IJ-ET: INDONESIAN JOURNAL OF EDUCATIONAL TECHNOLOCY
Volume 1, Issue 1, May 2022 : 25-41
COMIC MEDIA DEVELOPMENT IN ENGLISH LESSON
Ahmad Junaid1*, Arnidah2
1Department of Educational Technology, Faculty of Science Education, Makassar State University, Jl. AP Pettarani, Makassar, Indonesia
*1Email: [email protected]
Received, 11 May 2022; Accepted,15 May 2022; Published, 15 May 2022
Abstrak
Tujuan penelitian ini ialah untuk mengembangkan media pembelajaran komik yang valid dan sesuai dengan karakteristik siswa. Jenis penelitian ini adalah penelitian dan pengembangan (R & D), teknik pengumpulan data melalui observasi, wawancara dan pembagian angket, sedangkan teknik analisis data yang digunakan berupa analisis data kualitatif dan analisis data kuantitatif. Ujicoba dilakukan pada 25 orang siswa dan 1 orang guru mata pelajaran bahasa inggris. lokasi penelitian berada di desa parappe, kecamatan campalagian, kabupaten polewali mandar. Penelitian ini mengacu pada model pengembangan ADDIE meliputi lima fase yaitu analisis, desain, pengembangan, implementasi dan evaluasi. Pengembangan desain media ini dimulai dengan pembuatan kerangka media, penyusunan materi, pembuatan prototype dan storyboard. Tingkat validasi media pembelajaran yang dikembangkan ini berdasarkan ahli materi dan ahli media pembelajaran berada pada kategori memuaskan yang artinya media pembelajaran berbasis komik tersebut valid dan layak untuk diujicobakan. Sedangkan tingkat kepraktisan media pembelajaran yang dikembangkan berdasarkan respon siswa dan guru mata pelajaran bahasa inggris berada pada kategori sangat memuaskan yang artinya media komik praktis dan dapat digunakan dengan baik oleh guru dan siswa.
Kata Kunci: Media Komik, Bahasa Inggris, Media Pembelajaran
Abstract
This study is research and development which aims at developing a comic media in learning teaching method.
Media in accordance with the characteristics of the participants will affect effectiveness in the learning process.
This study refers to the ADDIE development model that includes five phases, namely analysis, design, development, implementation and evaluation. The development of media design begins with the creation of a media framework, preparation of material, prototype and storyboarding. The level of validation of the learning media developed was based on material experts and instructional media experts in the satisfying category, which means that the comic-based learning media was valid and worth for testing in the learning process. While the practicality of learning media developed based on the responses of students and teachers of English subjects is in the very satisfying category which means that the comic media is practical and can be used well by teachers and students.
Keyword: Comic Media, English, Learning Media
INTRODUCTION
Education must be able to improve the quality and potential owned by each individual so as to produce high-quality human resources able to develop their potential and be able to solve problems in the future (Redhana, 2015). Education is in dire need of technology allowances because of the interest
of students with very high technology and can provide direct experience simulations for students (Nurhikmah et al, 2018; 2019; Sujarwo et al, 2020; Sukmawati et al, 2019; 2022). Technology that is packaged in learning is expected to help teachers teach and make it easier for students to understand and master the subject matter (Ferdiansyah et al, 2021; Nurhikmah et al, 2022).
Educational media is necessary as an intermediary to convey messages to minimize failures during the communication process. Bethany was quoted in (Hakim, 2018), suggesting that the learning process is the process of delivering messages/materials from the messenger (teacher) to the recipient of the message (students). When the teacher chooses a learning media, he must pay attention to the material conveyed to students. If the wrong choice of learning media will give unsatisfactory results, the learning objectives we want to achieve are not achieved and will have an impact on student learning outcomes. Learning media is anything that can be used to convey messages or information in the teaching and learning process to stimulate the attention and interest of students in the learning process (Sujarwo et al, 2019; Akhiruddin et al, 2020). Therefore, learning media is very important in the teaching and learning process because learning objectives will be easily achieved if the media is following the characteristics of the material and learning characteristics and can stimulate students to pay attention to the material being taught (Dwijayani, 2019), (Fidiastuti & Rozhana, 2016 ), (Habibi, 2019), (Eveline et al., 2019). Learning media can make it easier for students to receive lessons.
