The Effect of Line Webtoon in Improving Vocabulary Mastery
1Mayang Sari*; 2 Muchsin*; 3Faudi
1*,2,3English Education Department, Universitas Serambi Mekkah, Banda Aceh,
Indonesia
Email: [email protected]
Abstract
This study aims to find out whether the students at SMAN 16 Banda Aceh who are taught English vocabulary by using line Webtoon get higher score compared to those who are not taught by using line Webtoon. This research used a quantitative approach with pre-experimental design, one group pre-test and post-test. The population in this study were 20 of class XI (IPA), and the total sample was 20 students consisting of one class, consisting of 11 males and 9 females. The data was collected through tests, namely a multiple choice question test. The results of data analysis showed that the average pretest score of students was 38.00. While the average score of the students' post-test was 77.25. The increase obtained from the average score of the pre-test and post-test was 39.25. In addition, the SPSS results show that a significant value (sig-2 tailed) of 0.00 is less than 0.05 (0.00<0.05), which means that Ho is rejected and Hₐ is accepted. Thus, it can be concluded that there is a significant difference between students who are taught vocabulary using the line Webtoon get a higher score than students who are not taught using the line Webtoon. It is concluded that line Webtoon has an effect on improving students’ vocabulary mastery.
Keywords: Line Webtoon; Improving; Vocabulary Mastery
A. Introduction
Technological advances make English language skills very important; according to Juriana (2017), English is a global language that is very important in all multidisciplinary fields since the establishment of English as an international language, before mastering English we have to memorize or have some vocabulary first. Vocabulary is a collection of words that are owned by a language and give meaning when used (Helma
& Jufriadi, 2020). According to Maharani (2021), vocabulary is the key to changing students' language in learning a foreign language, including English. Therefore, vocabulary is a set of the word that will be owned by someone who is part of a particular language. However, Indonesian students still have problems in building vocabulary, especially for memorizing the meaning of new words, especially students at SMAN 16 Banda Aceh. According to the researcher observations during their time as teachers at the school from March 16, 2022 to June 4, 2022, students experienced problems with their English vocabulary. This fact implies that they need an effective way to learn vocabulary. It will be more beneficial to use effective vocabulary teaching techniques to assist students in improving their vocabulary mastery. The use of relevant media in teaching vocabulary will also increase students' motivation (Ninsuwan, 2005).
Sitijnjak et al. (2022) stated that Webtoon is a digital comic reading application that is part of the line social media product. Comics on Webtoon social media can be accessed for free and have many different genres and titles. Line Webtoon is a digital comic platform from South Korea launched by a technology company, LINE Corporation, and NAVER Corporation.
There has been some previous research on this topic. One of them is a study conducted by Sitinjak et al. (2022), based on these results, it can be concluded that the line Webtoon has a significant effect on student vocabulary learning achievement for students in class XI SMA Swasta GKPI Padang Bulan Medan. The use of English Webtoon comics must often be maintained and recommended to English teachers, especially for teaching SMA Swasta GKPI Padang Bulan Medan students so that they can attract their motivation in learning English to make it more fun. And other study conducted by Sabekti (2020), the findings show that the line Webtoon application is effective in improving vocabulary mastery for students in the experimental group.
Although the line Webtoon has an effect on increasing vocabulary.
However, this research has never been applied at SMAN 16 Banda Aceh as a medium for learning vocabulary. Therefore, the researcher wants to conduct an experiment using the line Webtoon to find out the increase in students' vocabulary mastery. In accordance to further test the effect, the hypothesis is as formuated below:
H0: The students at SMAN 16 Banda Aceh who are taught English vocabulary by using line Webtoon do not get higher score compared to those who are not taught by using line Webtoon?
Ha: The students at SMAN 16 Banda Aceh who are taught English vocabulary by using line Webtoon get higher score compared to those who are not taught by using line Webtoon?
B. Method
This research used a quantitative approach with a pre- experimental design with one group: pre-test–post-test. According to Creswell (2013), quantitative research is a method for testing a particular theory by examining relationships between variables, these variables are measured (usually with research instruments) so that they become data consisting of numbers that can be analyzed according to statistical procedures. According to Sugiyono (2012), pre-experiment with one group; pre-test and post-test experimental design are to compare pre-test and post-test. A pre-test is conducted before treatment and a post-test after treatment is conducted.
