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All Journal Jurnal IKA Jurnal Pendidikan Bahasa Inggris Jurnal Pendidikan Indonesia Language Circle : Journal of Language and Literature International Journal of Elementary Education Jurnal Ilmiah Pendidikan Profesi Guru ACITYA Journal of Teaching & Education Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran Jurnal Pedagogi dan Pembelajaran Journal of Education and Teaching Learning ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Journal of English Language and Education Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Innovative: Journal Of Social Science Research Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN)
Adnyayanti, Ni Luh Putu Era
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Use of Digital Comics in the EFL Contexts: A Systematic Review of Quantitative Studies Handayani, Komang Icha Sri; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 3 (2025): Oktober 2025 - Januari 2026
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i3.2822

Abstract

The integration of technology in education has improved the efficacy of pedagogical activities, making it easier for both teachers and students. Digital comics with their captivating features could attract learners and improve outcomes in English as a Foreign Language (EFL). This systematic literature review with content analysis synthesized nine articles from educational journals (2020-2025) to investigate research trends and the effectiveness of digital comics on English language skills. The current study found that the quantitative approach with a quasi-experimental design using pre-test and post-test instruments dominated the trend, with undergraduate students as the most studied group. The application used varies between custom web-based tools and existing platforms like Webtoon. Targeted skills range from primary-level literacy to Higher-Order Thinking Skills (HOTS) for standardized tests such as the TOEFL. Finally, the findings suggest that digital comics are proven effective as media for enhancing English skills across various educational levels.
The Use of Digital Comics for Improving Reading Comprehension in English as a Foreign Language: A Systematic Review Br Kembaren, Della Primsa; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2283

Abstract

Reading comprehension is a crucial skill in English as a Foreign Language (EFL) learning. However, the lack of vocabulary, low interest, and uninteresting reading materials still make it difficult for many students to comprehend English texts. Digital comics have become a promising learning medium because they combine text and visuals in an interesting way. The aim of this study is to investigate the effectiveness of digital comics in enhance the reading comprehension of EFL students. This study used a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Fourteen relevant studies published between 2022 and 2026 were selected from Google Scholar, ERIC, ScienceDirect, and Manual searches. The selected studies were analyzed using narrative synthesis. The results showed that students’ reading comprehension was improved by digital comic, especially when it involves comprehending important ideas, identifying specific details, learning new vocabulary, and interpreting texts. Additionally, digital comics improved student confidence, motivation, and participation in reading activities. In conclusion, digital comics are an effective and innovative learning medium for improving reading comprehension in EFL classrooms.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review Puspitasari, Ni Luh Putu Devi; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2310

Abstract

While digital storybooks are increasingly popular in language classrooms, there is still a lack of consensus on which specific instructional methods yield the most effective learning outcomes. This systematic literature review aims to identify instructional methods used in digital storybook-based learning and examine the learning outcomes associated with each approach. Following the PRISMA 2020 guidelines, this review systematically searched five specific academic databases (Google Scholar, ERIC, ScienceDirect, SAGE Journals, and Taylor Francis) covering studies published between 2021 and 2026. Twelve studies met the inclusion criteria for qualitative analysis. The findings reveal three main instructional approaches: task- and project-based learning, multimodal and technology-enhanced learning, and interaction- and support-based learning. These approaches are consistently associated with positive cognitive and affective outcomes. Overall, this review demonstrates that digital storybooks are most effective when integrated with appropriate, student-centered, and interactive pedagogical strategies rather than used as stand-alone reading tools.
A NEEDS ANALYSIS OF BIG BOOK INTEGRATING GOOD HEALTH AND WELL-BEING AS READING MEDIA FOR SHARED READING ACTIVITIES IN FACILITATING PRESCHOOL STUDENTS’ READING ENGAGEMENT Putra, I Putu Andika; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10184

Abstract

Early literacy development plays a crucial role in shaping children’s academic readiness and long-term learning success. However, limited availability of visually accessible and contextually meaningful reading materials may reduce preschool students’ reading engagement during shared reading activities. This study aimed to analyze the needs of teachers and preschool students regarding the use of Big Books integrating SDG 3 (Good Health and Well-Being) to support reading engagement. A qualitative descriptive design was employed at one of the Kindergarten in Singaraja, involving classroom observation and a semi-structured interview with the teacher. The findings revealed three primary needs: large-format and visually clear books, narrative-based integration of health themes, and interactive features to sustain students’ engagement. The study concludes that developing SDG 3–integrated Big Books is pedagogically necessary to enhance shared reading practices and foster preschool students’ reading engagement. ABSTRAK Perkembangan literasi awal memegang peranan yang sangat penting dalam membentuk kesiapan akademik anak serta keberhasilan belajar jangka panjang. Namun, keterbatasan ketersediaan bahan bacaan yang mudah diakses secara visual dan bermakna secara kontekstual dapat mengurangi keterlibatan membaca siswa prasekolah selama kegiatan membaca bersama (shared reading). Penelitian ini bertujuan untuk menganalisis kebutuhan guru dan siswa prasekolah terkait penggunaan Big Book yang mengintegrasikan SDG 3 (Good Health and Well-Being) untuk mendukung keterlibatan membaca. Penelitian ini menggunakan desain deskriptif kualitatif yang dilaksanakan di salah satu taman kanak-kanak di Singaraja, dengan melibatkan observasi kelas dan wawancara semi-terstruktur dengan guru. Temuan penelitian menunjukkan tiga kebutuhan utama, yaitu buku berukuran besar dengan tampilan visual yang jelas, integrasi tema kesehatan berbasis naratif, serta fitur interaktif untuk mempertahankan keterlibatan siswa. Penelitian ini menyimpulkan bahwa pengembangan Big Book yang terintegrasi dengan SDG 3 secara pedagogis diperlukan untuk meningkatkan praktik shared reading dan menumbuhkan keterlibatan membaca siswa prasekolah.
Digital Storybook and Young Learners’ Reading Behavioral Engagement: A Systematic Review Nitami, Kadek Dian; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1125

