Students’ Attitude towards the Use of Webtoon in Enhancing Extensive Reading Achievement

Abstract

Reading attitudes is a collection of perceptions that assist in the assessment of people, events, objects, or issues. This research aims to examine the reading attitudes and the reading components towards the use of Webtoon in enhancing extensive reading achievement. The objectives of this research are to find out what components of reading are affected by reading Webtoon and to find out students’ reading attitudes towards using Webtoon for reading. The reading components and the reading attitudes theory conducted by The National Reading Panel (2000) and Brown (1994) are employed to analyze the data. The descriptive qualitative method was applied in this research. The data for this research were gathered from two sources: a questionnaire distributed to 15 English Literature students at Universitas Sumatera Utara, and interviews with four of the 15 chosen respondents. The findings of this research suggest two major conclusions: firstly, vocabulary is the most affected component of reading. A total of 60% of respondents selected vocabulary as the most affected reading component and 40% selected comprehension skills. Secondly, it was discovered that 10 respondents expressed a positive attitude towards the use of Webtoon, 3 respondents expressed a neutral attitude, and 2 respondents expressed a negative attitude towards the use of Webtoon in reading.