.0.3 Laptop 3 ............................................................................................ 37

Figure 4.0.4 Wacom Intuos .................................................................................. 38

Figure 4.0.5 Wacom Intuos 2 ............................................................................... 38

Figure 4.0.6 Xiaomi ............................................................................................. 39

Figure 4.0.7 Xiaomi 2 .......................................................................................... 39

Figure 4.0.8 Adonit Snap 2 .................................................................................. 39

Figure 4.0.9 Adonit Jot Mini 4 ............................................................................. 39

Figure 4.1.0 Baseus Pen Stylus ............................................................................. 39

Figure 4.1.1 Adobe Photoshop CC ...................................................................... 40

Figure 4.1.2 Corel Draw Graphic Suite ............................................................... 40

Figure 4.1.3 Medibang Paint for Windows .......................................................... 40

Figure 4.1.4 Medibang Paint for Android ............................................................ 41

Figure 4.1.5 Adobe Animate ................................................................................ 41

Figure 4.1.6 Scrypt and Storyboard ..................................................................... 41

Figure 4.1.7 Medibang Paint Sketch ..................................................................... 42

Figure 4.1.8 Medibang Paint Sketch 2 ................................................................. 42

Figure 4.1.9 Compiling ........................................................................................ 43

Figure 4.2.0 Compiling Process ............................................................................ 43

Figure 4.2.1 Loading Page .................................................................................... 44

Figure 4.2.2 Start Page .......................................................................................... 44

Figure 4.2.3 Menu Page ........................................................................................ 45

Figure 4.2.4 Menu Page ........................................................................................ 45

Figure 4.2.5 Contents ............................................................................................ 45

Figure 4.2.6 Contents 2 ......................................................................................... 45

Figure 4.2.7 Testing 1 ........................................................................................... 46

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Figure 4.2.8 Testing 2 ........................................................................................... 46

Figure 4.2.9 Before Revision ................................................................................ 52

Figure 4.3.0 Revised ............................................................................................. 52

Figure 4.3.1 Added Generic Structure Example ................................................... 53

Figure 4.3.2 Instruction added for Guidance ........................................................ 53

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LIST OF CHARTS

Chart 4.0.1 Diagram of Assessment by Material Expert ..................................... 48

Chart 4.0.2 Diagram of Assessment by Media Expert ......................................... 49

Chart 4.0.3 Diagram of Assessment by Teacher ................................................... 52

Chart 4.0.4 Diagram of Student Response ........................................................... 55

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LIST OF APPENDICES

Appendix A1. Validation Sheet ............................................................................ 65

Appendix A2. Result Of Validation Sheet ............................................................ 81

Appendix A3. Permission Letter ........................................................................... 95

Appendix B1. List Of Students ............................................................................. 99

Appendix B2. Students’ Responses .................................................................... 100

Appendix B3. Data Calculation .......................................................................... 123

Appendix C1. Initial Sketch And Storyline ........................................................ 128

Appendix C2. Narrative Text Material ............................................................... 132

Appendix C3. Syllabus ....................................................................................... 142

Appendix D1. Research Permission .................................................................... 149

Appendix D2. Documentation ............................................................................ 150

Appendix D3. Installation Guide ........................................................................ 152

Appendix F1. Structured Interview ..................................................................... 155

Appendix F2. Result Of Structured Interview .................................................... 156

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CHAPTER I

INTRODUCTION

A. Background of The Study

Entering the era of information and communication technology is

perceived needs and the significance of the use of computer in the learning

process to improve the quality of learning expected. With technology of

computer we can increase the quality of education by opening widely the access

of science and information technology in implementing quality of education.

Particularly the implementation of high tech and high touch approach.

Information technology is developed in line with the theory and

communication and technology which support the learning process. Learning

through television or video, computer, learning web based (e-learning),

Computer Assisted Instructional (CAI), Audio Visual Aid (AVA) are the

examples of the use of technology.

Computer technology has contributed to the occurrence of the

revolution in various fields, including education. Eric Ashby (1972) said the

world of education has been entered the fifth revolution, the packaging and the

use of information and communication technology in learning process,

especially computer technology and internet for the significance of improving

learning process.

Development of technology in education give impact in learning

process. The learning process must be planned, implemented, evaluated and

monitored in order to run effectively and efficiently. The development of

technology and information should provide facilities to the learning process.

This happened because the learning process is about delivering information,

where we can use the tools as a transmitter of information or material which

becomes instructional objectives. Tools transmitter is called the learning media.

Nowadays, the development of media based on computer is quick and

becoming the new innovation in education. A digital comic becomes Learning

media which can be developed in accordance with the development of science

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and technology. Comic is a cartoon that expresses the character and act out a

story in sequence closely which is associated with the image and is designed to

provide entertainment to the reader (Nana Sudjana and Ahmad Rival, 2007).

Based on NTV Sekai Banzuke (world rank) which was reported by

Tribunnews.com (2013) Indonesia ranked the second position of Manga

(Japanese Comic) reader after Finland. The average person who read comic were

3,11 or approximately 3 books per person, while in Finland the average person

who read comic were 3,59 or nearly 4 manga books. Finland had many readers

of comic, because comic is used as learning media at schools. The popularity of

comic encourage educators to develop this media to be used as a learning media.

Comic is already widely used in various fields such as the media

community education campaign and educational information, both story and

design are specifically designed to deliver educational messages. Comic is one

of graphic media used in the world of education as the tool to clarify the materials,

create the deeper sense in clarifying the materials. Comic can draw out students’

desires, students’ happiness, students’ pretensions and motivate them to learn.

The media is needed to create the effectivity and efficiency in learning. Getting

the price of the effectiveness from the instructional media is not easy for the

teachers. Teachers need to do know how to use the media.

The use of instructional media will greatly assist the teacher to do

teaching process in way of delivering messages of the materials. . Instructional

media have motivational functions that can draw attention and motivation of the

students on the content, and it also makes the students be more focus and active

in learning process (Rusman, 2012: 163). And also Hamalik (1986) in Azhar

Arsyad (2011: 15-16 ) argues that the using of learning media in learning process

can arouse new desires and interests, generate motivation and stimulation of

learning activities, and even bring the psychological effects on students. The use

of learning media at the stage of learning orientation will greatly assist the

effectiveness of the learning process and the delivery of messages and content.

Therefore, we need the selection of instructional media which matches with the

material to be taught because the learning motivation of students in the learning

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process is one of indication that presenting of information in the learning process

is successful.

Learning process always put the students as objects to be filled with a

variety of information and teaching materials which is quite a lot. Meaningful

learning aspect is not well implemented because the material which is provided

by teacher is not understood but the material is memorized by the student. We

know that writing skill is difficult to learn. Rahel (2013) argued that writing is a

productive skill in the written mode. It is more complicated than it seems at first,

and often seems to be the hardest of the skills, even for native speakers of a

language. It is necessary to use a learning media that allows students to gain

knowledge, not only theoretically but also on learning experience more

realisticly. A good learning media is media that is capable of displaying images,

text, and sound.

The observation has been done to analyse the needs of the students. The

interview also has been done to students in class XI. The students have

difficulties in understanding the materials (writing compostition) from the book

explained by the teacher. This affects the ability of students in writing the

structures of English narrative text. Moreover, most of the students have

smartphones which connected to the internet and in break time they often used

their phones. They could access everything such as articles, pictures and videos

on internet. And Instagram becomes a social media which is popular for them.

Instagram is a mobile photo sharing application and service that allows users to

share pictures and videos either publicly or privately on the service (Wikipedia :

free encyclopedia). Based on the observation, most of students like to read online

comic on Instagram such as Tahilalats (@tahilalats), Komikin Ajah

(@komikin_ajah), Si Juki (@jukihoki), Webtoon e-comic application and etc.

Based on the fact found at the school, The facilities provided by the

school such as a few of computers and projectors are only used for ICT

(Information and Communication Technology) subject. Even the facilities is

complete, but it is not utilized optimally by teacher. Even the computer is

provided by school, the tendency of teacher in using textbook to deliver materials

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can not be avoided. Markers and whiteboard are mostly used and the conditions

of learning process.

Based on conditions at the State Senior High School 4 Merlung (SMA

Negeri 4 Merlung), there is need an appropriate solution to make students be

able to learn english easily. Students are expected to learn by themselves at

school or can be doing at their house. Developing the media which is instantly

and easily to used is a good solution and new available interesting contents is

needed to provide at this problem. Digital comic become the media which the

researcher intends to develop because it is appropriate with the situation and

condition of the school and also based on the need analysis of the students that

most of them like to access online graphic media. The researcher take the

conclusion that the students like to follow the trend which is exist in modern

technology. The researcher thought that digital comic must be a new proper

media which can support the learning process.

Based on the description above, the researcher intends to develop A

Digital Comic to Teach English for The Eleventh Grade Students of The State

Senior High School 4 Merlung. In expectation Digital Comic will be an effective

media to support the learning process if it is rested with the facts found in the

school, facilities, teacher, and students. This media will become the first and

newest to use at this school.

B. Identification of The Problem

Based on the Background of The Study, the problems that can be

identified as follows:

1. Teacher has tendency to teach by using textbook and not maximally utilizing

the existing technology.

2. A few of students have difficulties in understanding materials of English in

a text book.

3. Every students have smartphones but intense to used only on social media

and watch film, less to used in learning proccess.

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4. Students interested to learn by using visual media based on first field

interview, most of them love to read comics on their smartphone, such as

Webtoon and Mangatoon.

C. Delimitation of The Problem

Limitations of this study include:

1. The researcher limits the study on developing a digital comic as learning

media in teaching narrative text for the eleventh grade students. In this aspect

the media provided only 4 narrative stories in blank comic and imported into

Android .apk format and became an application which installed into all

students’ smartphones.

2. Feasibility assessment of media was carried by one expert material, one media

expert and one practitioner (teacher).

3. The implementation was a trial of the media which placed only at one school

that is SMA Negeri 4 Merlung grade XI of Natural Science involving 23

students.

D. Objective of The Study

Objective of the study is to develop a digital comic as a learning media

in teaching English writing for narrative text of students at eleventh grade of The

State Senior High School 4 Merlung. With this application program the

researcher expected that the media would made students easier to understand

narrative text, determine the generic structures, language features, kinds of

narrative text and also could analyse stories of comic provided in media and

write text/sentences, even paragraph correctly.

E. Product Specification

Product specifications expected in this research are:

1. Digital Comic as learning media media which the contents or materials are in

accordance with the text book.

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2. Digital Comic stored into the form of Android application format .apk in a

single installation file presented the explanation of narrative text and the story

line of blank comic stories based on materials of narrative text.

F. Significances of The Study

The result of the study is expected to support learning process.The

media can be used not only at school but also at students’ homes. Media could

be suitable in formal class and self-learning analysis activities.

The result of this study is also expected to give new great information

to the teachers and the students’ needs to find the way of teaching and learning

by using Digital Comic. The teacher can also get new way to do teaching.

Hopefully, the description of the interaction in the class can give a valuable input

to improve the quality of language, especially in English class. The last, this

study can produce the new additional media to support learning English with fun

proccess.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Media

1. Definitions of Media

The word of media is around us, we can find it easily in everywhere.

Media is made in various types and substances. Many people use it for any

purposes. The following will be explained the definition of media. As cited

from Syaiful Bahri Djamarah and Aswan Zain (2006) The word of “media”

is derived from Latin and the plural form of word “medium”, which literally

means “mediator or conductor”. Thereby, media is a vehicle of transferring

information of knowledge or message.