Abstract

Reading behavioral engagement is an important aspect of students’ reading development, as it is reflected in observable behaviour such as attention, persistence, rereading, on task reading, and active interaction with the text. However, many young learners still struggle to maintain focus and active participation during reading activities, especially when using traditional reading material that rely heavily on text\ rather than visuals. Digital storybooks have emerged as an alternative reading material due to the integration of multimedia features that may support students’ engagement. This study employed a Systematic Literature Review (SLR) using the PRISMA framework to examine empirical studies published between 2020 and 2025 that investigated factors influencing young learners’ reading behavioral engagement through digital storybooks. Fourteen relevant articles were selected based on inclusion and exclusion criteria. The findings indicate that digital storybooks can effectively enhance students’ reading behavioral engagement when the multimedia features, such as narration, illustrations, and interactivity are well designed and aligned with pedagogical goals. Behavioral engagement is further strengthened through culturally relevant content, structured reading activities and teacher guidance. In contrast, excessive integrated multimedia may distract learners and reduce engagement. These findings provide a clearer framework for understanding how multimedia features influence young learners reading behavioral engagement. Overall, the study highlights the importance of thoughtful multimedia design and instructional support in digital reading contexts.
Digital Storybooks on Young Learners’ Reading Skills: A Systematic Literature Review Kirana, Ni Putu Yunda; Mahayanti, Ni Wayan Surya; Adnyayanti, Ni Luh Putu Era
Journal of Educational Study Vol. 6 No. 1 (2026): (Upcoming Issues)
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v6i1.1131

Abstract

This study investigates the effectiveness of digital storybooks in improving young learners’ reading skills, addressing the persistent challenges of low reading comprehension, limited vocabulary, and poor engagement in early literacy classrooms. With children increasingly growing up in digitally rich environments, traditional print-based instruction often fails to capture their attention. By creating an urgent need for instructional approaches that align with their digital experiences while supporting essential literacy skills. A Systematic Literature Review guided by the PRISMA framework was conducted. Ten empirical studies published between 2018 and 2024 were selected based on clear inclusion and exclusion criteria. These studies were analyzed to identify how digital storybooks influence reading comprehension, vocabulary development, story sequencing, and engagement. The findings show that digital storybooks significantly enhance reading comprehension, vocabulary acquisition, and engagement. Multimodal features such as text highlighting, visual cues, and audio narration help learners process information more effectively and remain motivated. Teacher guidance and well-designed materials further improve outcomes. Overall, this study underscores that urgent need to integrate digital storybooks into early literacy instruction. It provides evidence-based guidance for educators and highlights directions for future research, including investigating long-term impacts and broader classroom applications.
Co-Authors Ardaningsih, Luh Ayu Novi Ardianti, Ni Putu Eni Aritona, Gede Aryaningsih, Ni Putu Ayu Br Kembaren, Della Primsa Damayanti, Komang Devi Dwiyanti, Kadek Natalia Erinaryani, Ni Nyoman Febiyanti, Ni Wayan Handayani, Komang Icha Sri I Gede Budasi I Nyoman Adi Jaya Putra I Putu Andika Putra, I Putu Andika I.G.A. Lokita Purnamika Utami Jaya, Ketut Rivan Arya Kadek Sonia Piscayanti Kirana, Ni Putu Yunda Luh Gd Rahayu Budiarta Magdalena, Tabita Angelina Mahadewi, Ni Made Nadindya Mahendra, I Dewa Gede Oka Manik, Putu Galuh Nayayika Mena, Yohana Lolong Ni Made Ratminingsih Ni Wayan Surya Mahayanti Nitami, Kadek Dian Paragae, IGA Pt Novita Sari Pirdayanti, Ni Putu Ayu Pradini, Putu Cening Puspitasari, Ni Luh Putu Devi Putri, Ni Kadek Rai Sintia Putu Kerti Nitiasih Sintayani, Ni Luh Utami, I. G. A. Lokita Purnamika Wiranatha, Putu Andre