Using Student-Generated Web Comics on Pixton as a Tool for Learning Shakespearean Drama
Niloofar Joneyd1, Farhana Diana Deris2
1Niloofar Joneyd, School of Education, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia.
2Farhana Diana Deris, Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, UTM Johor Bahru, Johor, Malaysia.
Manuscript received on 18 October 2019 | Revised Manuscript received on 24 October 2019 | Manuscript Published on 02 November 2019 | PP: 800-803 | Volume-8 Issue-2S9 September 2019 | Retrieval Number: B11660982S919/2019©BEIESP | DOI: 10.35940/ijrte.B1166.0982S919
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The study examined the effectiveness of using student-generated web comics on Pixton as a tool for enhancing students’ performance in meaning making and learning Shakespearean drama among tertiary level students in university. This study explored students’ attitudes towards generating web comics in learning Shakespearean drama. This study was conducted on 35 students who were studying English literature in one of the universities in Iran. This study employed a true experimental of posttest-only control-group research design with a mixed-method approach. The students were chosen based on purposive sampling and were randomly allocated into control group and experimental group. The control group had undergone conventional approach of learning the drama while the experimental group experienced learning through generating web comics in order to learn and construct the meaning of the drama. The instruments used to gather data in this research were post-test and a questionnaire on students’ attitudes. The students were given a post-test after learning the Hamlet play written by W. Shakespeare. The questionnaire was distributed to the students in experimental group after conducting the treatment and post-test. Quantitative data derived from the analysis of post-test were tabulated in descriptive statistics and an Independent T-test. Students’ answers in post-test were also analysed qualitatively. The results of the questionnaire were coded as numerical scores of frequency and percentage for statistical analysis. The findings of the study revealed that the students who used generating web comics attained a better performance and higher academic achievement in meaning making and learning Shakespearean drama compared to the students who were exposed to conventional learning method. The students also developed strongly positive attitudes towards use of student-generated web comics in learning the drama. This study will help teachers and students to create a new positive environment in the classroom with integration of technology, in which they can feel the enjoyment in effective teaching and learning process of Shakespearean drama.
Keywords: English Proficiency, LINUS 2.0 LBI Programme, Phonological Awareness, Teachers’ Readiness.
Scope of the Article: Smart Learning and Innovative Education Systems