1
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
DEVELOPING A DIGITAL COMIC TO TEACH ENGLISH
FOR THE ELEVENTH GRADE STUDENTS OF
THE STATE SENIOR HIGH SCHOOL 4 MERLUNG
THESIS
Submitted as Partial Fulfillment of the Requirements to get Undergraduate Degree
(S1) in English Education Program
DANANG BUDI PRAMONO
TE. 130483
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2020
DEVELOPING A DIGITAL COMIC TO TEACH ENGLISH
FOR THE ELEVENTH GRADE STUDENTS OF
THE STATE SENIOR HIGH SCHOOL 4 MERLUNG
THESIS
Submitted as Partial Fulfillment of the Requirements to Get Undergraduate
Degree (S1) in English Education Program
DANANG BUDI PRAMONO
TE. 130483
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
i
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
ii
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
iii
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.
iv
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)
v
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
Sultan Thaha Saifuddin Jambi.
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
Sultan Thaha Saifuddin Jambi.
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.
Jambi, November 19th, 2020
The Writer
Danang Budi Pramono
TE. 130483
vii
ABSTRACT
Name : Danang Budi Pramono
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
xii
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
xiii
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
xvi
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
1
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
2
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
3
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
4
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.
6
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.
8
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
subcomponents or indicator:
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
subcomponents or indicator:
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
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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
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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
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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
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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)
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
average rating of 4,42. Based on the conversion guidelines Sukardjo
(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
average rating of 4,39. Based on the conversion guidelines Sukardjo
(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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Muatan Lokal Bahasa Inggris.Dinas Pendidikan Provinsi Jambi
Sanjaya, Wina. (2011). Strategi Pembelajaran Berorientasi Standar Proses
Pendidikan. Jakarta: Kencana.
Sudjana, Nana., dan Rivai, Ahmad. (2007). Media Pengajaran. Bandung: Sinar
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.
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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/,
60
Windaningrum, Puspita Dewi. (2013). Pengembangan Media Pembelajaran
Berupa Komik Digital pada Pokok Bahasan Bilangan Pecahan. Skripsi.
Semarang: IKIP PGRI Semarang.
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March 28, 2017
http://www.humblecomics.com/comicsedu/strengths.html.
61
CONSULTATION CARD
Name : Danang Budi Pramono
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) •
Jambi, November 11th, 2020
Advisor I
Dr. Jamaluddin, M.Pd.I
NIP. 19741229 200312 1 002
62
CONSULTATION CARD
Name : Danang Budi Pramono
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)
•
Jambi, November 11th, 2020
Advisor II
Edi Rozal, M.Pd.
NIP. 19880803 201503 1 003
63
CURRICULUM VITAE
Name : Danang Budi Pramono
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
98
APPENDIX B
APPENDIX B1. LIST OF STUDENTS
APPENDIX B2. STUDENTS’ RESPONSES
APPENDIX B3. DATA CALCULATION
127
APPENDIX C
APPENDIX C1. INITIAL SKETCH AND STORYLINE
APPENDIX C2. NARRATIVE TEXT MATERIAL
APPENDIX C3. SYLLABUS
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
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.
148
APPENDIX D
APPENDIX D1. RESEARCH PERMISSION
APPENDIX D2. DOCUMENTATION
APPENDIX D3. INSTALLATION GUIDE
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
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
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