The Effect of Webtoon-Based Reading on EFL Students’ Reading Comprehension and Reading Anxiety
https://doi.org/10.59110/aplikatif.v4i4.829
Keywords:
EFL Learners, Multimodal Learning, Reading Anxiety, Reading Comprehension, Webtoon-Based ReadingAbstract
Reading comprehension and reading anxiety remain persistent challenges among senior high school students learning English as a Foreign Language (EFL), particularly when instruction relies heavily on traditional text-only materials. In the Indonesian EFL context, limited contextual support often contributes to students’ difficulty in understanding texts and increased anxiety. This study investigates the effect of picture-based digital media, specifically the Webtoon application, on improving reading comprehension and reducing reading anxiety among senior high school EFL students. A quasi-experimental design with a pre-test–post-test control group was employed. Fifty-six students were divided into an experimental group receiving Webtoon-based reading instruction and a control group using conventional text-based materials. Data were collected using a reading comprehension test and the Foreign Language Reading Anxiety Scale (FLRAS). Statistical analyses included independent-samples t-tests, paired-samples t-tests, and analysis of covariance (ANCOVA). The results showed that the experimental group achieved a significantly higher post-test mean score in reading comprehension (M = 85.71, SD = 7.29) than the control group (M = 77.50, SD = 7.87), t(54) = 4.049, p < 0.001. ANCOVA confirmed that the instructional method remained a significant predictor after controlling for pre-test scores. Additionally, students in the experimental group experienced a significant reduction in reading anxiety, with FLRAS scores decreasing from pre-test (M = 58.2) to post-test (M = 46.7), t(27) = 6.35, p < 0.001. These findings indicate that Webtoon-based reading instruction functions as both a cognitive and affective scaffold, enhancing comprehension while reducing reading anxiety in EFL classrooms.
Downloads
References
As Sabiq, A. H., & Rohmatulhaq, N. (2024). Students’ perception of Webtoon as a self-directed learning medium for reading skill. Pubmedia Jurnal Pendidikan Bahasa Inggris, 2(1). https://doi.org/10.47134/jpbi.v2i1.1029
Aulia, D., & Ulfa, S. M. (2025). Students’ perception on Webtoon application as a reading medium for vocabulary enhancement. English Education: Jurnal Tadris Bahasa Inggris, 18(1), 50–65. https://doi.org/10.24042/j42np063
Bertella, G., & Tomassini, L. (2024). Humour and comics for academic change and well-being. Annals of Tourism Research, 109, 103862. https://doi.org/10.1016/j.annals.2024.103862
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Damayanti, R. V., Inawati, I., Ilahude, F. F., & Marbun, C. M. (2025). Reading comprehension challenge on English language faced by students: A systematic review. Journal of English Language Teaching, 10(1).
Dwiastuti, D., Febianti, K., & Yuliana. (2025). Webtoon comic improves eighth graders’ mystery text comprehension. Academia Open, 10(2). https://doi.org/10.21070/acopen.10.2025.11467
Fauziah, S., & Nasrullah, N. (2023). Investigating the use of Webtoon application for learning English skills: A systematic literature review. Journal of English Language Teaching and Literature (JELITA), 4(2), 117–132.
Fitrawati, F., Kamil, I., & Perrodin, D. D. (2023). Foreign language reading anxiety: Exploring the experiences of EFL students at a state university in Padang, Indonesia. English Language Teaching Educational Journal, 6(1), 1–13. https://doi.org/10.12928/eltej.v6i1.7716
Jannah, A., & Juniardi, Y. (2025). Anxiety vs. understanding: How reading stress affects language learners’ comprehension? JETLEE: Journal of English Language Teaching, Linguistics, and Literature, 5(1), 106–120. https://doi.org/10.47766/jetlee.v5i1.5069
Kamil, D. (2023). Are they finely tuned? Mapping the CEFR level of the reading texts of the English textbook for grade 10 of Indonesian senior high school. Eduvelop: Journal of English Education and Development, 6(2), 93–102. https://doi.org/10.31605/eduvelop.v6i2.2332
Kim, D., Yatsu, D. K., & Li, Y. (2021). A multimodal model for analyzing middle school English language learners’ digital stories. International Journal of Educational Research Open, 2, 100067. https://doi.org/10.1016/j.ijedro.2021.100067
Krashen, S. D. (1988). The input hypothesis: Issues and implications. Linguistic Society of America, 63(1), 171–173. https://doi.org/10.2307/414800
Lestari, R. D., Syahid, A., & Widiastuty, H. (2025). Strategies for managing EFL speaking anxiety in an Indonesian university: A sequential explanatory study, 5(2).
Novanti, E. A., & Suprayogi, S. (2021). Webtoons potentials to enhance EFL students’ vocabulary. Journal of Research on Language Education, 2(2), 83. https://doi.org/10.33365/jorle.v2i2.1311
Padma, D., Male, H., & Naibaho, L. (2025). Students’ perception of English reading practice using LINE Webtoon application. JET (Journal of English Teaching), 11(1), 118–137. https://doi.org/10.33541/jet.v11i1.5648
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology / Revue Canadienne de Psychologie, 45(1), 255–287. https://doi.org/10.1037/h0084295
Pratiwi, D., & Trisanti, N. (2025). EFL learners’ preferences for multimodal learning materials at the secondary school level. Journal of English Language and Education, 10(3), 630–637. https://doi.org/10.31004/jele.v10i3.980
Rafida, T., Ananda, R., & Suwandi, S. (2023). Webtoon’s effect on students’ reading comprehension at school. Jurnal Ilmiah Peuradeun, 11(1), 279–292. https://doi.org/10.26811/peuradeun.v11i1.723
Rafli, M., & Muslim, A. B. (2023). Foreign language speaking anxiety on high-oral proficiency students: An interview study, 11(2).
Rahayu, R. P., & Wiyanah, S. (2023). Students’ reading interest in learning English using online comics application (Webtoon). JEdu: Journal of English Education, 3(2), 87–96. https://doi.org/10.30998/jedu.v3i2.8648
Rahmadani, M., Siregar, F. R., & Rambe, S. L. V. (2024). The students’ perception of using Webtoon application at the sixth semester of the English department, 12(2), 275–289.
Riana, L., & Ningrum, Y. S. (2025). EFL students’ anxiety and reading comprehension. Journal of English Language Teaching, 14(Special Issue), 203–213.
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83. https://doi.org/10.1111/0026-7902.00016
Sutono, A. (2025). Empowering young minds: The impact of philosophy for children (P4C) and picture storybooks on EFL learners’ anxiety and reading comprehension. Educalingua Journal, 3(1), 55–65. https://doi.org/10.26877/educalingua.v3i1.1874
Tandiana, S. T., Abdullah, F., Andriani, A., Hidayati, A. N., & Rosmala, D. (2023). The mapping multimodal teaching materials for Indonesian EFL students: A need analysis. Vision: Journal for Language and Foreign Language Learning, 12(2), 147–168. https://doi.org/10.21580/vjv12i219990
Yawiloeng, R. (2022). Using instructional scaffolding and multimodal texts to enhance reading comprehension: Perceptions and attitudes of EFL students. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4122231
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Dwi Nur Siswoyo, Septiana Wandira
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