The more interesting the media used, the more interested students in learning. Lessons that are difficult to understand will be easier to understand and clearer that carry out learning and facilitate the achievement of learning objectives. Meanwhile, Oemar Hamalik in Muhson argues that the media is a human extension that allows it to influence other people who do not have direct contact. Following this formulation, communication media include letters, television, films, and telephones, and roads and railways are media that allow a person to communicate with others (Muhson, 2010). Books equipped with various learning content such as text, images, and videos are the right learning resources for students. Because learning materials are more clearly conveyed with additional content, videos, texts, images, and others can make students more interested in paying attention to lessons.
Nowadays, various media have been developed, especially those more visual or audio-visual.
This development seeks to support students' potential in general who naturally learn to use the sense of sight, namely the eyes. In addition to the emphasis on the visual side, media that are more supported to be developed are media that support fun learning. This is intended so that students want to take part in learning enthusiastically so that the subjects studied will be more easily recorded in students' memory.
One form of media is comics. Comics are very effective if applied to lower classes such as elementary to middle school; apart from the unique design and interesting storyline, comics are also able to attract
students' attention so that they are more focused and enjoy the learning process that takes place, especially students at that age are interested in media. which is visual. Comics have the power to convey information that is easy to understand. This is possible because comics combine the power of images and writing arranged in a storyline that makes information easy to absorb. After all, the text is easy to understand, and the storyline makes it easy to understand and remember (Dasar, 2017), (Widiyastuti et al., 2021), (Ray, 2017). 2010), (Lin & Lin, 2016). The visualized expression makes the reader emotionally involved so that it makes the reader continue reading it until the end. This is also what inspires. Comic media is a learning resource that can help students understand lessons both in and outside of class. Comic media can attract students' attention to focus on the subject matter. Comics have good visual elements because comics consist of pictures, interesting storylines, and high-quality designs (Ana, 2015), (Sari & Salam nd).
In the regulation of the Minister of Education and Culture of the Republic of Indonesia Number 35 of 2018, it is explained that English subjects are category C subjects in junior high schools and at Madrasah Tsanawiyah, which means that English subjects are included as the main subjects in junior and senior high schools. at the madrasa tsanawiyah. The learning process in academic units is held interactively, inspiring, fun, challenging, motivating students to participate actively, and providing sufficient space for the initiative, creativity, and independence following students' talents, interests, and physical and psychological development. For this reason, each educational unit carries out learning planning, implementation of the learning process, and assessment of the learning process to improve the efficiency and effectiveness of achieving graduate competencies (Permendikbud No 22 of 2016).
English is a tool for communicating orally and in writing (Imran, 2022; Jaina et al, 2022; Rezeki et al, 2022). English must be understood not only as an object of study but also as a language to access cultural, sociological, economic, and other sources of information (Ravelo, 2013; Sasabone et al, 2021, 2022). Communicating is understanding and expressing information on an international scale (Megawati, 2012), thoughts, feelings, and developing science, technology, and culture; therefore, English is also very necessary because it is a tool to convey ideas or ideas in certain situations that can be of value, added for every human. Learners at the age of children to teenagers generally have or have a very large memory in a language, compared to adults; therefore, English needs to be taught from an early age (Sujarwo & Akhiruddin, 2020) because at that age, they can easily memorize vocabulary or vocabulary in English so that it will be very helpful in the learning process (Fatimah et al., 2019), (Rokhayani et al., 2014).
At this time, English is essential if you want to compete at the international level or globally because English is one of the languages understood by the world community; therefore, people who
have English language skills will have added value in life. them, because it will be very useful someday.
English provides the widest possible space for us to dissolve into being part of the global community of the world community. Even in certain fields, English is essential. Especially in this day and age, all aspects are recommended to have English language skills. Therefore, as a teacher at school, it is appropriate to introduce English to students from an early age (Besral, 2010).
