Journal of Contemporary Issues in Primary Education (JCIPE)

Vol. 3, No. 1, June 2025, page: 62-69

E-ISSN: 3026-4014

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Artikel Penelitian

Naskah dikirim: 20/02/2025 – Selesai revisi: 12/04/2025 – Disetujui: 10/05/2025 – Diterbitkan: 01/06/2025

The Effect Of Webtoon Application Towards Students Reading Comprehension In

Narrative Text

Enur Fajriyah

, Ade Sudirman

, Riandi

English Education Department, University Of Mathla’Ul Anwar, Banten, Indonesia

e-mail : enurfajriyah06@gmail.com

e-mail : adesudirman03@gmail.com

e-mail : rianriandi87@yahoo.com

Abstract: This research paper aim to investigation the effect of webtoon application towards students’

Reading Comprehension in narrative text. The research paper used the quantitative research design with

the characteristics of experimental method that is design into two classes. They are experimental

and control class. The population of this research is class XI of SMKN 1 Malingping, they consists

327 students. The sample of this research is XI MPLB1as an experimental class consists 30 students

and XI MPLB2 as a control class consists of 30 students. The total of sample is 60 students.

The instrument is a test and data of this research are collected by giving pre-test and post-test. The

data is analyzed using SPSS version 30.0 program including mean, standard deviation and t-test. It could

be seen from the result of the post-test of experimental and control class. The findings reveal that the

data analysis and interpretation of the research, it is clear there is a significant effect of webtoon

application towards students’ reading comprehension in narrative text. It can be seen, the minimum score

pre-test experimental calss is 40, maximum is 75, mean 61,17 andstandard deviation 8,972. While the

minimum score post-test experimental class is 60, maximum 90, mean 76,17 and standard deviation

7,844. Furthermore, the minimum score of control class is 40, maximum 75, mean 60,67 and standard

deviation 8,066. While the minimum score post-test of control class is 60, maximum 85, mean

71,67 and standard deviation 5,921. The result of t-test obtained sig. value 0.007 ≤ ??? = 0.05. Ha is

accepted and Ho is rejected. It can conclude that there is a significant effect of Webtoon application

towards students reading comprehension in narrative text.

Keywords: Reading Comprehension, Narrative Text, Webtoon Application

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

Journal of Contemporary Issues in Primary Education (JCIPE)

Vol. 3, No. 1, June 2025, page: 62-69

E-ISSN: 3026-4014

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1. Introduction

In learning English there are four skill that students need to master, including listening, speaking,

reading and writing, students still have difficulty in understanding the language. Reading is very

important for students because it plays a role in various activities including learning and communication.

By reading, students can broaden their horizons. This has an impact on students' abilities as individuals in

the process of obtaining meaning and purpose from reading. As stated by Rizky (2024:10), "Reading is

an action carried out individually or in groups that aims to find, understand, and interpret the meaning of

the text. Reading comprehension in a vital part of English language proficiency, enabling students to

interpret and understand text meanings. It is particularly important for students to master this skill when

reading books or texts provided by teachers. Reading comprehension involves analyzing the content of

materials to understand their meaning and purpose. This skill is essential for students to accurately

comprehend and interpret the texts they encounter.

Many students are still reluctant to read for various reasons, especially finding English difficult so

read and understand. This affects their interest in reading English or other subjects. To improve student

achievement in the learning process particularly in reading activities where understanding the teacher-

provided text is essential, it is necessary to address poor learning outcomes. Enhancing these outcomes is

supported by the surrounding environment and students' reading habits, as they often spend time

socializing with friends both in and out of school. This has led to a daily decline in students' interest in

reading. The above statement addresses the issue of dwindling interest in reading in Indonesia. Indonesia

is ranked 62

out of 70 countries, and is also included in the bottom 10 countries with low literacy rates

Utami (2021:162). Many parents and children spend their time watching TV. Using electronic devices,

and socializing with friends this affects their attention and ability in reading, leading to feelings of

laziness and boredom when it comes to reading. Hence there is a need for factors that can inspire students

to read and boost their enthusiasm. The rote of teachers and the learning environment are essential in this

process. Many students abandon researching English even lessons begin due to inadequate vocabulary.

