THE EFFECTS OF SUMMARIZING USING INFOGRAPHICS ON EFL LEARNERS’ READING COMPREHENSION.

The purpose of this paper is to describe EFL learners’ experiences while using infographics in a reading class. The pedagogical intervention, based on the use of infographic application (Canva) as an alternative tool to help them summarize reading passages, was implemented to enhance their reading comprehension. The data were gathered from teacher’s journal, questionnaires and the results of students’ reading comprehension tests. The findings revealed that the students viewed the use of infographics could motivate and enabled them to summarize the assigned reading topics much easier. In addition, the assignments incorporating the use of infographic application encouraged them to participate actively in English reading activities in a collaborative atmosphere, allow them to develop their creativity and raise positive attitudes toward the role of technological tools in educational settings.


INTRODUCTION
For decades, research and practice in English teaching has identified the "four skills"listening, speaking, reading and writing -as of paramount importance (Brown, 2007).As one of the core communication skills, reading plays an important role in helping learners to obtain knowledge and information available from written sources.Furthermore, reading skills support learners to acquire other language skills (listening, speaking and writing).Brown (2007) has suggested interactive and integrated approaches to language teaching which emphasize the interrelatiohsip of skills.In addition, Anderson (2003) stated that it is essential to equipped EFL learners with reading skills, as it helps learners not only to master English but also to make progress and other development in other areas of learning.That is why in any EFL environment we will find reading comprehension assessment, as it is also included in English subject for high schools in Indonesia.And eventually, high school students will find reading comprehension questions on their final exam.
Teaching reading comprehension in EFL classrooms indeed can be challenging.Suryanto (2017) had compiled some studies about English reading comprehension problems in Indonesian cultural contexts.Teachers have encountered situations where students feel bored in reading class.Boring materials discourage students' interest in doing classroom reading activities.Thus, teachers have to struggle to activate students' learning and ensuring their understanding toward the contents of the lesson.It is also commonly found that students are lack of reading strategies.To be effective readers, Mistar, Zuhairi, and Yanti (2016) suggested that students should be equipped with more reading strategies like predicting, text mapping, and summarizing.
Those problems had happened in one of the grade 12 classes, MAN 1 Tangerang.
Teacher found out that the students looked bored in English reading class.As she conversed with her students, she learned that they were not interested because the contexts of the reading materials were not familiar to them.Nevertheless they were able to do the reading comprehension tasks, as those tasks were quite easy and not challenging enough for them.
Still, the teacher was not really sure that students comprehended the reading text completely.She wanted to find out an effective strategy to improve her students' reading comprehension so that the knowledge they got could stay longer in their cognition.
Nowadays, EFL teachers also realize the importance of inserting 21 st century skills in learning activities.Dating back nearly two decades, policy makers and educators have agreed to prepare young generation with the essential 21 st century skills.It is believed that teachers should introduce these skills to their students so that they will be ready to shape the future themselves.The P21 forum has recommended the learning skills and competencies that are called as Four Cs of 21 st Century learning , which are: collaboration; communication; critical thinking and creativity (Santosa, et.al 2019).Thus, researcher would also try a pedagogical intervention that could facilitate these 4 Cs in our reading comprehension setting.
Based on those challenges, researchers would like to find out whether there could be any strategy or tools that could make students more interested in reading class.The researcher also intended to improve students' reading skills by giving more engaging reading comprehension tasks and finding strategies that could make the knowledge from reading passage stay longer.In addition, teacher would also like to facilitate her students to develop their 4 Cs.Therefore, strategy that would be used in our research to improve students' reading comprehension our research was summarizing.Furthermore, the researchers would like to try out the strategy by implementing Infographic Aplication Canva to raise students' interests and develop their 4 Cs.

Problem Statements
(1) Reading class should be more interesting and motivating for students (2) Reading class should facilitate students develop 4 Cs skills.
(3) Teachers needed to find more effective reading strategy to improve their reading comprehension.
knowledge sources simultaneously.An EFL learner can comprehend a reading text well by integrating both bottom-up and top-down processes efficiently.
In teaching reading comprehension, teachers often get students to read intensively in class.Intensive reading means students will look at a short reading text and do various exercise on it.According to Harmer (2012) intensive reading is often used to train students in different reading skills, skimming and scanning.Skimming is a reading skill to get the general meaning or main idea from a text.Scanning is a reading skill to find the specific or more detailed information.
Incorporating the reading strategies should be incorporated in teaching reading to assist students to be successful readers (Anderson, 2003).Akkakoson (2012) mentioned that teachers need to improve students' performance in reading comprehension because effective reading strategies can assist readers to develop better reading achievement.Similarly, Fitrisia, Tan and Yusuf(2015) also had reported that reading strategies play an important role for students to strengthen their performance in reading comprehension.To be effective readers, students should be capable of employing some reading strategies like predicting, text mapping, and summarizing (Mistar, Zuhairi, & Yanti, 2016).

Summarizing
Summarizing is a task done by reader to produce synopsis or overview a reading text to show the learning experience that the readers has been thru in the reading process.As stated by Brown and Abbeywickrama (2010), summarizing requires a synopsis or overview of the text that express the main idea and supporting details accurately.It facilitates learner to use the vocabularies they have learned, to show their ability to organize information in logical order, and maximize the use of the language to clearly express their ideas.According to Lee and Van Pattern (2004), summarizing shows what the students have had in their reading experience on information.By summarizing, the readers can internalize the content of the reading, thereby ensuring that they are reading to learn.