Based on the results of observations in the field, the researchers found several obstacles that made it difficult for students to learn English. One of the obstacles found was students' lack of attention and motivation in paying attention to lessons. The media used in the English learning process is still very monotonous and conventional. Methods and models of learning English by English teachers are less varied where the teacher only uses one method and model of learning English; this makes students less motivated to accept English learning.
Researchers conducted initial observations for two weeks, from August 13, 2019, until August 25, 2019. This initial observation was also carried out to find an overview of the research location and research subjects and get a glimpse of Media in learning English at Mts. S Hasan Yamani District.
Campalagian, Kab. Polewali Mandar. This stage is carried out by direct interviews with teachers and several students at the school.
Based on the findings of observations and the results of the needs analysis conducted between August 13 and August 25, 2019, data was gathered that there is a need for learning media that conveys messages not only verbally but also visually and can support the learning process based on the characteristics of students in class II MTs, who are in their teens, namely 13-15 years, and prefer books with pictures.
The average percentage results obtained from the accumulation of all needs identification questions aimed at obtaining data as a reference in developing comics media products are 82% in good qualification, and 80% of students agree if English material is packaged in comic form.
METHOD
The development model used in this research is the ADDIE model; ADDIE stands for Analysis, Design, Development or Production, Implementation or Delivery and Evaluations. (Branch, 2009), (Muruganantham, 2015), (Silalahi, 2018). In the product development steps, this research and development model is more rational and more complete than other development models, such as the 4D development model.
The stages of this development are as follows:
Analysis. At this analysis stage, it includes two main activities, namely:
At this stage, analysis is carried out on the problems that arise in the learning process in the field, as well as existing facilities and infrastructure in schools, and identify possible solutions that can be used to solve problems.
This stage includes analysis of learning objectives/competencies, analysis of situations during the learning process, and analysis of students.
design. At this stage, the researcher prepares the comic media structure framework at this stage, determines the material's systematic presentation, determines the design model, and makes prototypes and storyboards.
At this stage, researchers also develop instruments to assess the learning media developed at this stage. The instrument is prepared by considering aspects of the assessment of teaching materials, namely aspects of content feasibility, language feasibility, presentation feasibility, graphic feasibility, and suitability with the approach used. Furthermore, the instruments that have been compiled will be validated to obtain a valid assessment instrument.
Development. The development stage is the product realization stage. At this stage, the development of the media is carried out according to the design. After that, it will be validated by expert lecturers and teachers. In the validation process, the validator uses the instruments that have been prepared in the previous stage.
Validation is carried out to assess the validity of the developed media. Validators are asked to assess the media they want to develop based on the feasibility aspect and provide suggestions and comments related to the content of teaching materials which will later be used as a benchmark for revision of improvements and refinements of teaching materials.
Implementation. The fourth stage is implementation. The implementation is limited to the schools designated as research sites. At this stage, learning is carried out with the help of media and teaching materials developed.
This stage is the stage for applying learning media developed and tested in the learning process.
At this stage, an evaluation is carried out to determine the practicality of the media that has been developed by looking at the responses of students and teachers of English subjects. However, this study did not discuss the level of effectiveness of the media, so in the future, further researchers can discuss more the level of effectiveness of the comics media.
Evaluation. Arikunto (2016), Evaluation is a process to see whether the learning media we are developing is successful according to initial expectations. The evaluation stage can occur at any of the four stages above. The evaluation that occurs in each of the four stages above is called formative evaluation because the purpose is to need revision.
Evaluation is the last step of the ADDIE learning system design model. Evaluation is a process carried out to provide value to learning media.
Time and Place of Research
The research location chosen by the author was at the Mts Islamic Boarding School. S. Hasan Yamani is located in Parappe Village, Campalagian District, Polman Regency, West Sulawesi Province. Researchers chose this location because the school in question is a school that makes foreign languages into everyday languages, especially English and Arabic; therefore, this research is very suitable if applied in these schools.
