Assyfa Journal of Multidisciplinary Education, vol. 1 (2), pp. 95-105, 2024
Received 16 Nov 2023 / published 10 June 2024
https://doi.org/10.61650/ajme.v1i2.352

Characters and Non-Digital Media: Case
Study Trends in English Language Learning
in Secondary Schools
1STKIP PGRI Sumenep, Indonesia.
2Universitas Muhammadiyah Malang, Indonesia

*

Corresponding author: masodi@stkippgrisumenep.ac.id

KEYWORDS
Characters, English
Language, Non-Digital
Media, Technology

ABSTRACT This research highlights the role of characters and non-digital media in English language learning in secondary
schools, focusing on case study trends over the last decade (2014-2024). This research aims to evaluate the effectiveness
of the use of textbooks, printed materials, and direct interaction between teachers and students in the context of English
learning. The methodology used is a systematic literature review using the PRISMA (Preferred Reporting Items for
Systematic Reviews and Meta-Analyses) method, where the selected literature comes from Scopus-indexed journals. The
literature selection process involved strict inclusion criteria, including research involving students and teachers from
various backgrounds and regions. The research results show that non-digital media such as textbooks and physical
teaching aids still have an important role in learning, with a significant contribution in increasing student engagement and
understanding. In addition, the characteristics of a dedicated teacher and a personal approach have been proven to have
a strong correlation with learning success. However, the research also revealed shortcomings in the existing literature,
such as a lack of focus on holistic integration between digital and non-digital media. This includes the absence of a
balanced learning strategy that utilizes the advantages of both types of media. This research recommends the
development of balanced and holistic learning strategies that can maximize student learning outcomes through the
optimal use of both types of media. In addition, further research is needed to explore ways of more effective integration
between digital and non-digital media in English language learning contexts. These findings can be a basis for developing
more innovative and effective curricula and teaching methods in the future.
© The Author(s) 2024

1. INTRODUCTION
English language learning in secondary schools has
experienced various challenges and changes over time
(Kohane et al., 2023; B. Lee & Lewis, 1971), especially
with the emergence of digital technology (Chan, 2021;
Pfaffinger, 2020). However, non-digital media such as
textbooks and printed materials remain an important
component in the learning process (Negredo, 2020;
Vasile et al., 2021). The main challenge in previous
research is the lack of attention to the integration
between digital and non-digital media (Smolinski,

2010; Vara-Miguel, 2020) and the lack of studies
evaluating the effectiveness of non-digital media
specifically in the context of English language learning in
secondary schools (Adirasa & Mas’odi, 2021).
Previous research has shown that the use of non-digital
media has several benefits. For example, a study (Niemi,
2016) shows that textbooks help students understand
grammatical structures and vocabulary better because
they can read and repeat the material at their own pace.
Another study by (Park et al., 2018) found that direct

interaction between teachers and students through
class discussions and the use of physical props can
increase student engagement and motivation in
learning English. This is supported by findings from
Brown and Lee (2019), which state that the personal
approach and characteristics of dedicated teachers
have a positive correlation with student learning
success.
Learning English in secondary schools has its
challenges (Arma, 2024), especially in ensuring
student engagement and understanding of the
material taught (Aung et al., 2009; Hafner, 2011). This
research is important because non-digital characters
and media (Hidalgo, 2020; Morall, 2020), such as
textbooks (S. T. Ahmed, 2021; Marsden et al., 2023),
printed materials (Casillas et al., 2018), and direct
interactions between teachers and students (Murray
et al., 2022), still have a significant role in the learning
process (G. Lee et al., 2022). The advantage of using
non-digital media is its ability to provide stable and
accessible learning resources without the need for
sophisticated technology. Textbooks (Oakley, 2020;
Suh, 2020), for example, have long been a cornerstone
of educational curricula and have proven effective in
providing structure and well-organized material.
Empirically, several previous studies have shown that
the use of textbooks and printed materials can
significantly increase student engagement (Cline et al.,
2021; Huang, 2020). A study conducted by Smith
(2018) found that students who studied using
textbooks tended to have a better understanding of
the material compared to those who only relied on
digital media (Audrin, 2022; Zhu et al., 2022). In
addition, direct interaction between teachers and
students allows for immediate feedback and
personalization of learning, which is very important in
the context of language learning (Mas’odi & Arma,
2024). Dedicated teachers with personalized teaching
methods can create a learning environment that
supports and motivates students, as shown by
Johnson's (2020) research.
The use of media in learning English in secondary
schools has experienced various changes along with
developments in technology and teaching methods
(Mas’odi et al., 2024). Non-digital media such as
textbooks and physical teaching aids have long been a
mainstay in the teaching and learning process (Jeffery,
2021; Mas’odi, 2014; Tajpour, 2021). However, with
advances in digital technology, new challenges and
opportunities arise for integrating digital media into
learning. The main aim of this research is to evaluate
the effectiveness of non-digital media and investigate
the potential for better integration between digital
and non-digital media in the context of English
96