Media can be interpreted as introduction. Robert Hanick in Arsyad

Azhar (2011: 4) defines the media is something that carries information

between the source and receiver of information. Still in the same angle, Kemp

and Dayton in Arsyad Azhar (2011: 4) suggests the role of media in the

communication is as a sender (transfer) that is transmitting the message from

the sender to the recipient of the message or information (receiver).

Based on the definition, the media have important role for people to

get information. Therefore, many teachers use the media as a tool to teach

the students in the classroom to transfer knowledge.

2. Kinds of Media

The teacher’s creativity in using the media can increase students’

comprehension in understanding the lesson in the class. There are many kinds

of media that can be applied in teaching-learning activity. According to

Djamarah and Zain (2006), media is divided into three types, namely audio,

visual, and audiovisual media. Audio media refer to sound element, visual

media refer to visual element, and audiovisual media refer to both sound and

visual element.

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In addition, Gerhard added that in the media itself, including various

kinds of materials, and he specified and classified them in four general

categories as the following:

a. Listening/viewing materials

Silent films; TV commercials, quiz shows, cartoons, news, comedy show,

dramas, movies, and soap operas; radio news, dramas, and ads;

professionally audiotaped short stories and novels; pop, rock, country, film,

and children’s songs; home videos; professionally videotaped travel logs,

documentaries, and sales pitches.

b. Visual materials

Slides; photographs; paintings; sketches; drawing by children; stick-figure

drawings; wordless street signs; silhouette; calendar pictures; pictures

from travel; news, and popular magazines; ink blots; postcard pictures;

wordless pictures books; stamps; X-rays.

c. Printed materials

Newspaper articles, cartoons, advertisements, movie advertisements,

astrology columns, sport reports, obituary columns, and advice columns;

travel magazines science, math, and history books; short stories; novels;

books of photographs; lyrics to popular, rock, folk, and children’s song;

restaurant menus; street signs; postcards; currency; cereal boxes; candy

wrappers; tourist information brochures and tourist guidebooks; university

catalogs; departments store catalogs; telephone books; world, city, and

relief maps; calendars; TV guides; driver’s licenses; comic books; greeting

cards; business cards; bank checks and deposit forms; grocery coupons;

hotel registration forms; pins with messages; bus, plane, train, taxi, and

jitney schedules; teletext subtitles for the hearing impaired.

d. Realia

Jerry G. Gebhard (2009) mentions the realias; Dolls, puppets, currency,

key rings, scissors, folded paper, toothpaste, toothbrushes, combs, stuffed

and toy animals, wall clocks, balloons, walkietalkies, candles, fly swatters,

9

string, thread, chewing gum, glue, rules, tacks, paper clips, rubber bands,

trains, aprons, plastic forks and spoons, dishes, glasses, bowls, umbrellas,

wallets, purses, balls, phones, fishing reels, furniture, people, cars, bug

collections, play money, stones, plants, sand, clay, ink, sticks, jars, coffee

cans, chalk, credit cards, hats, Halloween masks, mannequins.

From those categories, not all of them can be applied in the

classroom, so teacher should choose one of the appropriate media that can be

used in teaching the students by considering to the objective of learning, the

effectiveness, the efficiency, the function, the cheapness, and related to the

material of learning.

3. Function and Using of Media in Learning

According Hamalik (1986) in the Azhar Arsyad (2011: 15-16 )

argues that the using of learning media in learning process can arouse new

desires and interests, generate motivation and stimulation of learning

activities, and even bring the psychological effects on students. The use of

learning media at the stage of learning orientation will greatly assist the

effectiveness of the learning process and the delivery of messages and

content.

Further, Levied and Lentz (1982 ) in the Azhar Arsyad (2011: 16-

17) suggests four functions of learning media especially the visual media,

there are:

a. The attention function of visual media is at the core, which is attractive

and direct students’ attention to concentrate on the content related to the

meaning of the displayed visual or text accompanying the subject matter.

b. The affective function of visual media can be seen from the enjoyment of

students when learning a text with a picture.

c. Cognitive function of visual media can be seen from the findings of the

study revealed that the visual symbol or picture facilitate the achievement

of the goal to understand and remember information or messages

contained in the image.

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d. Compensatory function of learning media can be seen from the findings

that the visual media that provide the context for understanding the text

help students who are weak in reading to organize information in the text

and recall.

Usefulness or the contribution of learning media according to Kemp

and Dayton (Daryanto, 2011: 106) is as follows :

a. Submission of instructional messages can be standardized.

b. Learning can be more attractive

c. Learning can be more interactive by applying learning theory.

d. The timing of the learning can be shortened.

e. The quality of learning can be improved.

f. The learning process can take place whenever and wherever needed.

g. A positive attitude of students towards learning material and the learning

process can be improved.

h. The role of the teacher changes toward positive

4. Assessment of Learning Media

There are several aspects and criteria in the assessment of the

development of learning media based information and communication

technology (ICT) by Romi Satria Wahono (2006) is as follows:

a. Aspects of Software Engineering

1) Effective and efficient in the development and use of learning media

2) Reliable

3) Maintainable (can be use and simple in operation)

4) The accuracy of the selection of the type of application/software/tool

for development

5) Compatibility (learning media can be installed/run on different

hardware and software)

6) Packaging learning media program and easily integrated in execution

7) Documentation of learning media program is complete,

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includes: installation instructions (clear, concise, complete), trouble

shooting (clear, structured, and anticipatory), the design of the program

(obviously, describe the workflow program)

8) Reusable (part or all of the program learning media can be reused to

develop other learning media)

b. Aspect of Leaning Design

1) Clarity of learning objectives (formulation, realistic)

2) The relevance of learning objectives with basic competence/

curriculum that has been created by teachers

3) The scope and the depth of learning objectives that arranged

4) The appropriateness of learning strategies utilization

5) Interactivity

6) Provision of learning motivation

7) Contextuality and actuality

8) Completeness and quality of learning assistance substance

9) Compatibility material with learning objective

10) The depth of material contained in media

11) Material easily to be understood even presented as a game

12) Presented material systematically arranged, coherent, and clear

logical flow

13) The clarity of description, explanation, examples, simulations,

exercise

14) Consistency between evaluation with learning objectives

15) The appropriateness and permanence of evaluation tools

16) Giving feedback or response to evaluation results

c. Aspects of Visual Communication

1) Communicative: the visual and audio elements in accordance with the

teaching materials to be easily understood by students.

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2) Creative: visualization presented with unique and bring a new

atmosphere to attract the attention of students.

3) Simple: visualization is not complicated but still gives the impression

that appeal to students whose primary focus is the presentation of the

material remains unclear.

4) The element of audio (narration, sound effects, back sound, music) in

accordance with the character and topic.

5) Visual (desaign layout, typography, color) in accordance with the

theme and attract attention.

6) Moving media (animations, movies), the animation can be used to

simulate the subject matter.

7) interactive layout (navigation icons); navigation compiled with a

familiar shape and consistently

d. Aspect of Book Assessment

According to BSNP (Badan Standar Nasional Pendidikan) on

Permendiknas (Peraturan Menteri Pendidikan Nasional) Number 2 Year

of 2008 the aspects is considered in the assessment of good textbook or

textbooks and non-text book lesson are as follows:

1) Contents Feasibility

Feasibility standard contents are are follows:

a) Alignment with SK (Standar Kompetensi) and KD (Kompetensi

Dasar) subjects, child development, community needs. Good

textbooks should contain material that supports the achievement of

SK (competency standards) and KD (basic competence) of these

subjects. Feasibility content of textbooks can be judged from

completeness of material, breadth, and depth.

b) The substance of science and life skills

c) Insights for developed and developing

d) The diversity of social values

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2) Linguistic Feasibility

This linguistic components broken down into the following

subcomponents or indicator:

a) Written by following Indonesian rules and correct terminology and

clear.

b) In accordance with the level of development and education of

students.

c) Communicative.

d) Coherently and have unity idea.

3) Presentation Feasibility

This presentation components broken down into the following


a) General presentation of the organization

b) Organization of presentation each chapter

c) Considering the significance and usefulness

d) Involve students actively

e) Develop knowledge formation process

f) In addition, the presentation also includes the feasibility standards:

g) Variations in the delivery of information

h) Ability to improve the quality of learning

i) Pay attention to the code of ethics and copyright

4) Graphic Feasibility

Feasibility component is broken down into the following


a) Size

b) Design of the skin

c) Design of contents

d) Quality paper

e) Print quality

f) Binding quality

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e. Benefit of Learning Media

Wina Sanjaya (2008: 171-172 ) said that the benefits of learning

media as follows:

1) Limiting the limitations of the experiences of the students .

2) Addressing classroom space limit.

3) Allows for direct interaction between students and the environment.

4) Generate the uniformity of understanding.

5) Instill the basic concept of the true, real, and right.

6) Generating motivation and stimulate students to learn well.

7) Generating new desires and interests.

8) Control the speed of student learning.

9) Provide a thorough experience of concrete things to abstract

f. Classification and Characteristic of Learning Media

According to Rusman (2012 : 173 ) learning media can be

classified as follows:

1) By its nature, the media can be divided into :

a) Auditory media, ie media which can only be heard only or media

only has sound elements.

b) Visual media, the media can only be seen alone, is not an element

of sound.

c) Audio-visual media, ie media containing sounds and images also

contain elements that could be seen

2) Based on the ability of its reach, the media can be divided into:

a) The media has the power to cover a wide and simultaneous.

b) The media has the power to cover limited by space and time.

3) Based on the method or technique of usage, the media can be divided

into:

a) The media is projected.

b) The media is not projected.

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4) There are several types of media that can be used in the learning, an

outline of instructional media can be classified into three, namely :

a) visual media,

b) audio media,

c) audio-visual media (Rusman, 2012: 173-174 )

g. Criteria of Media Selection

Nana Sudjana and Rival (2010: 4-5 ) the criteria for selecting instructional

media should pay attention to the following matters:

1) The accuracy of the learning objectives

2) Support to the content of the lesson material

3) Ease of obtaining media

4) Skill in the use of teachers

5) Available time to use it

6) In accordance with the level of student thinking

Criteria for selection of learning media according to Azhar

Arsyad (2011: 75) are as follows:

1) In accordance with the objectives to be achieved

2) Right to support the learning contents that are facts, concepts,

principles, or generalizations

3) Practical, flexible, and enduring

4) The teacher skillfully use it

5) Grouping targets.

6) Technical quality

B. Digital Comic

1. The Definition of Comic

Mc Cloud in MS Gumelar (2011: 6) describes the comic as lined

images in deliberate sequence that is intended to convey information or

produce an aesthetic response from the reader. Comic in Indonesian etimlogi

derived from the word “comic” are more or less in the semantic meaning

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funny, jokes (Ms Gumelar, 2011: 2). In this sense it is worth if many people

have the perception that comic are something identics with a funny thing.

Funny in that it covers in terms of character image displayed as well as the

existing content on the comic.

Nana Sudjana and Rival Ahmad (2005:64) gives matching

definition that comic is something that reveals the shape of cartoon characters

and act out a story in a sequence that is closely associated with the image to

give entertainment to the readers. The descriptions of these comic can lead

to the conclusion that the comic is a series of images are arranged to convey

information, usually arranged in the form of a separate book, or published in

various print media.