Instruments The data collection instrument used in assessing comics/comic development products as learning media is a validation questionnaire. The validation questionnaires that will be used include A a. validation questionnaire for the subject of media design experts containing statements that will be
assessed on a Likert scale with four levels of value. In addition, media design expert validators are expected to provide comments about the products that have been developed in the validation questionnaire section that has been provided.
b. The validation questionnaire for subject matter content experts contains statements that will be assessed on a Likert scale with four levels of value. In addition, subject matter content expert validators are expected to provide comments about the products that have been developed in the validation questionnaire section that has been provided.
c. Validation user, which contains statements that will be assessed in four categories. In addition, the validator is expected to provide comments about the products that have been developed in the validation questionnaire section that has been provided
Data Analysis Techniques
According to Sugiyono (2016), data analysis was carried out to determine the level of validity of the developed media. The results to be obtained are used as consideration in improving the Comic Media that has been developed. The analytical techniques used in this development are qualitative data analysis and quantitative data analysis.
a. Qualitative Data
Qualitative data analysis was obtained from the validation results in the form of comments and suggestions from media design experts and subject matter content experts. This analysis will be used as input and revise Comic/Comic Media as learning media, Latif (2013).
b. Quantitative Data Analysis
This analytical technique is used to process the data obtained through questionnaires in
quantitative form, in order to provide meaning and decision making on media and design expert questionnaires, content/material expert questionnaires, and product trial questionnaires.
RESULTS AND DISCUSSION
An overview of the need for English learning comics for grade II students of Mts. S. Hasan Yamani, Campalagian, Polman.
1. Analysis (Analyze)
Identification of student needs is made by giving a questionnaire given to 25 students in class II.
Based on the results of the questionnaire assessment of the identification of student needs in the questionnaire distributed, the percentage results obtained which aim to determine the condition of the use of media in English subjects (question number 1) the result is 75.8% of the media used by the teacher is less helpful for students in understanding English subject matter. While the average percentage in (question number 2) aims to determine the state of the learning process, the result is 60%
that teachers use the same media. The average percentage in (question number 9) the result is 80.6% of students like reading comics/comics.
Media Design for English learning comics for grade II students of Mts. S. Hasan Yamani, Campalagian, Polman.
2. Design
a. Making Planning Documents
In this stage, researchers plan documents and study literature, namely the Learning Implementation Plan (RPP) for English subjects that will be used to create comic-based learning media.
b. Determining reference sources
In this stage, the researcher searches for and determines sources that can be used as a literature review to collect materials related to the development of comics media, several English books such as English Language Package books for class VIII SMP level, English material from package books.com, English material from the book "English for young learners" as well as several journals including, Development of Biological Comics Media for Class XI students at the high school level and Studies on online comic fans among Surabaya teenagers in the perspective of cultural studies and held discussions with several teachers. English Subjects.
c. Brainstorming
Comic products are developed with the material design in the Learning Implementation Plan (RPP) for English subjects. At this stage, a discussion was held between the researcher and the English subject teacher to formulate the learning achievement of the comic media product that was developed
later. The entire material design has been discussed, including the decision that the Comic product will be based on print media.
d. Prototype The
data collected at the data collection stage, such as a collection of needs identification results, materials, references, becomes the basis for the next stage, namely how to design the comic learning media product to be developed. To design comics products, prototypes are prepared before moving on to the next stage.
Figure 1. Comic Media Prototype e. Creating Storyboard
Based on the prototype above, the design phase begins with the creation of a storyboard. A Storyboard is a picture of the media that will be developed through storyboards. We can see a general picture of the media that will be developed.
Table 1. Storyboard
Note. Cover
Displays the front page of the comic-based learning media
Chapter Section
● Display of subject chapters,
● Title of learning
● material List of material to be studied by students,
Note. Material
● Display teacher's command sentence with teacher icon
● Display 4 dialogue boxes
● Conversation bubble display
Note. Practice
● Questions Multiple-choice
● questions Essay questions
● There are points in the practice questions
f. An overview of comic media design
Figure 2. Comic Media Design
Level of Validity and Practicality of Comic Media English learning for grade II students of Mts.
