Mei Sulistyowati, Ermawati Zulikhatin Nuroh

Pengaruh Media E-Comic Terhadap Keterampilan Menulis Teks Prosedur Peserta Didik Sekolah Dasar

Introduction

Pengaruh media e-comic terhadap keterampilan menulis teks prosedur peserta didik sekolah dasar. Temukan bagaimana media e-comic secara signifikan meningkatkan keterampilan menulis teks prosedur siswa SD. Studi ini membuktikan efektivitas e-comic sebagai alternatif pembelajaran inovatif.

Abstract

This study aims to determine the effect of using e-comic media on elementary school students’ skills in writing procedural texts. The background of this research is the students’ low ability in writing procedural texts and the limited variety of innovative media used by teachers. The study employed a quantitative method with a pre-experimental design, specifically the one-group pretest-posttest model. The sample consisted of 30 fourth-grade students from SDN Gamping 1. Data were collected through written tests and classroom observation, with writing performance evaluated based on content relevance, grammar, structure, spelling, and sentence formation. The data were analyzed using descriptive statistics and paired samples t-test with SPSS. The results revealed a significant improvement in students’ writing skills. The average score increased from 57.92 in the pretest to 76.46 in the posttest, with a statistically significant difference (p < 0.05), indicating the effectiveness of e-comic media in enhancing students’ procedural text writing abilities. In conclusion, e-comic media fostered students’ motivation and understanding through visual storytelling and contextual learning. These findings suggest that e-comics can serve as an engaging and effective alternative to traditional instructional methods in elementary writing education.

Review

This study presents a timely investigation into the efficacy of e-comic media in enhancing elementary school students' procedural text writing skills, addressing a pertinent issue of low student proficiency and limited innovative teaching resources. Employing a quantitative, pre-experimental design with a one-group pretest-posttest model, the research meticulously assessed the writing performance of 30 fourth-grade students from SDN Gamping 1. The findings unequivocally demonstrate a significant improvement in students' writing abilities, with the average score increasing substantially from 57.92 to 76.46, supported by a statistically significant difference (p < 0.05). This initial evidence strongly suggests that e-comic media can serve as an effective intervention to boost students' procedural text writing skills. While the observed gains are encouraging and the pretest-posttest design appropriately captures changes within the group, the study's reliance on a one-group pre-experimental design warrants critical consideration. The absence of a control group makes it challenging to definitively attribute the observed improvements solely to the e-comic intervention, as other factors like maturation, history, or even the Hawthorne effect could potentially contribute to the positive outcomes. Future research would significantly benefit from incorporating a more robust experimental design, such as a randomized controlled trial, to establish a clearer causal link and enhance the generalizability of these promising results. Additionally, providing more granular details on the specific features of the e-comics used and the duration of the intervention would strengthen the study's replicability. Despite these methodological considerations, the research offers valuable preliminary insights into the potential of e-comic media as an engaging and effective pedagogical tool in elementary writing education. The conclusion that e-comics fostered motivation and understanding through visual storytelling and contextual learning is a key takeaway, aligning with modern pedagogical principles that emphasize multimodal learning. This study contributes positively to the ongoing discourse on integrating educational technology for literacy development, providing a compelling argument for educators to explore e-comics as an alternative to traditional instructional methods. Further investigation with enhanced methodological rigor is encouraged to solidify these findings and explore their applicability across broader educational contexts and student demographics.

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