Teaching Generation Z
The students that became our subjects in this study were part the Generation Z, issues from multiple perspectives, analyze them and construct new knowledge to understand the issues.Teaching and learning process should be directed to a critical perspective rather than receptive one only.
Before teaching them, educators need to learn the characteristic of Generation Z (Sparks and Honey, 2014).Generation Z learners are technology savvy.They use gadget n internet to search information.They communicate in speed.They like communicate using symbol and image.Their social circles are global.They also like to create and cocreate.Although they are multitasking, these learners have short attention span.In order to make learning process more enjoyable for learners, teachers need to know how to connect to gen Z. Sparks and Honey (2014) suggested teachers to raise students' interest and facilitate their curiosity by attracting them with technology.Teachers shall communicate with them often and treat them as adults.We need to collaborate with them and facilitate them to collaborate with their peers.Let them be and become creative.And we must be tactful about their short attention span.

Teaching 4Cs in EFL context
Education is not only about providing knowledge for young generation, but also preparing them with skills that can make them successful in their future individual and social life.In order to prepare these young generation, Partnership for 21 st century skills (2007) has suggested framework for 21st Century Learning.This P21 forum stated stated that to prepare students for more complex life and work environments in the 21st century, they shall be equipped with learning and innovation skills.A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
Halvorsen (2018) gave some recommendations for promoting the 4Cs in English language classroom.Learners can develop and practice their critical thinking by analyzing issues and solving problems.All four language skills can easily be activated when students are asked to research a topic, discuss or debate that topic with peers, essential elements to support language learning.Some language programs are exploring online or blended learning experiences, where some of the instruction and interaction may take place through computers or smartphones.Although, students who are "digital natives" can learn language from online games or social media, they will need to find and critically analyze information online, create and edit video or audio projects.These skills and many others need to be taught and actively practiced in the classroom.

Implementation of Infographics in EFL Learning.
The term infographics comes from information and graphics, which means data visualization which illustrate information and statistic that is created to become a visual narrative.As stated by Matrix and Hodson (2014) an infographic, otherwise known as a data visualization, is created using graphic design software, and uses pie charts, icons, decorative fonts, diagrams to illustrate information and statistics -creating a visual narrative.Similar to a traditional research essay, an infographic assignment challenges students to visually communicate a thesis, supported by citations and statistics sourced from the scholarly literature and the popular press.Rather than present this position in a text-based format, students must design an information visualization to illustrate their argument, using computer software or using online design tools to semi-automate the process.Reflection on the whole process would include data interpretation from observation, the results of students' reading comprehension tests, teacher's journal for each cycle and questionnaires.

Data Collection Techniques and Instrument
The data collection were acquired from students summary writing products, infographic posts on instagram, teacher journal and questionnaires

Data Analysis
This research mostly were analyzed qualitatively, the data that had been compiled were elaborated descriptively.In every cycle, data were analyzed and reflected as the input for improvement in the next cycle.By the end of the research, all data were used to evaluate whether using infographic could improve students reading comprehension.
they were born in 2002 or 2003.Generation Z learners were born and raised surrounded by rich technology environment.Wilson and Jan (2003), as cited by Santosa in (2017), these learners shall practice inquiry-based learning so that they can perceive Received April 21, 2020; Revised, May 12, 2020 ; Accepted May 30, 2020 and write about what they find.To develop creativity in students, teachers need to facilitate students with different learning styles to be creative and give students choices whenever possible to express their ideas and opinions.The next two Cs are collaboration and communication.Many of the things that language teachers are already doing in the classroom, like pair and group work, peer review, and projectbased learning (PBL), are excellent to support the development of collaboration and communication.Digital literacy skills and interactions outside the classroom become Received April 21, 2020; Revised, May 12, 2020 ; Accepted May 30, 2020

Figure 5 .
Figure 5.The Reading Activities of Cycle 1 and Cycle 2.
1, researchers found that discussion as pre-reading activities in cycle 1 helped learners understand what infographic is, although it turned out to be time consuming.That learners know Canva well had made the process of infographic making ran well.However, learners needed extra time to learn summary writing.Learners preferred Received April 21, 2020; Revised, May 12, 2020 ; Accepted May 30, 2020 smaller group work.Based from the reflection of this first cycle, researchers decided to conduct the second cycle.

Figure 6 .
Figure 6.Summary of the Reading Text by using Infographics.Cycle 1. Reflection of Cycle 2 showed that it is more effective to have students work in pairs.The process of infographic making facilitates 4 Cs (Critical Thinking, Creativity, Collaboration and Communication) in the classroom.Learners still need practice how to make sentences and phrases for infographics.

Figure 7 .
Figure 7. Summary of the Reading Text by using Infographics.Cycle 2.During the pedagogical intervention, teacher asked students to work collaboratively in small groups.As the result, they could have a deeper understanding of the reading passage.According toKongwat and Sukavatee (2019), by being while involved in collaborative reading instruction, students were encouraged to work together to solve problems they faced.While doing the task, students from different background knowledge levels could learn from each other, exchange information after reading the passages, defend their ideas, and co-construct meaning from the texts through the group discussion.Thus, collaborative reading instruction