Based on the results of observation conducted by researcher at SMKN 1 Malingping, the following

problems were found: first, many students still experience various obstacles in understanding texts as

reading materials, such as lack of motivation in learning, lack of sufficient vocabulary which results in

reduced interest in reading in students and creates a feeling that English is difficult to read and

understand. Second, students have difficulty in determining the main idea, difficulty in drawing

conclusions, and lack of interest in reading. So that it affects students' reading comprehension skill in

various types of English texts such as Narrative text, recount text, procedure text, descriptive text, and

Narrative text. In this modern era, especially for Indonesian students, students cannot be separated from

their smartphone. In this case, the use of digital media will be maximized for teaching and learning. In

this recent era, there are various platforms and application to learn English that can be accessed by

students at any time. The students are interested in something digital, online, and unique. So, the

researcher focuses this research in teaching reading through Webtoon.

Webtoon is a new compound word made up of “website” and “cartoon, which means comics.

Webtoon is published through the web and optimized for the computer screen. Webtoon, as one of the

webcomic forms, can be used as an alternative medium for reading English. The stories on Webtoon

range between fantasy, horror, romance, and comedy. Webtoon combines both pictorial and textual

elements. This will help provide a visualization of what the characters or a certain scene looks like. Using

this visual aspect can support students in understanding the content and encourage them to read. The

stories from Webtoon often provide humor in the form of sarcasm from the characters. Using humor in

the teaching and learning process of the language will help make the process more enjoyable. It may

improve readers’ understanding by providing a sense of relaxation, releasing mental tension, and

supporting readers’ construction of new schemes and ideas. Based on the background of the problems

above, the researcher interests to conduct research with the title "the effect of webtoon application

towards students’ reading comprehension in narrative text”.

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2. Research Method

In this research, the researcher used quantitative approach. A quantitative approach is a research

method used as a measurement method. Tools or analysis of quantitative or statistical data to test the

validity of a hypoteis research paper. According to Creswell (2018:51), "Quantitative research is an

approach to testing objective theory by examining the relationship between variables.” These variables

can then be measured, usually on an instrument, so that numbered data can be analyzed using statistical

procedures. In this research, the researcher used quasi-experimental method. According to White &

Sabarwal (2014:2), "Quasi-experimental methods involving the formation of comparison groups are most

often used when it is not possible to randomize individuals or groups into treatment and control groups.”

This research design was used to compare student learning achievement before and after treatment as

seen from the results of the pre-test and post-test.

Creswell (2012:310), states “ That researcher determine intact experimental and control treatment

groups, give pretests to both groups, conduct experimental treatment activities only with the experimental

group, and then give a posttest to assess the differences between the two groups.” The researcher

explained the duration of the research. This research included six meetings consisting of pre-test,

treatment, and post-test. Learning activities were carried out in six meetings in each class, starting from

July 21 to August 5, 2025. At the initial meeting, both classes took a pre-test. Then, the definition of

narrative text was discussed in the second and third sessions in the experimental class. This included the

types of narrative text, text structure, linguistic features, and examples of narrative text. This meeting was

carried out in the same way in the control class. The topic narrative text became a discussion in the fourth

and fifth meetings, using the Webtoon application media. In the fourth and fifth structured class sessions,

the instructor used the Noveltoon application to teach narrative text. The final session was a post-practice

assessment conducted in the experimental and control classes.

The population consists of individuals with specific traits and features who are chosen to be studied

and analyzed by the researcher. “A population means an amalgamation of people or things with specific

qualities and characteristics that researchers select for study and analyze to reach conclusions,” Sugiyono

(2015:117). The research sample comprises all students in the eleven Grade at SMKN 1

Malingping during the academic year 2025/2026, with a total of 327 students divided into 12 classes: XI

MPLB1, XI MPLB2, XI Perhotelan, XI TKRO1, XI TKRO2, XI AKL1, XI AKL2, XI TM1, XI TM2, XI

TE,XI PM and XI KI.The sample is viewed as capable of representing the whole population,

meaning that any data obtained from the sample can be seen as a reflection of the entire population. As

mentioned by Sugiyono (2015:117), “the sample represents the quantity and attributes found within

the population.