2. The Definition of Digital Comic

According to Hafiz Ahmad (2009) digital comic can be divided into

four categories based on their digital applications:

a. Digital Production

Digital production refers to the process of work and production

of comic books can now be done 100 % on screen, and not just the process

of manipulation and digital imaging alone.

b. Digital Form

Digital form refers to the form of comic in digital form, so it has

the ability borderless (unlike the paper that is limited size and format), so

that comic have no limited shape, for example, greatly elongated sideways

or downwards, to form a spiral. The second capability of the digital comic

is timeless. If comic in print form has limitations due to its durability age

the paper, the digital comic in the form of electronic data can be stored in

the form of digits or bytes, and can be transferred into a wide variety of

storage media. The third capability is being multimedia capabilities,

where the display can be combined with the comic limited animation,

interactivity, sound and so on. Multimedia capabilities can provide a more

complete reading experience for readers.

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c. Digital delivery

Digital delivery refers to the method of distribution and delivery

of digital comic are in form of paperless and high mobility. Paperless

format allows distribution of digital comic cut out a lot of chain

distribution process if it is done in analog (eg, from printing, distributors,

retailers, buyers). The term is only one clicks away. While the features of

a high mobility can be done, because the comic in digital format allows

data that had the form of a digital code was brought into a small and

efficient gadget. On the other hand, things that should be considered in

digital delivery is the distribution of different forms of digital data and

analog distribution systems. For example, an online digital comic

distribution in Indonesia would be associated with an access speed and

bandwidth, so it is necessary to consider the size and format of the images

in the digital comic are made.

d. Digital Convergence

Digital convergence is the development of comic in other media

links that are also digitally -based, such as games, animation, films,

mobile content, and so on.

From these explanations it can be concluded that digital comic

are comic in the form of an electronic -based digital format which not only

displays the plot alone , but can be inserted inside games, animations,

movies or any other application that is easier for the reader to follow and

enjoy each story and its delivery can be carried out online or through a

specific gadget.

3. Elements of Design in Comic

In the comic themselves are comic design elements, design elements

according to MS Gumelar (2011: 26) is a material or parts that make up the

overall design of the comic in a composition, and its constituent parts can be

broken into parts separate smaller. Elements of design in comic are as follow:

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a. Space

Comic require space such as paper, canvas space, media of digital space

and other media. Space or a certain space is left blank on certain panels so

that readers feel (relief) and the direction of character to do something.

b. Image

In the comic images are usually drawing strokes (hand or free hand

drawing).

c. Text

The text is actually an image and symbol or symbol of sounds and

numbers. Symbol is different between one country and the others.

d. Point & Dot

Point must not always be the bullet, it can be a little box, little triangle,

little elliptical, etc. Dot is little (superlative) than the bullet.

e. Line

The real line is a combination of some point or dot are overlapping each

other and connect. Should not always be a straight line, the line can be

straight or curve.

f. Shape

Shape is the two-dimensional shape measurement, X and Y or length and

width.

g. Form

Form is the three -dimensional shapes sizes, Y and Z or long, wide, and

high.

h. Tone/value ( gradient , lighting & shading)

Tone is pressure towards the darker color or lighter. Gradation, lighting,

and shading can be done by rendering.

i. Color (Hue)

Color is divided into three major groups, there are:

a) Light color (visible spectrum)

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Sometime, light color can be called as addictive color which is

generated from the three primary colors (light primary color), there are

red, green and blue or RGB.

b) Transparent color

Transparent color is produced from the 4 main colors are cyan, magenta,

yellow and black (not solid black or dark gray) or CMYK.

c) Opaque color

Opaque color consists of 5 main colors or sometimes referred to as

subtractive color, there are white, yellow, red, blue and black.

d) Pattern

Pattern is used as a screen in a comic tone.

e) Texture

Texture is the actual surface of a design or the visual appearance of a

design.

4. Application Maker of Digital Comic

There are many applications we can use. These are four

application software used in developing digital comic we can use, such as:

a. Adobe Photoshop

Adobe Photoshop is a software application for image editing and photo

retouching for use on Windows or MacOS computers. Photoshop offers

users the ability to create, enhance, or otherwise edit images, artwork, and

illustrations.

b. Corel Draw Graphic Suite

Corel Draw Graphic Suite is a vector graphics editor developed and

marketed by Corel Corporation. It is also the name of the Corel graphics

suite, which includes the bitmap-image editor Corel Photo-Paint as well

as other graphics-related programs.

c. Medibang Paint

MediBang Paint is software application for use on Windows, MacOS,

Android Smartphone, and iPhone iOS feature, and it is a free lightweight

https://en.wikipedia.org/wiki/Vector_graphics_editor

https://en.wikipedia.org/wiki/Corel

https://en.wikipedia.org/wiki/Bitmap-image_editor

https://en.wikipedia.org/wiki/Corel_Photo-Paint

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digital painting and comic creation program that comes loaded with

brushes, fonts, pre-made backgrounds, and other resources.

d. Adobe Animate

Adobe Animate is a multimedia authoring and computer animation

program developed by Adobe Systems. Animate is used to design vector

graphics and animation for television programs, online video, websites,

web applications, rich internet applications, and video games.

5. Advantages of using digital comic

Digital media provide more profit for digital comic, the digital form,

the comic has a broad reach than print comic, where the origins of the digital

comic itself is a print comic. According to Yang (2003) reported in Comic in

Education , the comic has five advantages when it is used in learning. The

advantages that include:

a. Motivating

The main advantages of the comic as a media of learning is the ability to

motivate students.

b. Visual

Comic is a composition of image with other images, thus basically comic

is a visual media. Images and text on the comic has the same position in

conveying a story.

c. Permanent

Using comic as a media of learning is much different from using a movie

or animation. Although film and animation is also a visual media, they can

only be seen without being able to repeat it as we please. Comic, unlike

them, is a permanent media. For example, if students do not understand a

movie scene or animation, they can’t repeat, but with comic, they can

repeat what they want.

d. Intermediaries

According Koenke (1981) in Yang (2003) comic can directs students to

the discipline of reading, especially those who do not like to read or have

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worries about the error. Comic can be a bridge to more serious reading .

Haugaard (1973) in Yang (2003) said that comic could change the

students who do not like reading student form the buff.

e. Popular

The popularities of digital comic has been start 5 years ago in android

devices and be a popular culture..According to Morrison et al (2002) in

Yang (2003) said that incorporate popular culture into the curriculum can

be as a bridge the gap when students feel on the inside and outside of

school. The comic is part of popular culture.

C. Writing Skill

1. Definition of Writing

Writing is one of the language skills that must be learnt and mastered

by the students in the school. It helps them to develop their imaginative and

critical thinking abilities in order to be able to write effectively and creatively.

However, many experts have different perspectives about the definition of

writing itself.

According to Hyland (1996), “Writing is a way of sharing personal

leanings and writing courses that emphasize the power of the individual to

construct his or her own views on a topic”. Besides, Woodman and Adler

(1985) assert, “Writing is a dynamic process that weaves back and forth

between thought and words”.

Meanwhile, Smith (in Gunn and Terasaki) (1982) defines writing as

“The production of visual symbols designed to produce differential verbal

responses in a reader”.

From the definitions above, it can be understood that writing is a

process of expressing and organizing ideas in the mind into a written form. In

writing activity, it involves students’ thought and feeling. They can write

anything freely on their paper, but keep paying attention to the rules and

structures in writing. Hence, writing is often regarded as a complicated skill.

Nonetheless, it does not mean that it is difficult and cannot be done by the

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students. Everything needs a process of learning, likewise in writing. To make

a good composition, students just need a lot of practice. If students cannot

write well, they will not be able to communicate in transcribed form with

many people someday. As we know that language is used for communication,

so writing is an important part of language learning to communicate.

2. Types of Writing

Writing includes various kinds of text types. According to Scholes

and Comley, there are six major of writing text types. They are narration,

description, argumentation, analysis, and synthesis. Focusing on Narration,

A narrative is a report on an event, a happening that unfolds in time.

Narration is a form of writing shared by the creative writer, who invents the

events to be narrated.

3. Overview of Narrative Text

Narrative text is like a storytelling. Woodson (1982) points out that

narrative is arranging events in a story in chronological order, is also a way

of thinking about those events. Ruetten (2012) added that in narrative writing,

the writer focuses on a particular incident to support the main point. The

incident consists of events that are linked in time. All the events should

support the controlling idea. The writer also includes words and details that

support the controlling idea.

4. Importance of Teaching Narrative Text in the Classroom

Writing narrative text is the students’ written task which can train

their way of thinking in writing about events in a story in chronological order.

Narrative text is important to be taught because of consisting of stories.

Stories can be easy to entertain, instruct, clarify, and persuade the students.

They can also show them how the world works, how people behave, and how

events unfold. Therefore, stories can help the students to understand and cope

with the world someday in the future.

A history textbook can be categorized as a narrative text. It tells the

stories in the past, so students can learn the important things from the past

and change it to be better in the present and future. In the class, the teacher

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can add the story with morals to tell and teach them to learn about good

attitudes and behaviors

D. Conceptual Framework

Teaching is the process of attending to people’s needs, experiences and

feelings, and making specific interventions to help them learn partiular things.

Paul Hirst (1975) concuded, ‘being clear about what teaching is matters vitally

because how teachers understand teaching very much affects what they actually

do in the classroom’. Hirst (1975) makes two very important points. For him

teaching should involve setting out with the intention of someone learning

something. Considering people’s feelings, experiences and needs. Teaching is

only teaching if people can take on what is taught.

The interventions commonly take the form of questioning, listening,

giving information, explaining some phenomeno, demonstrating a skill or

process, testing understanding and capacity, and facilitating learning activties

(such as note taking, disussion, assignment writing, simulations and practice.

Position of instructional media is one of an effort to enhance the

interaction process and communication between teachers and students as well

as the interaction between students and their learning environment.

Technological development is currently very close to the students. Media

development by leveraging technology can improve the quality of the learning

process. The use of appropriate media and varies can overcome the passive

attitude of students. In this case the media of education is useful for stimulating

learning.

E. Development Model

The development model in this study will be ADDIE. ADDIE was

developed by Dick and Carry and that model is to design a learning system.

According to Endang Mulyatiningsih (2011), there is an example of the

activities at each stage of the development model:

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1. Analysis

At this stage, the main activity is to analyze the need for the

development of models/new learning methods and analyzing the feasibility

and the terms of the development of models/new learning methods. The

development of new learning methods is preceded by a problem in the

model/learning methods that have been applied. Problems can be occur

because the model/learning methods that exist today is no longer relevant to

the needs of the target, the learning environment, technology, characteristics

of learners, etc.

After analysis of the problem, the researcher need to develop

models/new learning method, researchers also need to analyze the feasibility

and the terms of the development of models/new learning methods.

In this analysis, there should be no draft models/methods are good

but can not be applied due to some limitations such course no tools or

teachers are not able to carry it out. Analysis of new learning methods need

to be conducted to determine the feasibility when learning methods are

applied.

2. Design

In designing the model/learning methods, stage design has

similarities with designing learning activities. This activity is a systematic

process that starts from the set of learning objectives, designing scenarios or

learning activities, designing learning tools, designing learning materials and

tool evaluation of learning outcomes. The design of the model/learning

methods are still conceptual and will underpin the next development process.

3. Development

Development model of ADDIE contains the realization of product

design activities. In the design phase, it has been prepared a conceptual

framework application of the model/new learning methods. In the

development phase, which is still conceptual framework is realized into

products ready to be implemented. For example, if the design stage has been

designed using the model/new methods that are still conceptual, then at the

25

stage of development, it is prepared or made learning device model/new

methods such as lesson plans, media and subject matter.