The population in this study were students of class XI (IPA) at SMAN 16 Banda Aceh. The total number of students in class XI (IPA) of SMAN 16 Banda Aceh is 20 students. In this study all, populations were taken as sample because the population was below 100. The number of samples was 20 students consisting of one class, 11 male and 9 female, most of them came from Banda Aceh and they had very little English vocabulary making it difficult to communicate in English.
The instruments used in this study were pre-test and post-test.
Pre-test was given before implementing teaching vocabulary by using line Webtoon, meanwhile post-test was given after the researcher taught vocabulary by using line Webtoon. In this study, researchers used tests to measure students' vocabulary skills. The pre-test consists of 20 vocabularies, 10 nouns, and 10 adjectives. In the pre-test, the researcher
prepared questions for students in the form of multiple choice about noun or adjective vocabulary. Next, the data oobtained were analyzed by using the independent sample t-test with the help of SPPS for window Version 25.
C. Research Findings
In this study, the writer presented two kinds of tests, they are pre- test and post-test. A pre-test was given to the students before the teaching-learning process or treatment. This is the result of the pre-test for students.
Table 1. The Students Pre-Test Score
No Name Score
1 AAA 55
2 AK 35
3 AM 40
4 CN 20
5 FR 50
6 IW 40
7 KA 50
8 MA 35
9 MAU 60
10 MF 40
11 MH 20
12 MRF 25
13 MRM 25
14 NTF 55
15 PK 40
16 RF 20
17 SN 40
18 UH 55
19 YD 30
20 ZI 25
Based on the table above shows that most of the, students were rather weak in vocabulary mastery only 1 student gets a score of 60, then other students only get a score below 60, 3 students get a score of 20, 3 students get a score of 25, 1 student gets a score of 30, 2 students got a
score of 35, 5 students got a score of 40, 2 students got a score of 50, and 3 students got a score of 55.
From the table, the writer learned that most of the students scored 40 in vocabulary mastery before they were taught vocabulary using line Webtoon. Furthermore, the writer presented the pre-test frequency values in the following histogram.
0 1 2 3 4 5 6
20 25 30 35 40 50 55 60
Frequency
Pre-Test
Pre-Test
Figure 1. Histogram of Pre-Test
Based on the histogram above it can be concluded that students who got a score of 20 were 3 students (15%), then 3 students (15%) got a score of 25. Then students who got a score of 30 were 1 student (5%), and 2 students (10 %) got a score of 35. Then 5 students (25%) got a score of 40, then students who got a score of 50 were 2 students (10%).
So, 3 students (15%) get a score of 55. After that, 1 student (5%) gets a score of 60. Next, the frequency score of the post-test can be presented in the Following.
Table 2. The Students Post-Test Score No Name Score
1 AAA 70
2 AK 80
3 AM 75
4 CN 75
5 FR 70
6 IW 95
7 KA 70
8 MA 80
9 MAU 80
10 MF 75
11 MH 70
12 MRF 65
13 MRM 75
14 NTF 70
15 PK 95
16 RF 75
17 SN 95
18 UH 90
19 YD 70
20 ZI 70
After the teaching and learning process, some students have mastered English. Based on the table above, only 1 student got a low score of 65. Then another student got a high score, 7 students got a score of 70, 5 students got a score of 75, 3 students got a score of 80, 1 student got a score of 90 and 3 students got a score of 95.
Based on this description, the writer concluded that most of the students scored 70 in vocabulary mastery after they were taught vocabulary using the line Webtoon. Furthermore, the writer presents the post-test frequency values in the following histogram.
Figure 2. Histogram of Post-Test
Based on the histogram, it can be described that 1 student (5%) got a score of 65, then 7 students (35%) got a 70, then 5 students (25%) got a 75. And 3 students (15%) got a score of 80. After that, 1 student (5%) got a score of 90, then 3 students (15%) got a score of 95. based on this description, the writer concludes that most students get a score of 70 in vocabulary mastery after they learn vocabulary using line Webtoon.