S. Hasan Yamani, Campalagian, Polman.
1. Phase Development
Before the product is tested in the field, the product is validated first with media expert lecturers and material experts. Expert validation is carried out so that the product developed is guaranteed that the initial product developed is feasible to be tested on students. In addition, expert validation is useful for anticipating material errors, material shortages, anticipating situations during field trials, etc.
The scale used is in the alpha test questionnaire, namely the rating scale with a choice of 1-5.
a. Product Validation by Learning Media
Experts The learning media experts used to assess product development is Dr. Abdul Hakim, S.Pd, M.Sc. lecturer in the Education Technology Study Program, Makassar State University.
Table 2. Results of Validation by Learning Media Experts on Comic Media
Based on the results of a review or assessment/response of learning media design experts, the comic product does not need to be revised because it is in very good qualification but needs to be improved according to the input, suggestions and comments of learning media experts related to comics media so that the resulting product development is better.
b. Product Validation by Content and Material
Experts. Djuwairiah Ahmad, M.Pd., M. TESOL Chair of the Language Center of Alauddin State Islamic University Makassar.
Table 3. Results of Validation by Content or Material Experts on Comic Media
Based on the results of the assessment/response of content experts or learning media materials, it does not need to be revised because they are in very good qualifications. Still, there need to be improvements according to input, suggestions, and comments from the content or material experts learning media relating to comics media so that the resulting development products are better.
2. Phase for Implementation Group a. Trials
The following presents the data obtained from small group trials. This trial was conducted by 5 students.
Table 4. Results of Small Group Trial Assessment Responses
Based on table 4.8 above, it can be seen that the learning media is in the very valid category (attainment rate 80% - 100%).
b. Large Group Trial
The following presents the data obtained from the large group trial. This large group trial consisted of 25 students to assess the practicality of the comics media.
Table 5. Results of Large Group Trial Assessment Questionnaire
The average percentage of comics media for English lessons in the large group trial is 8.89% in very good qualifications, so comics-based English learning media can help students in the learning process. Based on the table above, of the 7 aspects assessed, all aspects are in the good category, 81% of students say that the quality of the media display is in the good category, the suitability between the images and the material is in the good category with an average score of 83%, From the results of the trial response large group, it can be seen that the comic media is in the good category with an average percentage of 81.89%.
c. Large Group Trial
then assessed by the English Subject teacher. In the following, the data obtained from the responses of the teachers of English subject class VIII Mts are presented. S. Hasan Yamani by Mr.
Mansoor Rabbani. S.Pd. aims to get the response and performance of the program when operated by the teacher so that the practical weight of the program developed is known.
Table 6. Results of Questionnaire Responses of Teachers of English Subjects
After being converted to a conversion table, the percentage of achievement level is 91%, which is in very good qualification.
Discussion
Based on the results of observations on the implementation of learning English subjects in class VIII Mts. S. Hasan Yamani. The implementation of learning is still very conventional, still dominated by the lecture method, this is based on observations, the following information is obtained: (1) the teacher delivers the material using the lecture method, (2) the material and learning media are not adjusted based on the characteristics of students, because the teacher only comes from only one package book, in the end, the lessons seem monotonous (3) the teaching and learning process only focuses on the classroom. The object of this research is class VIII Mts. S. Hasan Yamani, the average age of students is in the age range of 13-15 years. In this age category, students prefer books that are accompanied by pictures and in color.
Next is the identification of the needs of students conducted by surveying the location and distributing questionnaires to students by asking 14 questions, 9 questions for the condition of the learning process in the class and 5 questions related to the need for comics media. Based on the results of the questionnaire assessment, students' needs analysis for questions about the English learning process are in very poor qualification, while for questions about comics media are in very good qualification, it means that students are interested in English learning materials are packaged in comic form.
Next is to make a prototype which is the initial design or sketch of the product to be developed then, followed by the preparation of materials, scripts or texts that are presented in the form of images that are useful for making comics products easier, Arrange learning tools according to the syllabus. The
prepared lesson plans are adapted to the media developed and follow the learning patterns of students who are the object of research.