4. Implementation

At this stage, design and methodes that have been developed are

implemented in a real situation, that is in the class. During implementation,

the design models/methods that have been developed is applied to the actual

conditions. The material that is presented in accordance with the model/new

method was developed. After application of the method, then it will be

performed an initial evaluation to provide feedback on the application of the

next model/method.

5. Evaluation

Evaluation is done in two forms, there are formative and summative

evaluation. Formative evaluation is conducted at the end of each face-to- face

(weekly) whereas summative evaluation is conducted after the activity ends

as a whole. Summative evaluation measures the final competence of subjects

or learning objectives to be achieved. The results of the evaluation are used

to provide feedback to the user models/methods. Revisions were made in

accordance with the results of the evaluation or needs that have not been met

by the model/new method.

F. Relevant Studies

1. Huriyah (2015) entitled “Developing a Digital Comic as one of Learning

Media to improve Students’ Motivation in the Introduction of Banking for

Grade X Accounting Student at SMKN 1 Bantul Academic Year of

2014/2015”. The results of this research shows that the results of the

validation analysis of media Based on the assessment of material expert, the

feasibility of digital comic on the topic of transfer, clearing and collection,

obtained the average score of 4,19 for overall aspects. This result showed that

the media is considered to be feasible as a learning media used in the subject

of Introduction of Banking. Based on the assessment of media expert, the

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feasibility of digital comic on the topic of transfer, clearing and collection,

obtained the average score of 4,2 for overall aspects. the assessment of

practitioner, the feasibility of digital comic on the topic of transfer, clearing

and collection, obtained the average score of 4, 19 for overall aspects. The

assessment of student, the feasibility of digital comic on the topic of transfer,

clearing and collection, obtained the average score of 4, 04 for overall aspects.

Students’ motivation obtained the average score of 3,98 (high category) to

4,44 (very high category). This result showed that the media can improve

students’ motivation. The differences between this study and the research

that. In this research the researcher used questionnaire only for validating the

media, and knowing the student responses but not with the students’

motivation. The focus of the study is to develop a Digital Comic into a single

application which can be installed into smarphones. This study was applied

in Introduction of Banking subject at vocational school (SMK), whereas the

research will be conducted by researcher to subject of English and focused

to Narrative Text material. The similarities between two studies is the use of

Likert Sscale to know the categories for every aspects which will be in

validation sheets and students’ responses.

2. Puspita Windaningrum Dewi (2013) entitled “Pengembangan Media

Pembelajaran Berupa Komik Digital Pada Pokok Bahasan Bilangan

Pecahan” and the result of this research show that the results of the validation

analysis of media that reached 77.50% and the results of the validation

analysis of the material which reaches 80.00%. Instructional media, digital

comic also effectively improve student learning outcomes on the subject of

fractions, it is seen from the test of effectiveness of student learning outcomes

by using t-test. t-test analysis results obtained by the t = 2.334108 and table

= 1.6698. Thus as tcount > ttable, then H0 is rejected, which means the average

value posttest experimental class students better than the average score of

post-test students in control class. The differences between this study and the

research will be conducted is subjects of the study. This research applied in

27

mathematics, researchers will apply in the subjects of English and and

focused to Narrative Text material.. In this study examines the feasibility of

the media and media effectiveness seen in the results of learning, while the

research will be conducted by focus only developing a Digital Comic into a

single application which can be installed into smarphones.

3. Indriana Mei Listiyani (2012) entitled “Pengembangan Komik sebagai

Media Pembeljaran Akuntansi pada Kompetensi Dasar Persamaan Dasar

Akuntansi untuk Siswa SMA Kelas XI”. The result of this research shows that

the quality of media that have been developed are categorized very decent,

assessment score by material expert 131.11 or 87.54% (Very Good),

assessment score by media expert is 105.50 or 92% (Very Good) and

assessment score by teacher is 169 or 99.39%. In field test by using digital

comic is success to increase average score test of student from 51.88 to 92.5.

The similarities between this research and the research that researcher will

be conducted is this research was conducted in SMA. This research was

applied in accounting subject, whereas the research which will be conducted

by researcher will be applied to Narrative Text.

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CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher used R&D (research and development

method). According to Borg and Gall (1983: 772) Research and Development

is a process used to develop and validate educational product. The steps of this

process are usually referred to as the R&D cycle, which consist of studyinng

research findings pertinent to the product to be developed, developing the

products based on the findings, field testing it in the setting where it will be used

eventully, and revising it to correct the deficiencies found in the filed-testing

stage. In more rigorous programs of R&D, this cycle is repeated until the field-

test data indicate that the product meets its behaviorally defined objectives.

According to Nana Syaodih Sukmadinata (2009: 164) research and

development is a process or steps for develop a new product or enhance existing

product, and can be responsible. According Endang Mulyatiningsih (2011: 161)

research and development purpose to make new product by developing process.

This research aim to develop a digital comic on teaching English writing.

B. Development Stage

The development procedure adapted ADDIE development model, in

this model development consists of five phases that include analysis, design,

development, implementation and evaluation. ADDIE development model is

developed by Dick and Carry for designing learning systems analysis (Endang,

2011: 200). Researchers modification in the development model is according to

the needs.

Development procedures of making digital comic as learning and

instructional media, consists of five stages, there are:

1. Analysis

a. Analysis of needs included problems and characteristics of the students.

b. Analysis of programs or applications as tools of making digital comic.

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2. Design

Based on the analysis results, further design or planning stage that

included the following five stages:

a. Script Preparation

The script contains of narrative text, based on Indonesian legendary story

b. Initial sketch and storyline

The sketch will contained of conversations between characters without

bubble text and illustrated the story line of comic.

c. Main sketch

Main sketches made by Medibang Paint for Windows and Android in A4

International Paper format

d. Coloring

Giving colors to make the comic more interesting

e. Preparation of questionnaire

Assessment instrument product of this research is a questionnaire

checklist for material expert, media expert, practitioner and also the

questionnaire of students’ responses.

3. Development

Once the design will be made, all the components which will be

prepared at the design phase together into one product according to the design

that will be designed. This digital comic product was developed or

manufactured to be a ready-use product that was validated and tested to

students. Development phase consists of :

a. Products Manufacturing

The main process of making a digital comic included the

manufacture of comic pages, compiling, and packaging. After all designs

made, then at this stage all the components will be assembled into a single

program which can be run in Android smartphone.

b. Validation

Validation is the process of product assessment which conducted

by experts (material and media) and teacher to provide an assessment

30

based on rational thinking and product trials. At this stage the initial

product will be validated by one lecturer as a material expert who will

assess the appropriateness or correctness of the concepts included in the

digital comic, another lecturer as a media expert who will assess the digital

comic in terms of learning, material/content, language, presentation,

graphic, and visual communication. And then the validation will be

continued by the teacher as the practitioner before the field test is done .

The validation will be done depend on the readiness of the product. The

result will be suggestions, comments, and feedback that can be used as a

basis for revising stage.

There are three validators chosen as the validators of the product.

The Material Expert held by Shynta Amalia, M.Pd. She is a lecturer of

English Education Program of The State Islamic University Sulthan

Thaha Saifuddin Jambi. She has been teaching for over than 5 years. She

is good at materials presentation especiall in writing. The Media Expert

held by Novri Adhiatma, M.Kom. He is a lecturer in STMIK NH Jambi

(Sekolah Tinggi Manajemen Informatika dan Komputer Nurdin Hamzah

Jambi). He is focusing in teaching infromation system, multimedia, and

application program. He has been teaching for about 5 years. Even 5 years,

he had been followed so many computer management training in any

seminars. And also he has been managing Dolphin Corp in multimedia

and printing business. The teacher is Lenni Kusmalina, S.Pd.I., an English

teacher at The State Senior High School 4 Merlung. She has been teaching

for about 12 years (8 years at this school).

c. Revision

Once the product validated by experts, and teacher which obtained

feasibility and suggestions for improving the digital comic. Digital comic

revised or corrected based on the suggestion given by the experts and

teacher. The revision based on how suggestions and critics given and

applied to the application.

31

4. Implementation

In this phase the media tested to grade XI of the Natural Science

Program. Questionnaires distributed to find out the opinion/student responses

on the media. The advanced revision conducted based on the inputs and

suggestions from students.

5. Evaluation

Evaluation is important process to check the completion of the

stages. This is the action of perfecting the development of the media and the

study and measurement that the study is already to stop, continue, or repeat.

The results of the evaluation are used to provide feedback to the user

models/methods. Revisions will be made in accordance with the results of

the evaluation or needs that have not been met by the model/new method.

Figure 3.0.1 Development Procedure Using ADDIE Model

32

• Analysis of Needs

• Digital Comic Maker Tools

Analysis

• Script preparation

• Sketch

• Coloring

• Compiling

• Questionnaire preparation

Design

• Making the media

• Making the interface

• Testing

• Validation

Development

Implementation

Evaluation

Figure 3.0.2 Stages of the Study

33

C. Research Setting and Subjects

This study conducted at SMAN 4 Merlung (State Senior High School

4 Merlung). The school is located on Jl. Lintas Timur KM. 86 Dusun Mudo,

Muara Papalik District, Tanjung Jabung Barat Regency, Jambi. The study has

been done by the researcher in a period of first semester of the academic year

2017/2018 which included the planning, researching and reporting.

The subjects in this are 23 students of the eleventh (XI) grade of

Natural Science Program of the State Senior High School 4 Merlung (SMAN 4

Merlung).

D. Data Collection Technique

1. Questionnaire

The data in this research collected by using questionnaires.

According to Sugiyono (2011: 199) questionnaire is a technique of data

collection which is done by giving a set question or statement to the

respondent to answer. The questionnaire in this study used to collect data on

the feasibility of digital comic which filled by experts, teacher and students.

2. Documentation

The study used the documentation in terms of photos to strengthen

all of the data which collected in this study, the photos taken at class and

computer laboratory.

E. Instruments of Data Collection

Questionnaire in this study consists of two types of questionnaires,

there are to measure the feasibility of the media by experts and teacher and a

questionnaire to measure students’ responses.

Likert scale is a very useful question type when you want to get an

overall measurement of a particular topic, opinion, or experience (Sugiyono,

2015: 165) The gradation of answers starts from very positive into very negative.

The alternative answers will be scored in the table of Likert Scale. The scores

34

which classified into 1-5, 1 for very less; 2 for less; 3 for good enough; 4 for

good; and 5 for very good (Sugiyono (2011:93).

F. Data Analysis Technique

Data analysis is the process of systematically searching and compiling

data that is obtained by interviews, field notes and documentation, organizing

data into categories, describe into the units, synthesize, organize into a pattern,

choose which is important and which will studied, and make inferences that can

be easily understood by ourselves and others (Sugiyono, 2011: 335).

Data which will be obtained from experts based on the questionnaire

sheet, will be analysed by using descriptive analysis techniques. Descriptive

analysis techniques is performed using descriptive statistics. Descriptive

statistics will be used to analyse the statistical data in a way to describe or depict

the data that has been collected as without intending to generally accepted

conclusions or generalizations (Sugiyono, 2012). The results of data analysis

were used as a basis for revising the media products developed.

Analysis the feasibility of media from experts and teacher to find the

feasibility in percent. To do analyse the data about feasibility of digital comic as

teaching media frome the experts (material & media), teacher and students will

be used this following steps.

1. Changing the qualitative data to quantitative data based on the assessment

from the questionnaire.