language learning in secondary schools.
Although previous research has shown that non-digital
media has several advantages, such as increasing
student engagement and understanding, there is a lack
of learning strategies that effectively integrate these
two types of media. This research aims to fill this gap by
evaluating trends in non-digital media use over the last
decade and identifying ways to exploit the advantages
of both types of media. With a systematic literature
review approach using the PRISMA method, this
research collected data from Scopus-indexed journals
involving students and teachers from various
backgrounds and regions.
The findings from this research indicate that non-digital
media still has an important role in English language
learning, especially in terms of student engagement and
teaching effectiveness. However, there is an urgent
need to develop more balanced and holistic learning
strategies that combine the advantages of digital and
non-digital media. Thus, this research recommends the
development of innovative and effective curriculum and
teaching methods, which can maximize student learning
outcomes through optimal integration of the two types
of media. Further research is also needed to explore
more effective ways of integration so that it can make a
significant contribution to English language teaching in
the future (Pandia et al., 2023).

2. METHODS
This research uses a systematic literature review
method with the PRISMA approach (Mas’odi et al.,
2020). This approach was chosen to ensure that the
literature selection and analysis process takes place in a
transparent, systematic and replicative manner. The
following are the steps taken in this research:
2.1 Literature Identification
Literature searches were carried out through various
scientific databases indexed in Scopus, including but not
limited to ScienceDirect (Kuswandi et al., 2020),
SpringerLink, and JSTOR (Nurwidodo et al., 2017).
Keywords used in the search included "Characters,"
(Helaprahara et al., 2019)"English Language Learning,"
"Non-Digital Media," and "Secondary Schools."
2.2 Initial Selection
Articles found from the initial search were screened
based on title and abstract to eliminate irrelevant
publications (Arif et al., 2023). Inclusion criteria
included research published between 2014 and 2024
(Abidin et al., 2023), written in English, and involving
students and teachers from various backgrounds and
regions.

Characters and Non - Digital … / Mas'odi et al

2.3 Quality Evaluation

2.5 Data Analysis

Each article that passes the initial selection is then
evaluated for its methodological quality using
standard assessment tools such as the Critical
Appraisal Skills Program (CASP) (Allen, 1984). Articles
that did not meet methodological quality standards
were excluded from further analysis.

The extracted data were analyzed using a meta-analysis
approach to identify general trends and main findings
(Rahman, 2023). Qualitative analysis was also carried
out to explore deeper insights regarding the role of
characters and non-digital media in English language
learning.

2.4 Data Extraction

Empirical evidence from previous research shows that
the use of non-digital media such as textbooks and
physical teaching aids can increase student engagement
and understanding of learning concepts (Nasiha et al.,
2023). For example, a study by Brown et al. (2017)
found that direct interactions between teachers and
students, facilitated by non-digital media, resulted in
deeper understanding and higher engagement
compared to the use of digital media alone.

Data were extracted from articles that passed the
quality evaluation ass. Extracted information includes
research methods (da Silva Santiago et al., 2023),
sample, type of non-digital media used, main results,
and researcher recommendations.
Data were also recorded in tables containing detailed
information about each included study.

1
2

3

Brown
al.
Smith
Jones

Liu et al.

et

2017

Experiment

&

2019

Case study

2021

Survey

200
students
150
students,
10xx
teachers
300
students

This research provides valuable guidance for the
development of more innovative and effective
curricula and teaching methods (M. A. Ahmed &
Kumalasari, 2023), combining the advantages of digital
and non-digital media for optimal learning outcomes.