The researcher employed cluster random sampling in this part of the research, which involved

selecting participants for the experimental or control groups through a lottery system. After the lottery

was drawn, the researcher chose classes XI MPLB1 and XI MPLB2 as a sample consisting of 60 classes

to investigate this research, both an experimental class and a control classare required. Research

instruments are crucial devices for obtaining data. In this research, data is gathered through the use of

achievement test. “Test are various activities or instruments utilized to evaluate the competencies,

expertise, cognition, aptitudes, or gifts of individuals or groups,” Arikunto (2020: 193). A test is used to

gauge students' knowledge and skill with procedures that had prepared in this research, the researcher

utilized a reading test as a tool. The reading test questions was constructed based on the researcher

classified according to Sridharan & Said (2020:50), “There are five components of reading

comprehension which include determining main idea, detailing information, interpreting vocabulary,

making inferenceand identifying reference”.

This reading test is creates to find out how many students make mistakes in answering of each

reading questions. From the wrong answer, researcher can see which aspects of reading are difficult for

students.An instrument could be said as a good instrument if the instrument itself is valid and

reliable. According to Heale & Twycross (2015: 66), “Validity is defined as the extent to which a

concept is accurately measured in a quantitative research.” In determining the validity of this research,

the researcher used formula of product moment correlation.Reliability is the constancy of a group

of measurements or of a measuring instrument, which is often used to describe tests. According Heale

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& Twycross (2015:66), “Reliability relates to the consistency of a measure.” The reliability test in this

research use an internal consistency reliability test with the Cornbrash’s Alpha technique.

The researcher used three methods to obtain reliable data and unconventional information to

determine the efficiency of the approach using the webtoon application used in this study. Before

teaching the use of the webtoon application at the first meeting, namely July 21, 2025, a pre-test was

conducted. The purpose of the pre-test was to measure students' abilities in writing narrative texts and the

level of similarity between the two classes. The researcher gave a pre-test in the form of 20 multiple-

choice questions to the experimental and control classes to evaluate students' reading comprehension. The

experimental class used the webtoon application for teaching, while the control class used the noveltoon

application. This study took place over four class meetings, namely from July 22 to August 1, 2025, with

two meetings each week lasting 2 x 45 minutes in one meeting. The researcher provided instructions for

reading narrative texts to the experimental and control classes. The researcher used the webtoon

application media to teach students in the experimental class. In addition, teaching the control class using

the Noveltoon application as a learning aid. The next step was to administer treatment to the experimental

and control classes. The researcher administered a final test to both classes. The researcher was given 20

multiple-choice questions to assess students' progress in learning to read narrative texts through the use of

the Webtoon application compared to using the Noveltoon application.

To examine whether there is a significant difference in reading comprehension ability between

students taught using the webtoon application and students taught using the noveltoon application, the

researcher used SPSS version 30.0 for pre-test analysis. The results of the treatment were evaluated

through the following stages:

a. Normality Test

According to Usmadi (2020:58), "The simplest normality test involves creating a frequency

distribution graph of the available scores. The assessment of normality depends on our ability to

observe data plotting. If the sample size is sufficiently large and the distribution is not perfectly

normal (not perfectly symmetric), then the conclusions drawn may be incorrect. Nowadays, there are

many methods developed by experts to conduct normality testing.”To analyze the normality test, the

researcher used SPSS 30.

b. Homogeneity

The homogeneity text was the following stage following the normality test showing the data followed

a normal distribution. To determine if the distributions of the classes' data were similar or dissimilar,

the homogeneity test was utilized. According to Rahayu (2018:30), “The purpose of the homogeneity

test is to determine if the sample exhibits homogeneity. In testing the homogeneity of the sample, the

researcher uses SPSS 30.0. Using Lavene's test with a significance level lower than 0.05 can determine

if there is homogeneity of variance between the experimental and control classes. If the significance

value is less than 0.05, it indicates non-homogeneous variance, while a significance value of 0.05 or

higher suggests homogeneous variance.

c. Hypothesis test

To determine the effect of the webtoon application on reading comprehension, this study used pre-test

and post-test measurements. After the test data was collected, analysis was carried out using SPSS

version 30.0. In addition, if the results showed that the data were normal and homogeneous, a pre-test

was conducted to determine whether the averages of the two samples in this study were different.