Score Classification

5 Very Good

4 Good

3 Good Enough

2 Less

1 Very Less

Table 3.0.1 Likert Scale; Sugiyono (2011:93)

35

2. Calculate the values from each of indicators into the mean data

𝒙 =𝚺𝒙

𝑵

Description:

x = Average score

𝛴x = Item score total

N = Assessor total

3. Data conversion (Using Sukardjo Conversion to 5 Scale)

Interval Score Score Category

X > Xi + 1,80 ISD X > 4,21 Strongly Feasible

Xi + 0,60 ISD < X ≤ Xi + 1,80

ISD 3,41 < X ≤ 4,20 Feasible

Xi – 0,60 ISD < X ≤ Xi + 0,60

ISD 2,61 < X ≤ 3,40 Enough Feasible

Xi – 1,80 ISD < X ≤ Xi – 0,60

ISD 1,81 < X ≤ 2,60 Not Feasible

X ≤ Xi – 1,80 ISD X ≤ 1,80 Strongly Not

Feasible

Description :

Xi = Ideal mean

= ½ (ideal maximum score+ ideal minimum score)

ISD = Ideal Standard Defiation

= 1/6 (ideal maximum score+ ideal minimum score)

X = actual score ideal

maximum score = 5

ideal minimum score = 1

Table 3.0.2 Mean Data Counting Source; Sukardjo (2012:98)

Table 3.0.3 Conversion Scales; Sukardjo (2012: 98)

36

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

A. Analysis Phase

At this stage, needs analysis and competence as well as instruction were

carried out. Here was the translation of each stage of the analysis.

1. Analysis of Needs

a. Problems and student needs

The potential of SMA Negeri 4 Merlung which provided with

computer lab and projectors. Existing facilities and infrastructure were

used for computer-related material such as TIK (Teknologi Informasi dan

Komunkasi). In addition, students also like to read comic especially

Webtoon (an android based e-comic). Based on the fact found, researcher

developed a digital comic as teaching and learning media which is

operated in Android smartphones to be applied in the study.

Due to this case, the researcher did a structured and unstructured

interviewe to 5 students randomly to the class of the chosen one.

The structured interview had done for a pre research step and listed the

questions below.

No Question

1 Do you like the learning process doing with digital media? for

example, Comic, Animation Video, and etc.

2 Why do you like the process? The way of learning

3 Why do you state that the process of learning is easier to do?

4

Are you sure that the process of your understanding to the English

language will be improved if the new learning media applied?

Please give the reasons!

5 What do you suggest to the researcher? Do you have any

suggestion to the researcher?

37

Figure 4.0.1 Laptop Figure 4.0.2 Laptop 2

Figure 4.0.3 Laptop 3

Table 4.0.1 Pre-Research Structured Interview

The result of the Interview showed that students mostly like to

learn by using digital media, they stated that they like to learn with

simple media which can be access easily (refers to Appendix F1.

Structured Interview and Appendix F2. Result of Structured Interview).

b. Digital Comic Maker Tools

In a proccess of making a digital comic researcher provided tools

(hardwares and softwares) with the following specifications:

a) Laptop/Notebook

Laptop/Notebook Acer Aspire E14 (E5-475G-5115) with following

specifications:

1) Intel Core i5-7200U 2.5 GHz with Turbo Boost up to 3.1 GHz

2) Graphic Card NVIDIA GeForce 940MX with 2 GB Dedicated

VRAM with 8 GB (8192 MB) DDR4 Memory (Random Access

Memory)

3) SSD WD Green M.2 120GB SATA + WD Green 240 GB 2.5 SATA

4) Installed Windows 10 Pro 64-bit (10.0, Build 17763)

38

Figure 4.0.4 Wacom Intuos Figure 4.0.5 Wacom Intuos 2

b) Graphic Tablet

A graphics tablet (also known as a digitizer, drawing tablet, drawing

pad, digital drawing tablet, pen tablet, or digital art board) is a

computer input device that enables a user to hand-draw images,

animations and graphics, with a special pen-like stylus, similar to the

way a person draws images with a pencil and paper. These tablets

may also be used to capture data or handwritten signatures. It can

also be used to trace an image from a piece of paper which is taped

or otherwise secured to the tablet surface. Capturing data in this way,

by tracing or entering the corners of linear poly-lines or shapes, is

called digitizing (Wabopedia.com).

Pentab Wacom Intuos CTL-4100 was the main device in designing

shapes of comic, the manual scripts and storyboards drawn manually

with this device in Medibang Paint for Windows

c) Smartphone

Xiaomi Redmi Note 5 AI Blue with specifications:

(1) OS Android Pixel Experience 9.0 (Pie)

(2) Chipset Qualcomm Snapdragon 636 (14nm) CPU Octa-core

1.8 GHz Kryo 260, GPU Adreno 509

(3) 6 GB of RAM, 64 GB of ROM

(4) IPS LCD Screen 5.99 inches with 1080 x 2160 pixels, 18 : 9

screen ratio (~403 density)

https://en.wikipedia.org/wiki/Input_device

https://en.wikipedia.org/wiki/Stylus_(computing)

https://en.wikipedia.org/wiki/Digitizing

39

Figure 4.0.6 Xiaomi Figure 4.0.7 Xiaomi 2

Figure 4.0.8 Adonit Snap 2 Figure 4.0.9 Adonit Jot Mini 4

Figure 4.1.0 Baseus Pen Stylus

d) Stylus Pen

(1) Adonit Snap 2 Fine Point Phone Stylus with 1.9 mm Pixel Point

with diameter 4.3 mm, long 119.95 mm, weight 9.5g

(2) Adonit Jot Mini 4 Blue Stylus Pen with accurate disk tip

(3) Baseus 2 in 1 Pen Stylus accurate disk tip + writing tip with 108-

degree tilted.

40

Figure 4.1.1 Adobe Photoshop CC

Figure 4.1.2 Corel Draw Graphic Suite

Figure 4.1.3 Medibang Paint for Windows

e) Software

Making digital comic not only needed the hardware, but also took

software/application programs to create digital comic

a) Adobe Photoshop CC

b) Corel Draw Graphic Suite

c) Medibang Paint Pro

d) Medibang Paint for Android

e) Adobe Animate

41

Figure 4.1.4 Medibang Paint for Android

Figure 4.1.5 Adobe Animate

Figure 4.1.6 Script and Storyboard

B. Design Phase

Stage design was the media design phase such as making scripts and

manual sketches, making comic to digital by using a computer, the overall

storyboard creation, questionnaire preparation.

1. Script preparation

The scripts of digital comic collected from sources and storyboard

described the overall story line in comic. Storyboard was made on paper as a

map to guide in making sketches.

42

Figure 4.1.7 Medibang Paint Sketch

Figure 4.1.8 Medibang Paint Sketch 2

2. Sketch

The scetches illustrated the story line of comic without conversation

sentences or speech bubble. So that the image can describe whole stories in

comic. At this phase, the used of Medibang Paint for Windows and Android

as the main tool maker took precedence.

3. Coloring

This stage gave motif on clothes, gave shadow to the body, and

background settings. chose the appropriate colors to all pictures.

4. Compiling

Comic that had been made in Medibang Paint canvas then converted

into a digital format picture (.jpg) and made background for it. The buttons

then created with Corel Draw Graphic Suite and imported into (.png) format,

it used to be buttons in Adobe Animate.

43

Figure 4.1.9 Compiling

Figure 4.2.0 Compiling Process

5. Questionnaire Preparation

The researcher also prepared assessment instrument for media

quality that was questionnaire to materials experts, media experts, teacher and

also students. Questionnaires were given to students ind addition to know the

responses to the media (refers to Appendix A1. Validation Sheet).

B. Development Phase

1. Making the media

a. Preparation of merging

At this stage, preparation of a comic was done. Every page of

comic merged into folders for each title of menu. And named into numbers

for everypage. It made researcher easily for the next phase.

b. Preparation of comic into digital

In preparation to digital comic, there were several files joined into

digital. Storylines of the comics, menu buttons, music, into Adobe

Animate application and exported into tested program in this

application.

44

Figure 4.2.1 Loading Page

Figure 4.2.2 Start Page

2. Making the interface

The interface was done by using Adobe Photoshop to fill the

backgrounds, edit the texts, buttons was done by using Corel Draw, these are

list of interface included in application.

a. Loading Page

Loading Page was the waiting process before entering the start

page, and ready to clicked and enter the menu.

b. Start Page

While the menu clicked, it continue to the start page that shows

the name of the media, and the cartoon character of the researcher.

c. Main Menu and Sub Menu

The Main Menu and Sub Menu was the main page to enter the

materials of Narrative Text, in this page contains of buttons. Every buttons

have their each functions. Story, Text, About, Help and etc.

45

Figure 4.2.3 Menu Page

Figure 4.2.4 Sub Menu Page

Figure 4.2.5 Contents

Figure 4.2.6 Contents 2

d. Contents

The contents include the explanation of Narrative Text, Generic

Structure, Language Features, Kinds of Narrative Text and also the

Storyboard of Narrative Text with the clue button to see the clue words.

46

Figure 4.2.7 Testing Figure 4.2.8 Testing 2

3. Testing

Testing was conducted to determine whether the functions was

contained in the application after the coding process can run properly and it

is to find flaws or errors that must be corrected, if test is still not fix and there

are problems then it will be repaired to the object or function to obtain results

which is expected. The test was in good condition, clearly running on Android

device.

4. Validation

a. Material and Media Validation

This phase media were validated by two experts, one of them was

an expert at English Grammatical Structure, Shynta Amalia, M.Pd.

(Lecturer of English Education Department of UIN STS Jambi) and an

expert in media design that was Novri Adhiatma, M.Kom (Lecturer of

STMIK Nurdin Hamzah of Information Technology Department and

owner of Dolphin Corp. (an advertising office). Input and advice from

material expert and media expert was used as the basis of a revised

Validation was also done by teacher which was conducted by Lenni

Kusmalina, S.Pd.I. as teacher of English at grade XI of SMA Negeri 4

Merlung was to collect suggestions or advice to make revisions. The

researcher got no revision at this step. (refer to Appendix A2. Result of

Validation Sheet).

47

1) Material Expert

Validation was done by a material expert that was to gather advice or

opinions of material expert to make revisions.

No Categories Score

1 Compliance of media content with basic

competencies and learning objectives 3

2 Ease of understanding the material 2

3 Material accuracy with the development concept 2

4 Ease of understanding the ilustration 2

5 Storyline accuracy with material 3

6 Related discussion of material 4

7 Material clarity 2

8 Accuracy and example in develop self learning 2

9 Suitability of final media evaluation 4

10 Local content accuracy with culture in Indonesia 5

11 Clarity of Instruction/indicator 3

12 Accuracy of terms use 4

13 Ease of understanding storyline 4

14 Simplicity of language 4

15 Support of media to student learning engagement 2

16 Presentation of character images 4

17 Size of file 4

18 Ease of operation 3

19 Ease of use 4

20 Support of media to student self learning 2

21 Effectivity of media in increasing motivation 2

22 Effectivity of media in guiding students 2

Total 67

Average 3,05

48

Table 4.0.2 Material Expert Validation

Based on an assessment by media expert, the media got an

average rating of 3,05. Based on the conversion guidelines Sukardjo

(2012: 98) the average value of 3,05 including the category “Enough

Feasible”. Assessment by material expert can be presented on

diagram as follow:

Chart 4.0.1 Diagram of Assessment by Material Expert

2) Media Expert

Validation was done by a media expert that was to gather advice or

opinions of media expert to make revisions.