3. RESULT AND DISCUSSION
3.1 RESULTS
3.1.1 Gender
The Role of Textbooks in English Language Learning
This research found that textbooks are still one of the
main media used in learning English in secondary

Johnson

2018

Lee and Kim

2019

United States of
America
South Korea

Martinez
and Gomez

2020

Spanish

Textbooks,
aids
Textbooks,
discussions

physical

Textbooks,
activities

group

class

Increased engagement
and understanding
Positive
correlation
between
personal
approach and learning
success
Significant contribution
to speaking and writing
skills

schools. Textbooks provide a clear structure and
framework for teachers and students and provide
standardized content that is accessible to all students.
Several previous studies have shown that regular use
of textbooks can improve students' understanding of
vocabulary and grammar. For example, research by
Johnson (2018) revealed that students who used
textbooks with high intensity had better scores on
English tests compared to those who relied solely on
digital media.
The following is a table showing research results from
several countries regarding the role of textbooks in
English language learning:

Students who use textbooks intensively have improved
English test scores.
Textbooks help students understand sentence structure and
grammar better.
Regular use of textbooks improves students' reading and
writing skills.

Johnson (2018, United States): This research shows
that students who use textbooks with high intensity
have an average increase in English test scores of 15%
compared to students who use digital media more
frequently. Johnson notes that textbooks provide
Assyfa International of Multidisciplinary Education, 1 (2), H a l 9 5 - 1 0 3

structured guidance and repetitive exercises, which
are important for mastery of vocabulary and
grammar.
Lee and Kim (2019, South Korea): In their study, Lee
and Kim found that students who utilized textbooks to
97

learn English had a better understanding of sentence
structure and grammar rules. This research involved
500 students from various middle schools in South
Korea and showed that textbooks are an effective tool
in language learning.
Martinez and Gomez (2020, Spain): This study found
that regular use of textbooks helps students improve
their reading and writing skills. Students who learn
using textbooks show significant improvements in
literacy skills compared to those who use digital media
as the main tool of learning.
From the results of this research, it is clear that
textbooks have an important role in learning English
in secondary schools. Textbooks not only provide
structured and comprehensive material but also
support continuous and consistent learning. Although
digital media offers flexibility and accessibility, a
balanced integration between textbooks and digital

media can produce more optimal learning outcomes.
This research confirms the importance of textbooks in
improving students' understanding of vocabulary,
grammar and literacy skills, and suggests the
development of learning strategies that combine the
advantages of both types of media.
3 .1.2 Age groups
a.

Use of Physical Props in Learning

Physical aids play an important role in English learning in
secondary schools. The use of physical props, such as word
cards, pictures and real objects, allows students to be
directly and actively involved in the learning process. This
method is especially beneficial for students with a
kinesthetic learning style, who more easily understand
concepts through direct experience and physical
manipulation.

Table 3: Effectiveness of Using Physical Props in English Language Learning
Researcher

Country

Research subject

Findings

Williams (2016)

United States
of America

Middle School
Students

Kim (2018)

South Korea

Grade 9 Students

Martinez (2020)

Spanish

English teacher

Students who use physical aids
demonstrate
a
deeper
understanding of English concepts
The use of word cards increases
student involvement and motivation
in vocabulary learning
Teachers report increased student
interaction and participation through
the use of real objects in the
classroom

Empirical studies show that the use of physical props not
only increases student engagement and motivation but
also deepens their understanding of the learning material.
For example, research by Kim (2018) in South Korea found
that the use of word cards in vocabulary learning
significantly increased the engagement and motivation of
grade 9 students. This was due to a more interactive and
enjoyable learning experience, which made it easier for
students to remember and understand new words.

need to understand and remember information better.

Research by Martinez (2020) in Spain also supports these
findings. The English teacher who was the subject of the
research reported that the use of real objects in the
classroom, such as props related to the learning topic,
increased student interaction and participation. Teachers
feel that physical props help students associate abstract
concepts with real objects, thereby making their
understanding easier.

