senior high school students’ perceptions of implementing picture books in reading narrative text

alviona alviona alviona

Abstract


Abstract: This study explored senior high school students' perceptions of using picture books for reading narrative texts and how this influenced their reading comprehension. Conducted at SMK Cor Jesu Malang with 22 students, the research used a descriptive qualitative design with questionnaires and interviews. Findings showed that students found picture books engaging and beneficial for understanding narratives. Visual elements enhanced comprehension, overcame vocabulary limitations, and increased interest in reading. Students noted that pictures made stories more enjoyable and easier to follow. Questionnaires and interviews revealed that students preferred picture books over text-only narratives, as pictures helped them connect with characters and follow plots better. Both male and female students agreed that visuals made reading more enjoyable and memorable, improving their comprehension skills. However, some felt that illustrations sometimes overshadowed the narrative depth, suggesting a need for balance between pictures and text. The study recommends future research involve more participants for deeper data and consider directly teaching with picture books for better findings.
Keywords: EFL Students, Picture Book, Reading Narrative


Full Text:

PDF

References


REFRENCES

Mustaeva, G., Kurbanova, M., & Mamajanova, G. (2022). The Place and Role of Using Pedagogical Technologies in Learning English. Uzbek Scholar Journal, 9, 191- 193.

Darjito, H. (2019). Students' Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611-624

Elboshi, A. (2021). Web-Enhanced Peer Feedback in ESL Writing Classrooms a Literature Review. English Language Teaching, 14(4), 66-76

Sudarmo, S., Arifin, A., Pattiasina, P. J., Wirawan, V., & Aslan, A. (2021). The Future

of Instruction Media in Indonesian Education: Systematic Review. Al-Ishlah:

Jurnal Pendidikan, 13(2), 1302-1311.

Saukah, A. Hamiddin (2020). Investigating metacognitive knowledge in reading

comprehension: The case of Indonesian undergraduate students. Indonesian

Journal of Applied Lingusitic.

Faza, Z. (2020). Students’ Perception of Reading Graphic Novel to Improve Reading

Comprehension (A Case Study at Senior High School of Darul Ulum Banda

Aceh) (Doctoral dissertation, UIN AR-RANIRY). 30-31

Snow, C. (2002). Reading for understanding: Toward an R&D program in reading

comprehension. Rand Corporation.

Wigfield, A. (2004). Motivating reading comprehension: Concept-oriented reading

instruction. Routledge.

Byrnes, J. P., & Wasik, B. A. (2009). Language and Literacy Development: What Educators Need to Know. New York: The Guilford Press.

Press.

Press.

Hakim, M. A. R., Susanti, T. N., Asiyah, M. J. Z. A., & Abidin, M. J. Z. (2020). The

utilization of picture and picture strategy: An effective way to improve EFL students’ writing ability in Madrasah Tsanawiyah. Madania: Jurnal Kajian

Keislaman, 24(1), 31-38.

Pérez-Gómez, F. A., & Daza, C. V. (2019). Shaping Narrative Writing Skills through

Creating Picture Books. GIST Education and Learning Research Journal, 19,

-171.

Lado, A. (2012). Teaching beginner ELLs using picture books: Tellability. Corwin

Laraswati, M., Apriliaswati, R., & Arifin, Z. (2018). Improving Students’ reading

Comprehension of Narrative Text Using Picture Books as The Media. Jurnal

Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 7(9), 1-3.

Matulka, D. I. (2008). A picture book primer: Understanding and using picture books.

Bloomsbury Publishing USA.

Schumm, J. S. (2006). Reading assessment and instruction for all learners. Guilford


Refbacks

  • There are currently no refbacks.