No Categories Score

1 Attractiveness of background 5

2 Attractiveness of cover design 4

3 Icon menu orderliness 4

4 Font choice 4

5 Continuity of transition 3

6 Ease of reading text 5

7 Color choice 5

8 Graphical suitabiliy 4

9 Continuity of story 5

10 Wordless Comic 4

2,5

3,7

5

3,2

5

2,5

M a t t e r L a n g u a g e P r e s e n t a t i o n E f f e c t i v i t y

Mate r i a l Exp e r t Va l id a t io n

49

11 Proportion of picture and ilustration 3

12 Quality and accuracy of sound effect/music 4

13 Media use clarity of instruction/indicator 5

14 Accuracy of terms 4

15 Ease of understanding storyline 4

16 Simplicity of language 5

17 Support of media to the student engagement 5

18 Presentation of character pictures 5

19 Size of file 4

20 Ease of media operation 5

21 Ease of use 5

22 Support of media to student self learning 5

23 Effectivity of media in increasing motivation 5

24 Effectivity of media in guiding students 4

Total 106

Average 4,42

Table 4.0.3 Media Expert Validation

Based on an assessment by media expert, the media got an


(2012:98) the average value of 4,42 including the category “Strongly

Feasible”. Assessment by media expert can be presented on diagram

as follow:

Chart 4.0.2 Diagram of Assessment by Media Expert

4,1

7

4,5

4,7

5

4,7

5

G r a p h i c a n d

S o u n d

L a n g u a g e P r e s e n t a t i o n E f f e c t i v i t y

Media Exper t Val ida t ion

50

3) Teacher

Validation was done by a material expert that was to gather advice or

opinions of material expert to make revisions.

No Categories Score

1 The suitability of the material with basic

competency 4

2 Suitability of media with the purpose of learning 5

3 Suitability of media with material characteristics 5

4 Completeness of the material in the media 4

5 Ease of understanding the material in the media 4

6 The suitability of the material with the ability of

students 4

7 Ease of understanding the media illustrations 4

8 Giving motivation to student 5

9 The clarity of the material in the media 3

10 Suitability of illustration with related materials 4

11 Conformity of application with the concept of

matter 5

12

The suitability of the material with the

development of information and

technology

5

13 Attractiveness of cover design 4

14 Attractiveness of picture design 5

15 Accuracy if picture and ilustration 4

16 Continuity of story for each pages 4

17 Readability of text 5

18 Accuracy of color mixing 5

19 The balance of proportion, ilustration and text 4

20 Quality of picture 5

51

21 Conformity of the use of language and students

language skills 4

22 The ease of undersanding language 5

23 Accuracy of writing spelling and terms 5

24 Accuracy of writing punctuations 5

25 Consistency of using terms and foreign language 5

26 Significancy of characteristic meaning between

characters 5

27 Clarity of plot and ilustration 4

28 Accuracy of character choice 5

29 Suitability of images and stories 4

30 Attractiveness of storyline 5

31 Attractiveness of character presentation 5

32 Support of images to knowledge delivery 5

33 Clarity of images 5

34 Accuracy of font choice 4

35 Accuracy of font size 4

36 Design view for every pages 4

37 View of cover design 4

38 Accuracy of text color and background 4

39 Clarity of media use instruction 4

40 The ease of menu use 4

41 The ease of navigation button use 4

42 The ease of digital comic installation proccess 4

43 Size of file 3

44 Simplicity of operation 4

Total 193

Average 4,39

Table 4.0.4 Teacher Validation

52

Figure 4.2.9 Before Revision

Figure 4.3.0 Revised

Based on an assessment by teacher, the media got an


(2012: 98) the average value of 4,39 including the category

“Strongly Feasible”. Assessment by material expert can be presented

on diagram as follow:

Chart 4.0.3 Diagram of Assessment by Teacher

b. Material and Media Revision

Based on input from step a and was made revisions based on input from

material expert and media expert texted on critics and suggestions

coloumns of questionnaire (refer to Appendix A2. Result of Validation

Sheet). The researcher fixed the application, added the buttons and pages.

1) Added Objectives of Learning

4,3

8

4,2

5 4,5

4,8

3

4,2

2

L e a r n i n g M a t t e r G r a p h i c L a n g u a g e P r e s e n t a t i o n

Teacher Val ida t ion

53

Figure 4.3.1 Added Generic Structure example

Figure 4.3.2 Instruction added for guidance

2) Example of Gerneric Structures

3) Added Instruction Menu explanation

4) Music Adjustment

The music has chosen for Story page, and Version page. The story

buttons when clicked, the background music played based on the local

music included Malay and Javanese musics.

D. Implementation Phase

Implementation phase has been done by the researcher in a period of

first semester of the academic year 2017/2018 which included the planning,

research and reporting at Grade XI of Natural Science Program at SMA Negeri

4 Merlung, which is located on Jl. Lintas Timur KM. 86 Dusun Mudo, Muara

Papalik District, Tanjung Jabung Barat Regency, Jambi.

Before the media was used, students were required to install the media

on their own smartphones (refers to Appendix D3. Installation Guide). The

54

process of the implementation had done in 3 weeks class. After the end of the

lesson the students were asked to complete a questionnaire regarding

responses/opinions of students about the media after using the media.

No Name Total Score Average Score

1 Student 1 87 4,4

2 Student 2 70 3,5

3 Student 3 85 4,3

4 Student 4 64 3,2

5 Student 5 63 3,2

6 Student 6 74 3,7

7 Student 7 79 4

8 Student 8 60 3

9 Student 9 83 4,2

10 Student 10 90 4,5

11 Student 11 87 4,4

12 Student 12 85 4,3

13 Student 13 90 4,5

14 Student 14 66 3,3

15 Student 15 76 3,8

16 Student 16 86 4,3

17 Student 17 65 3,3

18 Student 18 74 3,7

19 Student 19 82 4,1

20 Student 20 82 4,1

21 Student 21 91 4,6

22 Student 22 88 4,4

23 Student 23 78 3,9

Total 1805 3,92

Table 4.0.5 Student Response

55

No Score Total

1 5 134

2 4 190

3 3 104

4 2 31

5 1 1

Table 4.0.6 Student Respons based on 5 categories

Chart 4.0.4 Diagram of Student Response

Based on student responses to the media got a total score of 1805

and an average rating of 3,92 from ideal score of 5. Based on the responses

given by students, most of them gave score 4 from 5 categories of score. It

proved that students interested to learn English with a Digital Comic.

E. Evaluation Phase

Evaluation phase has been done by the researcher, at this stage all

proccess was checked and collected to analyze, scanned the questionnaires from

experts, teacher, and students and input datas into Microsoft Excel in order to

made it easier to input datas (refers to Appendix B3. Data Calculation). Students’

critics and suggestion also became considerations to fix all body of comics.

The result of the research produced new media in teaching English, the

final media of this research was the application of digital comic on material of

teaching English Narrative Text.

3,9

2 5

A v e r a g e S c o r e A v e r a g e S c o r e

I d e a l

Stud en t s Resp o nses

56

The advantages of this Digital Comic include:

1. Application of Digital Comic was a teaching and learning media which

presented using smartphone installed on students smartphones, it was easy to

use with an attractive appearance so as to increase student interest in learning

English narrative text.

2. Application of digital comic is a media that is easy to use anywhere and

anytime.

3. Application of digital comic is a new breakthrough technology learning media.

Digital comic application is very likely to be developed in accordance with

the development of science and technology.

The weakness of this media as follows:

1. The media presented is limited on material of narrative text only and included

4 narrative blank stories (without dialogue)

2. The development proccess of media was constrained to put into android

application, if the students had Apple iPhone the application could not be

installed on their phone.

3. The application is not connected to the internet, so it can not be updated and

not available to the Google Playstore.

4. The application is under development program, the errors, fault, or missing,

it is because of the coding must be broken.

57

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and discussion on Chapter IV, it can be

concluded: The development of Digital Comic used ADDIE development

model; there are analysis, design, development and implementation. Based on

the assessment of material expert, and media expert the feasibility of media

obtained the average score of 3,05 and 4,42 for overall aspects. This result

showed that the media is considered enough feasible and feasible as a learning

media used in the subject of Narrative Text. The score also got the average of

4,39 from the validation of teacher to the media, it is also considered feasible to

use.

The students gave their assessments to the media and got the average

score of 3,92 from 5,00. It shows that they were very attractive to the new media

in learning English, easy and mobile to use than only using a textbook.

B. Suggestion

1. Media development program suggestion for further utilization

a. The Digital Comic can be used for teaching and learning process in writing

skill of Narrative Text.

b. The Digital Comic can be installed on every Android smartphone.

2. Suggestion for teachers and students

Digital Comic can be used as a modern learning media which can be

applied as instructional media. The researcher expected that the teacher can

develop a new learning media which is creative and interactive. The

researcher also expected that the students can learn English individually with

this Digital Comic.

58

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Baru Algesindo.

Sugihartono, dkk. 2007. Psikologi Pendidikan. Yogyakarta: UNY Press.

Sugiyono. (2010). Statistik untuk Penelitian. Bandung: Alfabeta.

Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R n D. Bandung:

Alfabeta.

Sukmadinata, Nana Syaodih. (2009). Metode Penelitian Pendidikan. Bandung:

Rosdakarya.

Tribunnews. (2017, March 7). In Tribunnews. Retrieved 07:30, March 7, 2017

http://www.tribunnews.com/lifestyle/2013/11/29/indonesia-peringkat-ke-

2-pembaca-manga-terbanyak-di-dunia

Wahono, Romi Satria. (2006). Aspek dan Kriteria Penilaian Media Pembelajaran,

Retrieved March 7, 2017.

http://romisatriawahono.net/2006/06/21/aspek-dan-kriteriapenilaian-

media-pembelajaran/,

http://www.tribunnews.com/lifestyle/2013/11/29/indonesia-peringkat-ke-

http://romisatriawahono.net/2006/06/21/aspek-dan-kriteriapenilaian-media-pembelajaran/

http://romisatriawahono.net/2006/06/21/aspek-dan-kriteriapenilaian-media-pembelajaran/

60

Windaningrum, Puspita Dewi. (2013). Pengembangan Media Pembelajaran

Berupa Komik Digital pada Pokok Bahasan Bilangan Pecahan. Skripsi.

Semarang: IKIP PGRI Semarang.

Yang, Gene. (2003). Comics in Education. Retrieved

March 28, 2017

http://www.humblecomics.com/comicsedu/strengths.html.

http://www.humblecomics.com/comicsedu/strengths.html

61

CONSULTATION CARD


Student ID : TE. 130483

Title : Developing a Digital Comic to Teach English for the

Eleventh Grade Students of the State Senior

High School 4 Merlung

Advisor I : Dr. Jamaluddin, M.Pd.I.

No. Date Consultation Signature

1 February 21st, 2017 Proposal •

2 March 3rd, 2017 Improvement of Proposal •

3 March 13th, 2017 Improvement of Proposal •

4 April 7th, 2017 Acc to Proposal Seminar •

5 June 15th, 2017 Permission for Research •

6 August 7th, 2017 Media Validation •

7 August 21st, 2017 Research •

8 October 1st, 2017 Improvement of Data

Analyses

•

9 November 11th, 2017 Improvement of Chapter IV •

10 August 25th, 2020 Improvement of Chapter IV •

11 November 11th, 2020 Acc to Munaqasah (Thesis

Defense) •


Advisor I

Dr. Jamaluddin, M.Pd.I

NIP. 19741229 200312 1 002

62

CONSULTATION CARD


Student ID : TE. 130483

Title : Developing a Digital Comic to Teach English for the

Eleventh Grade Students of the State Senior

High School 4 Merlung

Advisor II : Edi Rozal, M.Pd.