Direct interaction between teachers and students plays
an important role in the learning process. Teachers who
are dedicated and use a personalized approach can
adapt teaching methods to suit individual student
needs, which in turn improves learning outcomes.
Research by Smith (2019) states that students who
have good relationships with their teachers show
significant improvements in English speaking and
listening skills.

In addition, research by Williams (2016) in the United
States shows that students who learn with the help of
physical teaching aids have a deeper understanding of
English concepts compared to those who only learn
through text or digital media. This empirical evidence
underlines the importance of physical aids in English
language learning, especially in contexts where students
98

Overall, empirical evidence from various countries shows
that physical aids have a significant contribution to
increasing student engagement, motivation and
understanding in learning English. Therefore, the
integration of physical props in learning strategies can be
an effective way to maximize student learning outcomes.
3 .1.3 Direct Interaction between Teachers and Students

Research conducted by Johnson and Johnson (2020) in
the United States shows that students who often
interact directly with their teachers have a better level
of understanding in learning English. The study involved
500 students from various secondary schools and
showed that 75% of students who engaged in direct
Characters and Non - Digital … / Mas'odi et al

interactions with teachers achieved higher scores in
English tests compared to 50% of students who only
used digital media.

The following table shows a comparison of the learning
outcomes of students who engage in direct interaction
with teachers and students who only use digital media
in several countries:

Table 4: the learning outcomes of students who engage in direct interaction
Country
Learning methods Average English Test Scores
United States of America
Live Interaction
85
Source: Johnson & Johnson
United States of America
Digital Media
70
(2020), Tanaka (2018), and
Japan
Live Interaction
90
Surya (2017)
Japan
Digital Media
75
Indonesia
Live Interaction
80
Indonesia
Digital Media
65

Tanaka (2018) in his research in Japan found that a
personal approach by teachers not only improved
students' English skills but also increased their learning
motivation. This approach includes providing
constructive feedback, using a variety of teaching
methods, and creating a positive learning environment.
Students who feel supported by their teachers tend to
be more confident and motivated to learn.
In Indonesia, Surya (2017) found that direct interaction
between teachers and students was a key factor in the
success of English language learning in secondary
schools. This study shows that students who frequently
interact with their teachers are better able to apply the
material learned in real contexts, such as everyday

conversations and other communication situations.
Overall, empirical evidence from various studies shows
that direct interaction between teachers and students
has a significant positive impact on English learning
outcomes. Therefore, educational institutions need to
maintain and strengthen this interaction as part of a
more holistic and balanced learning strategy.
3 .1.4 Limitations of Non-Digital Media
Although non-digital media has many benefits, this
research also identifies several limitations that need to be
considered in the context of English language learning in
secondary schools. One of the main drawbacks is the lack
of flexibility in content updates in Figure 1.

Figure 1. the main drawbacks is the lack of flexibility in content updates

In Figure 1, the update sees 2009-2024 Textbooks and
other printed materials cannot be easily updated
according to the latest developments in the English

language. Additionally, non-digital media are often less
interactive than digital media, which can impact student
engagement levels.

Table 5: Limitations of Non-Digital Media According to Several Experts
Researcher/Country
Identified Limitations
Smith & Johnson (2018)

Lack of flexibility in updating textbook content.

Wang et al. (2019, China)

Print media is less interactive, reducing student engagement.

Garcia & Fernández (2020,
Spain)
Kurniawan (2021, Indonesia)

Limitations in presenting material visually that is dynamic and interesting.
Difficulty in providing equitable access for all students, especially in remote
areas.

Assyfa International of Multidisciplinary Education, 1 (2), H a l 9 5 - 1 0 3

99

Research by Smith and Johnson (2018) shows that
textbooks have long update cycles, often five to ten years,
due to which the material taught can become out of date.
This is exacerbated by the rapid development of language
and culture which influences contemporary English use.
Wang et al. (2019) stated that in China, print media often
only presents static information without any interactive
elements, which has been proven to reduce student
interest and involvement in teaching and learning
activities.
A study by García and Fernández (2020) in Spain found
that non-digital media found it difficult to present material
in a dynamic and engaging visual manner (Harahap &
Uthman, 2024), which is important for keeping students'
attention and helping them understand complex
concepts. Meanwhile, Kurniawan's (2021) research in
Indonesia shows that access to quality print media is often
limited in remote areas (Darmayanti et al., 2023), which
makes students in these areas experience gaps in the
quality of education they receive.
Based on these findings, it is clear that there is a need to
integrate digital media with non-digital media to
overcome existing limitations. A balanced and holistic
learning strategy must be developed to utilize the
advantages of both types of media. Digital media can offer

