This study employed a quasi-experimental design using a nonequivalent groups pretest-posttest model. This design was chosen due to the practical constraints of the classroom setting, where random assignment of participants was not feasible. Quasi-experiments are suitable for evaluating the effectiveness of instructional interventions in naturalistic environments such as schools, where classes already exist and manipulation is limited. By applying both pre-test and post-test procedures to two different but comparable groups, the researcher could identify the impact of the treatment while controlling for initial differences.

The participants of this study were eighth-grade students at MTs Negeri 2 Empat Lawang during the academic year 2023/2024. Two intact classes were selected through purposive sampling based on teacher recommendation, similar academic performance, and equivalent class sizes. The first group, class VIII.A, was assigned as the experimental group and received instruction using Webtoon comics as the primary reading material. The second group, class VIII.B, served as the control group and was taught using conventional printed narrative texts commonly found in textbooks.

Both groups were administered a pre-test before the treatment to assess their baseline reading comprehension skills. The treatment phase lasted for three meetings, during which the experimental group engaged with selected Webtoon comics, specifically mystery-themed narrative stories. These digital comics were used to help students visualize characters, settings, and plot developments. Meanwhile, the control group read the same stories in printed form with standard question-and-answer practice. After the intervention, a post-test was conducted to measure any changes in students’ reading comprehension performance.

The use of this quasi-experimental pretest-posttest design allowed the researcher to compare learning outcomes across two instructional approaches and to evaluate whether the integration of Webtoon comics could lead to measurable improvements in students’ ability to understand narrative texts. The design also ensured internal validity by maintaining the same teacher, topic, duration, and assessment across both groups, with the medium of instruction being the only variable manipulated..

GroupPre-TestTreatmentPost-Test

Experimental GroupO1X (Webtoon Comic)O2

Control GroupO3C (Conventional Text)O4

a)Content validity was ensured through expert review and alignment with the learning material.

b)Reliability was tested using Cronbach’s Alpha with SPSS version 22. The test items were considered reliable with a coefficient > 0.72.

a)Pre-Test: Assessed baseline reading ability for both groups.

b)Treatment: The experimental group read a Webtoon comic titled Royale in group activities; the control group used a printed version of the same story.

c)Post-Test: Measured students’ reading improvement after treatment.

Data were analyzed using SPSS v.22:

a)Paired sample t-test: Compared pre-test and post-test within each group.

b)Independent sample t-test: Compared post-test results between groups.

The findings of this study strongly support the hypothesis that the use of Webtoon comics can significantly improve students’ reading comprehension, particularly among junior high school learners. The experimental group, which was exposed to Webtoon-based instruction, demonstrated a higher mean gain in reading scores compared to the control group. This suggests that integrating visual narratives with text, as found in Webtoon comics, enhances students’ ability to engage with the content more deeply. The sequential art and dialogues provide contextual support that aids in understanding plot development, inferring meaning, and expanding vocabulary within authentic and meaningful contexts.

One of the key advantages of using Webtoon comics is the way it combines visuals and written language to stimulate both cognitive and affective domains of learning. Students are not only processing textual information but also interpreting visual cues such as character expressions, background settings, and scene transitions. This multimodal approach transforms reading from a traditionally passive task into an active, immersive experience. As a result, students are more likely to stay focused, retain information, and develop stronger inferencing skills, which are crucial in understanding narrative texts—especially those with complex plots like mystery stories.

In contrast, while students in the control group also showed some improvement, their progress was not as substantial. This indicates that conventional methods—often centered around printed texts and teacher-led explanation—may not fully address students’ motivational needs or provide adequate scaffolding for deeper comprehension. Traditional instruction tends to focus more on decoding and answering comprehension questions, which may be insufficient in cultivating engagement, especially for students with lower intrinsic interest in reading.

These findings align with earlier research conducted by Sudarsono and Astutik (2024), as well as Alshuaifan (2022), who concluded that digital storytelling media, including comics, can enhance learners’ reading performance by leveraging familiarity with digital formats. The current study further validates this in the Indonesian junior high school context, highlighting the relevance of integrating students’ digital habits into pedagogical practices. In an era where students are digital natives, using platforms such as Webtoon aligns with their daily media consumption and can be a powerful gateway to improving literacy skills.

Nevertheless, it is important to acknowledge that the intervention did not benefit all students equally. A small number of students in the experimental group still scored in the “fair” or “poor” categories. This variation suggests that while Webtoon comics can enhance learning for many, some students may still face challenges due to factors such as low baseline reading proficiency, limited vocabulary, or lack of reading habits. Therefore, teacher facilitation remains critical. Effective implementation of digital media in the classroom must be accompanied by appropriate guidance, reflection, and scaffolding to ensure that all students—regardless of their starting point—are able to benefit.

Moreover, differentiated instruction and targeted support strategies should be considered for students who require additional help. Group discussions, vocabulary pre-teaching, or guided reading activities can be incorporated to support struggling readers. This highlights the need for teachers to not only introduce innovative media but also to monitor student progress continuously and adapt instruction to meet diverse learner needs.

In addition to internal classroom dynamics, several external factors may also influence students' reading comprehension outcomes. For example, students' initial interest in mystery stories, their home learning environment, and their level of digital literacy may affect how effectively they engage with and benefit from the Webtoon-based instruction. Students with prior interest in comics or storytelling may find the intervention more stimulating, whereas those from environments with limited access to digital devices or reading support may face additional barriers. These variables point to the importance of conducting needs analyses and contextual assessments prior to instructional design.

In conclusion, the integration of Webtoon comics into English reading instruction proves to be an effective approach that supports both cognitive development and student engagement. While promising, its success depends on thoughtful implementation, teacher readiness, and an awareness of students’ varying backgrounds and learning needs. Future studies are encouraged to further investigate the role of external variables and to explore how digital media can be integrated across different genres and school settings