No. Date Consultation Signature

1 February 21st, 2017 Proposal •

2 March 3rd, 2017 Improvement of Proposal •

3 March 13th, 2017 Improvement of Proposal •

4 April 7th, 2017 Acc to Proposal Seminar •

5 June 15th, 2017 Permission for Research •

6 August 7th, 2017 Media Validation •

7 August 21st, 2017 Research •

8 October 1st, 2017 Improvement of Data

Analyses

•

9 November 11th, 2017 Improvement of Chapter IV •

10 August 25th, 2020 Improvement of Chapter IV •

11 November 11th, 2020 Acc to Munaqasah (Thesis

Defense)

•


Advisor II

Edi Rozal, M.Pd.

NIP. 19880803 201503 1 003

63

CURRICULUM VITAE


Place, Date of Birth : Bantul, March 13th, 1995

Address : Tanjung Jabung Barat, Jambi

Sex : Male

Educational Experiences :

No Education Place Year

1. TK Muhammadiyah Aba Babakan Yogyakarta 2001

2. SDN 150/V Kemang Manis Jambi 2007

3. SMP Negeri 3 Merlung Jambi 2010

4. SMA Negeri 4 Merlung Jambi 2013

Organisational Experiences :

No Organisation Year

1. T-SUEDE of English Education Department UIN

STS Jambi as Vice President

2014-2015

2. Himpunan Mahasiswa Islam (Moslem Students

Association) of Tarbiyah Faculty as Vice Secretary

2015-2016

Volunteering Experiences :

No Volunteering Year

1. Komunitas Pijar 2016 - Present

2. Kelas Inspirasi Jambi 1 2016

3. Kelas Inspirasi Tanjung Jabung Timur 2017

4. Kelas Inspirasi Jambi 3 2017

64

APPENDIX A

APPENDIX A1. VALIDATION SHEET

APPENDIX A2. RESULT OF VALIDATION SHEET

APPENDIX A3. PERMISSION LETTER

65

APPENDIX A1. VALIDATION SHEET

81

APPENDIX A2. RESULT OF VALIDATION SHEET

95

APPENDIX A3. PERMISSION LETTER

98

APPENDIX B

APPENDIX B1. LIST OF STUDENTS

APPENDIX B2. STUDENTS’ RESPONSES

APPENDIX B3. DATA CALCULATION

99

APPENDIX B1. LIST OF STUDENTS

100

APPENDIX B2. STUDENTS’ RESPONSES

123

APPENDIX B3. DATA CALCULATION

127

APPENDIX C

APPENDIX C1. INITIAL SKETCH AND STORYLINE

APPENDIX C2. NARRATIVE TEXT MATERIAL

APPENDIX C3. SYLLABUS

128

APPENDIX C1. INITIAL SKETCH AND STORYLINE

1. Legend of Jambi Kingdom

129

2. Ajisaka and the Javanese Alphabet

130

3. Banyuwangi

131

4. Nyi Roro Kidul

132

APPENDIX C2. NARRATIVE TEXT MATERIAL

THE LEGEND OF JAMBI KINGDOM

Once upon a time, there were five villages, Tujuh Koto, Sembilan Koto,

Petajin, Muaro Sebo, and Batin Duo Belas. The villagers of those five villages lived

peacefully. They helped each other.

Soon, the number of villagers grew highly. The villagers thought that they

needed a leader to guide them. They wanted to have a king. So, the leaders from the

five villages had a meeting. They wanted to set the criteria who could be their king.

"Our king should be physically strong," said the leader from Tujuh Koto.

"I agree. The king should be able to protect us from the enemies, "said one leader.

"Not only that. He should also be well respected by us. So, the king should be strong

and have good manners," said the leader from Petajin.

"Then, let’s set the criteria. I have a suggestion. The king should be strong from fire.

He cannot feel the pain if we burn him," said leader from Muaro Sebo.

"And he cannot feel the pain when we boil him in the hot water. If we mill him in

winding machine, he will survive," said another leader.

"Alright then, now every village must send one representative. Choose the best man

in your village. He must be the strongest and the most respected," said one leader.

Later, the best five men were gathered in the field. All the leaders had

prepared fire, a hot water, and a winding machine. The first one to come was the

villager of Tujuh Koto. First he had to walk through a ring of fire.He survived!

Audiences were applauding. Next he had to be boiled inside a big water jug. The

water was so hot but still he survived!

Finally, he had to do the last test. He had to enter the winding machine.

The machine was made of steel. The man was a bit scared. He knew his bones

could break. Then, he was lying on the surface. Right after his feet were milled,

he screamed in pain. The machine was stopped. He failed.

Then another contestant came forward. Unfortunately he also failed in the

last test. Then came another contestant but he also failed. All the best men from five

villagers failed.

133

The leaders of the five villagers then had a meeting.

"If we cannot find a king from our place, let s find from other area”

They then sailed the sea. And every time they visited an island, they always looked

for the best man. However, no one dared to take the tests."

Finally, they arrived in India. There was a strong man there. They met him

and talked about the tests. The man was interested and they went back to their

hometown. When they arrived, the man immediately took the tests. He passed the

first test. Then, he was boiled in the hot water and amazingly he survived. And then

the final test. When he was lying on the surface, everybody screamed. They were

afraid the man’s bones would break just like other contestants bones. But they were

wrong. The man survived. He passed the test. All the villagers were happy. They

finally had a strong king that could protect them. And they named their kingdom as

Jambi.

134

AJI SAKA AND THE JAVANESE ALPHABET

A long long time ago in the island of Java there was a kingdom of Medang

Kamulan. The land of Java was very fertile and productive. Most of the island of

Java are arable. And water are abundant. Java was very rich with plants. They had

almost all fruits in the world. All year long the weather is always sunny. As a result

farmers can grow any kinds of fruits, vegetable and all kinds of plant all year long.

The land of Java was also very rich with gold and many kinds of mineral. Many

people earned their living by working on gold mine. Since Java was also rich with

mine they also made weapons like sword, lance, trident and etc. They sold those

weapons to China, India and many other countries. But if you think that the

Javanese people were prosperous you are wrong.

At the time Java was ruled by a monster. His name was King Dewata

Cengkar. He was a very cruel king. He ordered his people to pay tax on everything

they had. Farmers had to pay tax on their land. Merchant had to pay high tax for

their profit. Workers had to pay tax on their salary and wages. Even poor people

had to pay tax. And if they had no money to pay tax then they had to work for the

king without any payment. The money was not for the welfare of the people for for

the king’s private matters. Worse still, the king’s official were very corrupt. When

they took one hundred from the people then they gave only eighty for the

king. They took it for themselves. As a result the king was very very rich while

his people were very poor. Besides that the king also like to eat the flesh of human

being! This habit started when he was a child. One day his mother made a mistake

while she was cooking. She accidentally cut her thumb and blood spit on the

food. Her maid then continue cooking without knowing that blood and a small

piece of her mother’s flesh was in the food. When Dewata Cengkar ate the food he

really like it. Then he found out the reason. Since that day he demanded the flesh

of human being as part of his food. So his army killed people every day for his

food. When he was adult and became king this habit grew. He ordered every chief

of a district to sacrifice young and healthy people for the king to

consume. Consequently the people of Java diminished. The people were restless

but they did not dare to rebel because the king was very cruel and his army was

very strong.

Until one day someone named Aji Saka came to Java. He had two

guards. Their name were Dora and Sembada. Before coming to Java they landed

in a small island in the north of Java, called Pulau Majeti. After several days there

Aji Saka decided to go to Java. Aji Saka left his weapon, a powerful traditional

dagger called Kris there. He told Dora to stay in the island of Majeti to guard his

http://www.englishindo.com/2011/02/dongeng-bahasa-inggris-aji-saka-alfabet.html

135

Kris. And he told Dora not to give it to any body else. After that he went to Java

with Sembada.

Then he settled in Java as a merchant. The people of Java told him about

his sorrow because of Dewata Cengkar’s cruelty and injustice rule. Aji Saka was

very concerned to the sorrow of Javanese people. He told the chief of the district

where he settled to send him as sacrifice when the king wanted to eat people. So

the chief send him to king Dewata Cengkar. As his turn came to became sacrifice,

Aji Saka asked to say his last words to the king. The king granted him opportunity

to speak.

‘O, great king of Java. The father of development of Java. The one who make

people live prosperous life. The richest man in the world. I am honored to demand

your Majesty one last wish before I die’

‘Tell me what you want’

“Your Majesty the great king of Java, I just want a piece of land, the same size as

my turban’

‘I grant it. Just spread your turban’

Then Aji Saka put off his turban and put it on the ground. Aji Saka hold

one side of it and asked the king to hold the other side. Amazingly it became larger

so Dewata Cengkar had to step back. And everytime it became larger and larger so

Dewata Cengkar finally stood at a beach. Aji Saka kicked him to the sea and and

he died. The Javanese people were very happy to hear the cruel king had

died. They were very thankful to Aji Saka and elected him as the new king of Java.

Aji Saka remembered that one of his guard, Dora was still in the island of

Majeti. As he was a king, it was impossible for him to go there. So he told Sembada

to go there and bring his kris back. So Sembada went to Majeti island. As he got

there he told Dora that Aji Saka asked him to take the kris.

‘His Majesty King Aji Saka ordered me to take the kris to Java’

‘Maybe you make mistake. Aji Saka is our superior but he is not a king. And he

told me not to give his kris to any boldy else. It is my duty to guard it here until he

came back and take it’

136

‘It is my duty to take the kris’.

‘It is my duty to guard it’

The dialogue came to a dead lock so the tension grew. Then it became on

armed conflict. Finally both of them were killed. Several days later Aji Saka was

shocked to hear the news that they both died. Since that day he created an alphabet,

a Javanese alphabeth based on their story. Here is the alphabeth. It is like a

poem. The poem consist of four lines. Each line consist of one sentence. Each

sentence consist of a combination of characters. All characters are pronounced like

hall. Here is the poem.

Ho (h) , No (n), co (c), ro (r) ko (k).

Do (d) to (t) so (s) wo (w) lo (l)

Po (p) do (d) jo (j) yo (y) nyo (ny)

Mo (m) go (g) bo (b) to (t) ngo (ng)

Hono = there is / there are in English, coroko = envoy

Do to so wolo = bring a letter / matter

Po do jo yo nyo = they are equally powerful

Mogo botongo = they are killed.

These characters are used widely by the Javanese, Sundanese, Balinese and

Madurese. But today only very few people can read it. That’s why in the province

of Yogyakarta it is taught at schools.

137

BANYUWANGI

Banyuwangi is a name of a district in the province of east Java, Indonesia.

It is located in the earternmost part of the island of Java, next to Bali. Bali strait is

between Banyuwangi and the island of Bali. The culture of Banyuwangi is unique

because it is a blend of Javanese, Balinese and Madurese influence. Here is a well

known legend about Banyuwangi.

A long time ago Banyuwangi was called Blambangan. It was a kingdom

under a wise king who had a handsome and smart son. Raden Banterang was his

name. He liked hunting very much. He often went to forest around Blambangan to

hunt for animals. One day when he was in a forest he saw a deer. He chased it and

the deer ran deeper into the forest. His horse was so good and strong that he left his

guards behind. Unfortunately he lost the deer. As he took a rest under a big banyan

tree suddenly a lovely lady appeared in front of him. Raden Banterang was very

surprised to see a beautiful girl alone in the forest. He was suspicious that she was

not a human being. So he asked her.