Comic learning media is made using Adobe Photoshop CS6 and Corel Draw X7. The initial stages of making comics are designing dialogue boxes and conversations, then designing layouts and inserting characters that have been edited in Photoshop into Corel Draw for the refinement stage.
Next is the validation stage. The first validation test is carried out on learning media experts by Dr. Abdul Muis, S.Pd., M.Si, based on the assessment that the validator is in very good qualification.
This learning media can be used with minor revisions based on the validator's input. Next is the validation of content and material experts, namely Dr. Djuwairiyah Ahmad, M.Pd., M.TESOL, based on the validator's assessment that the qualifications are very good, which indicates that the material in the Comic-based learning media is in the category that does not need to be revised, which means that the material is in accordance with the standard learning objectives. In small group trials of comics learning media, researchers took 5 research subjects by looking at student achievement from high, medium, and low, who were in very good qualifications, so that comics learning media could help students understand English material. Kedua Uji Coba kelompok besar peneliti mengambil subjek peneliian untuk ujicoba kelompok besar sebanyak 25 siswa kelas VIII, berada pada kualifikasi baik, sehingga media pembelajaran ini dapat dimaksimalkan siswa dalam pembelajaran bahasa inggris.
Comic Media is then assessed by the English subject teacher. Aspects of the assessment in the questionnaire are the clarity of the learning objectives contained in the media, the comic media is able to activate students in the learning process, the suitability of the image with the material, the quality of the image, and the interest of students and teachers in using comics media. The results of the assessment of the responses of the English subject teachers are of very good qualification. In general, the test results have met the practical requirements. Based on a general assessment of all components that have been validated by experts, the validator states that the components assessed are declared usable with minor revisions.
In line with the results of research (Ray, 2010) that comics and graphic novels represent the most untapped resources for the level of influence they have. This influence comes not only in the engaging nature of the media but also in the ability to use important elements of art and story in a symbiotic way.
In this way, each is interesting and the best (III, 2018) This shows that the teaching materials developed are suitable to be used as teaching materials in teaching and learning activities (Suhono & Sari, 2020).
This is in line with Peaget's theory of development (2002), that students at the age of teenagers (13-15 years) are more inclined to visual and entertaining media that can make them active in the learning process.
However, teachers must pay attention to several things if they want to use comic media in the learning process including: (1) paying attention to the compatibility of the media with the material, the suitability of the media with the characteristics of the students to be taught, time, place and support for facilities and infrastructure that support the learning process, (2 ) comic media is not in accordance with learning materials that require experiments in a natural environment, (3) appropriate learning evaluations in the use of this media are process evaluations and then attitude assessments when students practice.
CONCLUSION
Based on the results of research and discussion, the following conclusions can be drawn:
The results of initial observations and the results of identifying student needs, researchers found several obstacles experienced by students when learning English, including media that was too monotonous so that students paid less attention to the lessons being taught. takes place, in connection with that, it is necessary to develop learning media that are in accordance with the characteristics of learning and student characteristics that can motivate students to pay attention to learning materials.
The design of comic-based learning media begins with making media structures, selecting materials that refer to lesson plans that are in accordance with learning objectives, as well as making storyboards and developing learning media. needs eighty percent of students to want comic media in full-color form.
The level of validation of the comics learning media that was developed based on media experts and material experts, the products developed were in the satisfactory category, which means that the comics learning media were valid and worthy to be tested.
There are some suggestions for using comics media products, including
For students, the products that have been developed can be used as a source of independent student learning, including material in comics media, because reading English books, including comics in anime series, comics Comics in English can enrich the vocabulary of students. For teachers, this product considers and applies comics media in the teaching and learning process, as well as other media that can increase interest and make students motivated in learning. For school principals, comic-based learning media can be used as a school as a reference source and as a reference material when they want to create an English curriculum, considering that students are very enthusiastic and interested in the teacher's learning process using comics media. For researchers For further researchers, it is necessary to conduct further research on the development of comic media so that the media developed can be known to be effective in achieving learning objectives.
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