The Effect Of Using Picture Series On Students Reading Comprehension Of Narrative Texts
Keywords:
narrative text, picture series, reading comprehension achievementAbstract
It is obvious that students face difficulties in understanding words and identifying story elements when reading narrative texts. Moreover, they often exhibit disinterest, boredom, passivity, and reluctant to participate in reading class activities. One of the effective teaching methods that can be employed to address this issue is the use of picture series. The objective of this study was to determine the level of impact that picture series have on students' reading comprehension in narrative text. A quantitative approach of quasi experimental design was employed to analyze the data collected from the study's results. The study involved a total of 64 students who were divided into two groups: an experimental group consisting of 32 participants who were taught narrative texts using picture series, and a control group of 32 participants who were taught using a textbook. The data collected from the study were analyzed using SPSS to determine if there was a significant impact on students' reading comprehension when picture series were utilized. The results of the independent sample t-test showed a significant value (2-tailed) of 0.01, which was lower than the significance level of 0.05 (0.01 < 0.05). Consequently, it was concluded that the alternative hypothesis, which stated that there was a significant effect of using picture series on students' reading achievement, was supported. This suggests that the use of picture series had a notable influence on students' reading achievement when learning narrative texts.
Downloads
References
Abidin, Y. (2012). Pembelajaran Bahasa Berbasis Pendidikan Karakter. Bandung: PT Refika Aditama.
Anderson, M and Anderson, K. (2004). Text Types in English 3. Australia: Mac Millan.
Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta.
Ary, D. (2010). Introduction to Research in Education. Belmont. CA:Wadsworth Publisher.
Baleghizadeh, S., & Gordani, Y. (2012). Academic Writing and Grammatical Accuracy: The Role of Corrective Feedback. Gist: Education and Learning.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks.
Flynn, N and Stainthrop, R. (2006).The Learning and Teaching of Reading and Writing.London: Whurr Publisher Limited.
Harmer, J. (2001). How to teach writing. Pearson Education Limited: Longman.
Jasti, N & Kodali,R. (2014). Lean production: Literature review and trends. International Journal of Production Research. 53. 867-885.
Nunan, D, (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc.
Saddhono, K dan Slamet. (2014). Pembelajaran keterampilan berbahasa . Yogyakarta: Graha Ilmu.
Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Rand Corporation
Sugiyono. (2013). Metode Penelitian Kombinasi Kuantitatif,dan R&D. Bandung: Alfabeta.
Syafi'I, M., Ansyari, M. F., & Kasdi, J. (2016). The Effect Paragraph Development: The Process Of Writing for Classroom Setting. Pekanbaru: Lembaga Bimbingan Belajar Syaf Intensive.
Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management (IJARM), 5, 18-27.
William, G and Fredericka L.Stoller. (2002).Teaching and Researching Reading . London: Pearson Education Longman.
Winanti, Yulia N and Kristiawa M. (2017). The Effect of picture series on students Reading Com-prehensio of Analytical Exposition-.Vol. 2. No.1, J.
Wright, Andrew.Pictures for Language Learning. Cambridge: Cambridge University Press, 1998.
Yunus, N. 2014. Preparing and Using Aids For English Language Kuala Lumpur : Oxford Universi-tity
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