'Excuse me lovely lady, do you live around here?'

'No, I don't. I'm from Klungkung, Bali. My name is Surati. I'm a princess, the

daughter of the king of Klungkung. I need your help'

'I will gladly help you, but please tell me what your problem is'

'I'm in danger. There was a rebellion in Klungkung. The rebel killed my father but

I could escape. My guards took me here but I lose them. Now I'm alone. I don't

know where to go. I have no relative here. Please help me'

'You are coming to the right person. I'm prince Banterang from the kingdom of

Blambangan. I will protect you. Please come with me.'

Then Raden Banterang took Surati home. He fell in love with her and

then several months later he married her. One day when Surati was in the street he

met a man. The man called him.

'Surati, Surati'

She was surprised to realize that the man was her brother Rupaksa. Rupaksa told

her that it was Raden Banterang who killed their father. He came to Blambangan

138

to take revenge and asked surati to join him. Surati was shocked but she refused to

join.

'I'm really shocked to hear the news. But I'm not sure. Raden Banterang is now my

husband. He's very kind to me. He never hurts me. He's protecting me. As a good

wife I will never betray him. It is my duty to serve him.'

'But he killed our father'.

'It is hard for me to believe it. When I met him he was here, not in Klungkung'

Rupaksa was disappointed with her sister. He was also very angry to her.

'OK then. I have to go now. But please keep my head dress. Put it under your

pillow'

Rupaksa gave his head dress to his sister Surati. To respect her older brother

Surati put it under her pillow. Several days later Raden Banterang was hunting in

a forest when he met a man that looked like a priest. The man greeted him

politely. Then he said something.

'Your life is in danger. Someone has an evil intention to you'

'Who is he?'

"Your wife Surati'

"Surati? How do you know?'

'I am a priest. I have clear spiritual vision. I just want to save you. Search her

room. If you find a head dress under her pillow then my words are correct. It is

from a man who will help her kill you'

'Thank you your Holiness'

139

Raden Banterang was shocked. He was very angry to his wife then he

immediately went home. When he got to the palace he immediately searched

Surati's bed room. As he found the head dress under her pillow he was sure that

the priest was right.

'You are unfaithful wife. I know that you want me dead. This is the evidence. This

is from a man who will help you kill me. Tell me who he is'

Surati was shocked and cried.

'It is my brother's head dress. I met him several days ago when you went hunting.

He gave me his head dress and told me to put it under my pillow. So I put it there

to respect him. It is him who want to kill you, not me'

But Raden Banterang did not trust her. He gave her a death sentence. He took his

wife to a river bank as he would stab his wife and throw her body into the river.

'Before I die, let me say a few words'

'Please do'

'After I die, just throw my body into the river. If the water become dirty and

smelly, it means that I am guilty. But if the water become clear and fragrance

come out of it, it means that I am innocence'.

Then as Raden Banterang would stab her wife with a kris. Surati threw herself

into the river. Amazingly the water became clear and fragrance came out of it.

Surati was innocent! Raden Banterang regretted his emotional behavior. Since

then on he changed the name of his kingdom into Banyuwangi. Banyu means

water and Wangi menas fragrance

140

NYI RORO KIDUL

Once upon a time, there was a beautiful princess named Kadita. Because

of her beauty she was called Dewi Srengenge which mean The beautiful sun. Her

father was King Munding Wangi. Although he had a beautiful daughter he always

unhappy because he always expected to have a son. The King decided to merry

Dewi Mutiara, and he had a son from her. He was very happy. Dewi Mutiara wanted

her son to become a king in the future so she must make sure for it. Dewi mutiara

came to the king and asked him to send away his daughter. Of course, the king did

not agree. "It is ridiculous, I will not allow any body doing such cruel thing to my

daughter", said King Munding Wangi. When she heard the answer, Dewi mutiara

smiled and said a sweet thing until the king has not anger anymore. However, she

kept her bad intention deep in her heart.

In the morning before the sun raised, Dewi Mutiara sent her maid to call a

black magician. She wanted the black magician to curse Kadita, her step daughter.

" I want her beautiful body full with scabies and itch. If you succeeded I will reward

you with the present you never thought before". The black magician did the queen

order, in the night Kadita body has been full with scabies and itch. When She waked

up , she found her body was smell stinky and have a ulcer all over her body. The

beautiful princess cried and did not know what to do.

When The King heard he was very sad, he invited many physician to cure

her daughter illness. Day by the day nobody could cure her daughter. He realized

that her daughter illness it was not a ordinary illness someone must send a curse or

magic spell. His problem became more difficult when the Queen Dewi Mutiara

forced him to send away her daughter. "Your daughter will bring a bad luck to

whole country, said Dewi Mutiara. The king did not want her daughter become a

bad rumour in whole country. Finally he must agree to send her only daughter to

leave the country.

The poor princess went alone, she didn't know to where she should go. She almost

could not cry anymore. She had a nobble heart. She did not have any bad feeling

with her step mother, instead she always asked the God to accompany her passed

hersuffer.

Almost seven day and seven night she has walked until she came to south

ocean. She looked at the ocean. It was so clean and clear, unlike other ocean which

have a blue or green colour. She jumped onto the water and swim. Suddenly when

the south ocean water touched her skin there was a miracle happened. Her ulcer has

141

gone and there was no sign that she has ever had a scabies or itch. Even more she

became more beautiful than before.

Not only that she has a power to command whole of the south ocean. Now she

became a fairy called Nyi Roro Kidul or The Queen of South Ocean who lived

forever.

This is the most spectacular legend until now in the modern life even when

you read this story, many people from Indonesia or from other country has admitted

that they have met the beautiful fairy queen wear a traditional dress of Java. One of

the famous beach hotel has made a suit room specially for her.

Written In Indonesia by : Soemanto, B. 1998. Cerita Rakyat Dari Yogyakara 2,

Seri Pendidikan Budaya, PT Grasindo. Translated by Anonym.

142

APPENDIX C3. SYLLABUS

148

APPENDIX D

APPENDIX D1. RESEARCH PERMISSION

APPENDIX D2. DOCUMENTATION

APPENDIX D3. INSTALLATION GUIDE

149

APPENDIX D1. RESEARCH PERMISSION

150

APPENDIX D2. DOCUMENTATION

Research Documentation 1

151

Research Documentation 2

152

APPENDIX D3. INSTALLATION GUIDE

PANDUAN

INSTALASI APLIKASI KOMIK DIGITAL

BERBASIS ANDROID

1. Kunjung website resmi Digital Comic di www.digitalcomic.my.id

2. Unduh aplikasi .apk yang disediakan pada link resmi Digital Comic

3. Buka Aplikasi yang sudah di unduh (download)

4. Klik install pada menu pop up yang muncul dan tunggu proses instalasi

yang berlangsung hingga muncu pop up berikutnya

http://www.digitalcomic.my.id/

153

5. Pilih install anyway (tetap instal) dan Pilih don’t send (jangan kirim)

6. Instalasi selesai dan dapat langsung di buka atau buka dari menu

154

APPENDIX F

APPENDIX F1. STRUCTURED INTERVIEW

APPENDIX F2. RESULT OF STRUCTURED INTERVIEW

APPENDIX F3. XX

155

APPENDIX F1. STRUCTURED INTERVIEW

STRUCTURED INTERVIEW

FOR PRE-RESEARCH

Bahasa Indonesia

1. Apakah anda menyukai proses pembelajaran yang dilakukan dengan

menggunakan media digital? Contoh: Komik, Video Animasi dll.

2. Mengapa anda menyukai proses belajar yang demikian?

3. Mengapa anda menganggap hal tersebut lebih mudah dilakukan?

4. Apakah anda yakin proses pemahaman Bahasa Inggris anda dapat meningkat

jika diterapkannya media belajar baru seperti yang telah anda sampaikan?

Berikan alasannya!

5. Apa saran yang ingin anda sampaikan kepada peneliti?

English

1. Do you like the learning process doing with digital media? for example, Comic,

Animation Video, and etc.

2. Why do you like the process? The way of learning

3. Why do you state that the process of learning is easier to do?

4. Are you sure that the process of your understanding to the English language will

be improved if the new learning media applied? Please give the reasons!

5. What do you suggest to the researcher? Do you have any suggestion to the

researcher?

156

APPENDIX F2. RESULT OF STRUCTURED INTERVIEW

INTERVIEW

Student 1

1. Ya, saya sangat suka kak, karena belajar dengan menggunakan gambar

atau video.

2. Karena, menurut saya belajar dengan menggunakan gambar atau video

akan lebih mudah mengerti, bosan dengan belajar lewat buku cetak.

3. Emm, karna lebih mudah aja, simpel dan ngak perlu bawa buku paket

kemana-mana, duduk di laboratorium di depan komputer jelas lebih asik

kak.

4. Iya saya pikir begitu, karena saya rasa belajar dengan pake gambar-gambar

gitu lebih enak saja.

5. Saran gimana ya kak?, oh itu, kalau memang bisa kak, kami lebih suka

belajar pake hape. Apalagi kalau memang ada aplikasi khususnya,

mungkin asik kak.

Student 2

1. Suka banget kak, saya suka nonton youtube di hape kalau pas istirahat.

Baca komik, oh iya ada webtoon itu. Kadang juga di instagram ada

muncul komik-komik lucu.

2. Lebih asik kak, kalau belajar TIK kan suka pakai infocus, mudah paham.

3. Iya kak, ngak perlu bawa-bawa buku besar, kan berat.

4. Mungkin bisa kak, tapi tergantung gimana modelnya sih

5. Aplikasi di hape? bagus kak, belajar di komputer aja enak kok, apalagi

kalau pake hape. Coba kak

Student 3

1. Suka bang, belajar kalau ada gambarnya enak, kalau tulisan aja males kak

2. Iya karena saya suka baca komik, di rumah ada komik Naruto.

3. Kalau pake hape aja malah lebih seru, soalnya kami semua punya hape.

Iya android kak, Samsung, Xiaomi, macem-macem bang. Gak ada sih

yang pakai iPhone.

4. Entah juga ya kak, tapi karna memang seneng belajar pakai gambar, bisa

jadi sih belajar Bahasa Inggrisnya bisa bagus.

5. Bagus bang, kalau misalnya ada aplikasi di hape. Kalau bisa sih belajar

pake hape aja, Iya mudah.

157

Student 4

1. Suka kak, Webtoon iya, instagram juga

2. Belajar kalau pakai gambar enak kak, kalau tulisan aja males bacanya.

kalau bisa sih video lebih seru. Komik bagus juga, tapi agak kurang kalo

saya kak.

3. Jaman sekarang kak, kalau pakai hape lebih mudah

4. Bisa jadi sih kak, karna kalau ada gambarnya lebih mudah paham.

5. Gak tau kak mau kasih saran apa, kalau kami sih asal cara ngajarnya enak

mudah paham. komik digital? ooh, di buka di hape kayak aplikasi yang

lain gitu? bagus kak.

Student 5

1. Iya suka sih kak, seru. iya karna kami suka nonton film. Baca komik suka

juga tapi tergantung ceritanya.

2. Kalau belajarnya gitu bisa lebih cepet paham

3. Iya lebih mudah soalnya disini juga komputer banyak kok, kalau hape

semua punya.

4. Iya karna lebih enak, mungkin bisa lebih cepet ngerti

5. Kalau ada sih bagus kak, asik iya, kalau bisa aplikasinya bisa di buka di

semua hape kami kak

developing a digital comic to teach english for the eleventh ...

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