After getting the data the writer calculates the average pre-test and post- test scores obtained by students, and to find out the average value the author calculates the data using SPSS statistics for window Version 25.
The calculation results in table 3 as follows:
Table 3. The Students Average Score of Pre-Test and Post-Test Mean N Std. Deviation
Std. Error Mean
Pair 1 Pre-Test 38.0000 20 13.01821 2.91096
Post-Test 77.2500 20 9.38574 2.09872
The table 3 showed that the average score of students' pre-test was 38.00 in vocabulary mastery while the average post-test score of students was 77.25 in vocabulary mastery. The average value of the pre- test was obtained before the students were given treatment, while the average value of the post test was obtained after the students were given
treatment. Besides that, the average post-test score of the students is higher than the average score of the students' pre-test. This the students' ability in mastering vocabulary taught using the line Webtoon is better than before they were not taught vocabulary using the line Webtoon.
Next, the researcher calculated the pre-test and post-test data to find out which line Webtoon has an effect on increasing students' vocabulary mastery. The result of the calculation is presented in the following formula of difference between pre-test and post-test.
Based on statistical analysis, the Gain Score (Gs) score of 0.63 was obtained, which means that the difference between students' ability in mastering vocabulary before being taught vocabulary using the line Webtoon and after being taught vocabulary using the line Webtoon and the point difference is 0.63 or 63%. Therefore the line Webtoon has an effect in imroving vocabulary mastery students', where students' ability in improving vocabulary mastery 63% after they are taught using the line Webtoon.
D. Discussion
The researcher would like to discuss the finding of data in this section, which are peimarily intended to relate to the description of this research. The results of this research showed students has good effect increasing vocabulary mastery. This research used a quantitative approach with pre-experimental design, one group: pre-test – post-test. In this design, there is one class; pre-test is conducted before treatment, and post-test is conducted after treatment. The instruments used in this study were pre-test and post-test. Pre-test was given before implementing teaching vocabulary by using line Webtoon, meanwhile post-test was given after the researcher taught vocabulary by using line Webtoon. In this study, researchers used tests to measure students' vocabulary skills.
Results of the analysis by using SPSS statistics for window Version 25 that after teaching vocabulary using comics on the line Webtoon, average (mean) student score was 77.25. and the average score of students before being taught vocabulary using the line Webtoon was 38.00. Thus the average (mean) value of students' vocabulary mastery increased by around 39.25 points, and found that there is a large difference between the pre-test scores and post-test scores.
Furthermore, based on statistical analysis, the Gain score (GS) obtained was 0.63 which means that there was a difference between students' ability to improve vocabulary mastery before being taught vocabulary using comic stories in the line Webtoon application and after being taught vocabulary using comic stories from the line application.
Webtoon, where the difference in scores is 63%. Therefore, the students' vocabulary mastery ability increased by 63% after being taught vocabulary using the line Webtoon.
Next, it can be concluded that learning vocabulary using comics on line Webtoons has an effect on increasing vocabulary mastery.This is actually in line with the findings of previous research by Sabekti (2020) that the line Webtoon application is effective in students' vocabulary mastery. The previous study conducted by Aziza (2020) that Webtoon is a new platform that can be used to develop students' vocabulary skills by using interesting words and pictures, and so on. In addition, as found by Moriyanti et al. (2019), visualization can also increase reading ability in general focusing on the ability o infer, to grasp details and gists. On vocabulary, the slightest influence was found. Briefly, based on the discussion above, the line application Webtoon—which essenially helps readers’ visualization—could help students to mastery vocabulary.
E. Conclusion
Based on the results of research and analysis it can be concluded that the scores of students taught using the line Webtoon are higher than the scores of students before being taught using the line Webtoon. This implies that reading comics in the line Webtoon application has an effect on increasing students' vocabulary mastery.
The average score of students in the pre-test is lower than the average score of students in the post-test. This can be seen from the average score of the students' pre-test was 38.00 and the average score of the students' post-test was 77.25. Where the difference in value is 0.63 points or 63%. which means that teaching vocabulary using comics in line Webtoon significantly improves students' vocabulary mastery.
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