Picture Book: Its Effect on EFL Reading Comprehension

Wardini, Oktia; Megawati, Fhuri; Astutik, Yuli

doi:10.2991/assehr.k.210304.036

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Moreover, the use of images and texts creates a combination that works better compared to the single mode use (Gilakjani et al, 2011). It is also in line with Wardini et al (2021), who found that language learners supported with picture books were more actively engaged and better comprehend the narrative text, which is in nature similar to a recount text. This genre-based text requires teachers to provide students with explicit teaching (Mustofa & Kurniawan, 2023).…”

Section: Discussionsupporting

confidence: 59%

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

Mustofa,

Riswanto,

Putra

2023

J. Eng. Foreign. Lang.

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Teaching is an activity involving semiotic resources beyond verbal language. Therefore, more studies investigating what semiotic resources are employed and how they are utilized within EFL classroom settings are needed. This study sought to explore the types of semiotic resources employed by two EFL teachers in Indonesia and the roles of these semiotic resources in teaching activities. Through a qualitative case study, two EFL teachers in Bandung and Medan, Indonesia, were purposively selected. Data collection was through a semi-structured interview and document analysis. A six-phase of thematic analysis was employed to analyze the interview results, while a three-step of skimming, reading, and interpretation was used to analyze the documents. This study found that spoken language, pictures, videos, proxemics, gestures, head movements, gaze, and music were the semiotic resources used by both teachers in their teaching. The findings also demonstrated that these semiotic resources were used in the opening, delivering, and closing of the class, explaining learning content, performing interactions with students, checking the students' progress, managing classroom order, showing appreciation, and conducting evaluations. This study implies the crucial roles of all stakeholders in education to help EFL teachers in multimodal knowledge and practical strategy to create better teaching outcomes.

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Section: Discussionsupporting

confidence: 59%

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

Mustofa,

Riswanto,

Putra

2023

J. Eng. Foreign. Lang.

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“…Using picture books in a storytelling curriculum has been widely acknowledged as a valuable tool to improve students' core competencies in English and other language foundations (Wardini et al, 2021;Xu, 2021;Chou, 2013;Lado, 2012). For example, Wardini et al(2021) highlighted that teachers facilitate language teaching and learning by utilizing the words, illustrations, and design of picture books, which cover linguistic, story, and picture values (Hsiu-Chih, 2008).…”

Section: Picture Books and Narrativesmentioning

confidence: 99%

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Wang,

Saihong,

Sonsupap

2024

ijole

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This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers’ perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers’ narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers’ understanding of picture books’ possibilities as teaching materials, benefits for fostering students’ bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers’ narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

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“…To address these challenges, Nadesan and Shah (2020) suggest that teachers can create maximum learning opportunities by actively involving and observing each student, providing positive and constructive feedback, and guiding speaking activities. One effective approach in this context is the use of simple visual media, such as pictures, to facilitate the learning process, as noted by Wardini et al (2021). Harmer (2007) also supports the use of visual aids in the teaching and learning process, including flashcards, cue cards, photographs, and illustrations, which can be utilized in various activities like drilling, comprehension, communicative games, and conversations.…”

Section: Introductionmentioning

confidence: 97%

From Text to Speech: Enhancing EFL Students' Descriptive Speaking Skills through Picture-Guessing Games

Dinda,

Megawati

2023

Utamax

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English is a compulsory subject taught at all educational levels in Indonesia. However, many EFL students struggle to achieve fluency in spoken English despite years of study. This disinterest stems from limited enthusiasm and participation. Incorporating innovative media into learning is expected to improve students' speaking skills. Therefore, this research investigates the effect of using pictures in speaking skills development through guessing games. The study employed a quantitative method with a pre-experimental design. A sample of 25 eighth-grade students was selected from a population of 118 at a private school in Sidoarjo. SPSS Version 26 was used to analyze pre- and post-test data. The findings indicate that using pictures in guessing games effectively increased EFL students' speaking abilities, as evidenced by significant score disparities between the pre-test average (11.12) and post-test (16.32). Additionally, the t-count value of 14.066, compared to the t-table value of 2.064 at a 0.05 significance level, suggests a substantial improvement. These results demonstrate that guessing games using pictures significantly enhance student engagement and interest in learning speaking skills. The findings imply that employing pictures in guessing games can potentially enhance student engagement in speaking class activities. Teachers are encouraged to use innovative media to inspire students and enhance their speaking skills.

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Picture Book: Its Effect on EFL Reading Comprehension

Cited by 3 publications

References 12 publications

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

Teachers’ orchestration of semiotic resources in EFL classrooms: a multimodal analysis

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

From Text to Speech: Enhancing EFL Students' Descriptive Speaking Skills through Picture-Guessing Games

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