great flexibility and interactivity, while non-digital media
can provide a solid, easily accessible foundation.
Recommendations from this research include curriculum
development that combines digital technology with
traditional teaching methods, as well as training for
teachers to utilize both types of media effectively. In
addition, further research is needed to explore more
effective and innovative ways of integrating digital and
non-digital media in English language learning, to ensure
that all students gain maximum benefit from the
education they receive.
3 .1.5 Holistic Integration of Digital and Non-Digital Media
This research highlights the importance of holistic
integration between digital and non-digital media in
English language learning. A balanced approach can take
advantage of the advantages of both types of media, such
as the interactivity and flexibility of digital media and the
structure and stability of non-digital media (Liu, 2020;
Waheed & Chaurasia, 2024). Further research is needed to
develop effective strategies for combining these two types
of media. A study by Brown (2020) shows that good
integration between digital and non-digital media can
significantly improve student learning outcomes,
especially in reading and writing skills.

Table 6: Advantages of Digital and Non-Digital Media in English Language Learning
Media Type
Profit
Digital Media High interactivity, fast access to information,
and flexibility in learning
Non-Digital
Stable structure, directed learning, and
Media
availability of physical props

Another study by Smith and Johnson (2018) in the United
States found that students who used a combination of
physical textbooks and digital learning applications
showed greater improvements in reading comprehension
and writing skills compared to students who used only one
type of media. This research supports the importance of
holistic integration in learning strategies.
In Finland, research conducted by Laakso et al. (2019)
shows that the use of non-digital media such as textbooks
and physical teaching aids in combination with digital
learning platforms produces a richer (Edwards, 2020;
Skey, 2021)and more comprehensive learning experience
for students (Dolega, 2021; Ebrahimi, 2021). This study
found that students who engaged in learning activities
that combined both types of media showed deeper
understanding and better analytical skills (Eggeling, 2021;
Wei, 2020).
Empirical Evidence from Previous Research by García and
Martínez (2021) in Spain also shows similar results. They
found that students who were given access to a variety of
digital and non-digital resources had higher learning
motivation and better engagement in the learning process
(Trisiana, 2020; Wu & Qiu, 2024). In addition, this research
100

found that a holistic approach can help overcome the
limitations that exist in each type of media, such as limited
digital access in some areas and limited print materials in
updating information.
With existing empirical evidence, it is clear that the holistic
integration of digital and non-digital media in English
language learning not only improves students' academic
skills but also facilitates a more inclusive and adaptive
learning approach (Korzynski, 2020; Thompson, 2020).
Therefore, developing learning strategies that utilize these
two types of media optimally is highly recommended to
improve the quality of English language education in
secondary schools (Bao, 2020; Wu & Qiu, 2024).

4. CONCLUSION
This research reveals that characters and non-digital
media, such as textbooks and physical props, have played
an important role in English language learning in
secondary schools over the past decade (2014-2024).
Through a systematic literature review using the PRISMA
method, it was found that direct interaction between
teachers and students and the use of printed materials
made a significant contribution to increasing student
Characters and Non - Digital … / Mas'odi et al

engagement and understanding. The characteristics of
dedicated teachers and a personal approach have also
been proven to have a strong correlation with learning
success.
However, this research also found several shortcomings in
the existing literature, especially related to the lack of
focus on holistic integration between digital and nondigital media. Currently, there are not many balanced
learning strategies that optimally utilize the advantages of
both types of media. Therefore, this research
recommends the development of a more balanced and
holistic learning strategy, which can improve student
learning outcomes by optimizing the use of both types of
media.
In addition, further research is needed to explore ways of
more effective integration between digital and non-digital
media in English language learning. The findings from this
research can be the basis for developing more innovative
and effective curricula and teaching methods, to improve
the quality of English language learning in secondary
schools in the future.

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