UNIVERSITY STUDENTS’ PERCEPTIONS OF USING VISUAL INSTRUCTIONAL MEDIA IN WRITING CLASSES: A NARRATIVE INQUIRY

Nuse Aliyah Rahmati, Ika Hidayanti, Tika Sartika

Abstract


Writing is a fundamental skill in English language learning, yet it remains one of the most challenging aspects for students to master. In response, visual instructional media have increasingly been integrated into writing classes to support engagement and improve outcomes. Despite this, limited research has explored university students’ perceptions and experiences with such media in writing instruction. This study aims to fill that gap by examining students’ perception of using visual instructional media in their writing class, focusing on past experiences, current usage, and future implications. This research employed a qualitative approach using narrative inquiry to capture the detailed experiences of two English education students at the one of private university in Indonesia. Data were collected through semi-structured interviews via Zoom meeting and analyzed using thematic analysis to identify patterns in the students’ narratives. The interviews explored how participants engaged with visual media over time and how these experiences influenced their perceptions and learning processes in writing classes. Results revealed participants found students’ perception of using visual instructional media significantly enhances the effectiveness of writing classes in both cognitive and affective aspects. Cognitively, visuals helped students understand abstract concepts, organize ideas, and write more creatively. Affectively, visuals boosted confidence, motivation, and engagement in class activities. Overall, the study highlights the potential of visual media to enhance engagement and improve writing performance, as reflected in students’ perceptions on past experiences, present practices, and future implications. However, given the study’s limited scope, further research is encouraged to investigate the long-term effects of visual media integration on students’ writing development and academic achievement. Given the study’s limited scope, further research is needed involving more diverse contexts should involve student populations across various educational settings to enhance generalizability. Moreover, exploring how visual media can be adapted for different disciplines and educational levels would offer deeper insights for curriculum development and teaching innovation.

Keywords: students’ perceptions, visual instructional media, writing class


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References


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