According to Creswell (2008: 127), "Hypothesis testing is a method used to determine whether there is

a significant difference or relationship between sample and population scores by comparing them."

3. Results and discussion

The researchers distributed the results of reading comprehension tests for students in the

experimental class and the control class. The data for this study were taken from a multiple-choice test

with a total of 20 questions and for the assessment according to reading indicators consisting of

determining the main idea, detailing information, interpreting vocabulary, making conclusions, and

identifying references. Test data were taken before and after the treatment was given. The focus of this

study was eleventh grade students at SMKN 1 Malingping. The research class consisted of an

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experimental class that had implemented the webtoon application as a learning medium and a control

class that had implemented the Noveltoon application as a learning medium. Test scores from both

classes were analyzed to determine whether there was a significant effect on the use of Comic Strips

media on the understanding of the webtoon application on students' reading comprehension in the

experimental class.

Data was gathered from the pre-test and post-test results of the two classes chosen for the research.

Class XI MPLB1 is an experimental class utilizing webtoon application for teaching reading

comprehension, while class XI MPLB2, a control group, is taught with Noveltoon application. Once all

the data from the pre-test and post-test results is gathered, the researcher inputs this data into a table that

shows the pre-test and post-test scores of both the control class and the experimental class. Utilizing

SPSS 30.0 for analysis, the information provided can be characterized in the following manner:

Table 1 Description of data

Range

Minim

Maxim

Sum

Mean

Std.

Deviantion

Variance

Statisti

Statistic

Statisti

Statistic

Statisti

Std.

Error

Statistic

Pre-Test

Experimental

1835

61,17

1,638

8,972

80,489

Post-Test

Experimental

2285

76,17

1,432

7,844

61,523

Pre-Test Control

1820

60,67

1,473

8,066

65,057

Post-Test Control

2150

71,67

1,081

5,921

35,057

In the pre-test and post-test in both classes the total number of students was 60 people. There were

30 students involved in the pre-test and post-test in the experimental class and 30 students in the control

class.In the pre-test, the experimental class, which included 30 students, had the highest score of 90, the

lowest score of 40, and a cumulative total of 1835. In contrast, the control class with 30 students recorded

the highest score of 85, the lowest score of 40, and an accumulative total of 1820. During the post-test,

the experimental class, which also consisted of 30 students, achieved the highest score of 90, the lowest

score of 60, and a cumulative total of 2285. Meanwhile, the control class, which had 30 students,

obtained the highest score of 85, the lowest score of 60, and an accumulative total of 2150.

a. Normality

According to Usmadi (2020:58), "The simplest normality test involves creating a frequency

distribution graph of the available scores. The assessment of normality depends on our ability to

observe data plotting. If the sample size is sufficiently large and the distribution is not perfectly

normal (not perfectly symmetric), then the conclusions drawn may be incorrect. Nowadays, there are

many methods developed by experts to conduct normality testing.”

If the p-value (Sig) > 0.05, the data is considered normal.

If the p-value (Sig) < 0.05, the data is not normally distributed.

Table 2 Test Normality

Kolmogorov-Smirnov

Shapiro-Wilk

Statistic

Sig.

Statistic

Sig.

Pre-Test Experimental

,199

Post-Test

Experimental

,141

Pre-Test Cntrol

204

Post-Test contol

,180

Class

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According to the table provided, the p-values (0.199, 0.141, 0,204, and 0.180) exceed the significance

level of α = 0.05. This indicates that the null hypothesis is being supported. Put differently, each class

score follows a normal distribution

b. Homogeneity

“The homogeneity of variances ensures that the samples are drawn from the populations having equal

variance with respect to some criterion.” Verma and Abdel-Salam, (2019:79).

For the homogeneity test, the researcher employed the Levene test using SPSS 30,

If the Levene statistic (Sig) is greater than 0.05, the data can be deemed homogeneous.

Table 3 Test of Homogeneity of Variance

Levene’s

Statistic

df1

dfl2

Sig

The Results of

Students Reading

Test

Based on Mean

1.143

.289

Based on Median

.606

.439

Based on Median and With

Adjusted df

.606

43.675

.441

Based on Trimmed Mean

.998

.322

According to the SPSS Levene’s test results, a p-value of 0.289, greater than 0.05, indicates that there

is no significant difference between the two groups, suggesting that the variance is meaningful and the

data can be considered homogeneous.

c. Hypotheses Test

Once the data meets the criteria for research analysis (normality and homogeneity tests), the next step

is to analyze the hypotheses. The researcher utilized SPSS 30.0 for determining the hypotheses. As per

Bevans (2020:1), “The t-test is a statistical test used to compare the mean of two different groups.”

Next, the research results are determined based on the scores obtained from the post-test in both

the control class and experimental class.The research consists of the following hypotheses testing:

If sig > α = 0.05, Ho is accepted and Ha is rejected.

If sig < α = 0.05, Ha is accepted and Ho is rejected.

The statistical hypothesis is outlined as follows:

Alternative Hypotheses(Ha): There is a significant effect of Webtoon application towards students’

reading comprehension in narrative text.

Null hypotheses(Ho): There is no significant effect of webtoon application towards students’ reading

comprehension in narrative text.

Table 4 Independent Sample Test

Levene’sfor

Equality Of

Variances

T-Est For Equality Of Means

Sig

Significance

Man

Diff

eren

Std.

Error

Differe

nce

95% Confidence

Internal Of The

Difference

One-

sided

Two-

Sided

lower

upper

The

Results

Students

Reading

Test

Equal

Variances

Assumend

2,263

0,138

2,508

0,007

0,015

4,5

1,794

0,908

8,092

Equal

Variances

Not

Assumed

2,508

53,949

0,008

0,015

1,794

0,903

8,097

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The Levene test results indicate that the Levene test statistic is 0.138, which is greater than 0.05,

indicating that it is not statistically significant. This means that the variance of the two groups is

equal. Therefore, what must be seen is the t value in the first line (Equal variances assumed), namely:

2,508 with Df 58 and a significance two-tailed is 0.007, this implies that the two-tailed significance level

(Sig) is less than 0.05, specifically equal to 0.008. Therefore, there is a significant effect of webtoon

application towards Students’ reading comprehension in narrative text.

4. Conclusion and Suggestion

Based on the research findings, it can be concluded that the use of the Webtoon application has a

significant effect on the reading comprehension skill of grade XI students at SMKN 1 Malingping. This is

evidenced by the results of the independent t-test, which showed a significance value of 0.007 < 0.05,

thus Hₐ is accepted. The average post-test score of the experimental class (61.523) was higher than that of

the control class (35.057). The research data met the requirements of normality and homogeneity, making

it suitable for parametric analysis. Improvement in reading comprehension skill occurred in the aspects of

identifying the main idea, detailing information, drawing conclusions, and interpreting vocabulary.

Therefore, the use of the Webtoon application is proven to be effective in improving students’ reading

comprehension skill in narrative text. After examining the data provided, the researcher determined

that the effect of webtoon application towards students’ reading comprehension an experimental study

at the elevent grade students of SMKN 1 Malingping. The results of this research showed the importance

of using it in education. After finishing the research, the researcher recommends

a. For Teachers are encouraged to utilize digital-based learning media such as Webtoon to increase

students’ interest and understanding of reading materials, especially narrative texts.

b. For Students should take advantage of the Webtoon application not only for entertainment but also

as a learning tool to improve their reading comprehension skill.

c. For Schools are expected to support technology-based learning innovations by providing adequate

facilities, such as internet access and digital devices.

d. For Future Researchers similar studies can be conducted on different text types and educational

levels to explore the broader effectiveness of Webtoon in reading comprehension.

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Creswell, J. W. (2012). Educational Research: Planning ad Conducting Quantitative and Qualitative

Boston: Pearson. P.310.

Creswell, J. W & J. David Creswell. 2018. Research Design Qualitative, Quantitative, and Mixed

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