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

Dyah Supraba Lastari, Rini Silvana

Abstract


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.

Keywords: English reading, infographics, reading comprehension


Full Text:

PDF

References


Anderson, Neil. (2003). Reading. In D Nunan (Ed.) Practical English Language Teaching. (1st ed., pp 67-86). New York: Mc Graw-Hill.

Akkakoson, S. (2012). Raising Strategic Awareness Of Thai EFL Students Of Science And Technology Disciplines Through Metacognitive Strategy Training. 3L: The Southeast Asian Journal of English Language Studies, 18(4), 35–47.

Brown, H. D and Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. New York: Pearson-Longman.

Burns, Anne. (2010). Doing Action Research in English Language Teaching. New York: Routledge.

Fitrisia, Dohra, Kok-Eng Tan and Yunisrina QismullahYusuf. (2015). Investigating Metacognitive Awareness of Reading Strategies to Strengthen Students' Performance In Reading Comprehension. Asia Pacific Journal of Educators and Education,Vol.30, 15–30,

Harmer, Jeremy. (2012). Teacher Knowledge: Core Concepts in English Teaching. Essex: Pearson.

Halvorsen, A. (2018). 21st Century Skills and the “4Cs” in the English Language Classroom. Retrieved from : https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/23598/ halvorsen_21_century_skills.pdf

Kongwat, A. and P. Sukavatee. (2019). The Effects of Collaborative Reading Instruction Using Infographics on Students’ Reading Comprehension. Online Journal of Education, Vol. 14(2).

Lee, J.F and B. Van Patten. (2004). Make Communicative Language Teaching Happen. New York: Mc Graw - Hill.

Manowong, Supaporn. (2017). Incorporating Online Tools to Promote English Reading for EFL Learners: an Action Research Study. Pasaaparittat journal vol. 32,

Matrix, S and J. Hodson. (2014). Teaching with Infographics: Practicing New Digital Competencies and Visual Literacies. Retrieved from: https://www.beds.ac.uk/jpd/volume-4-issue-2/teaching-with-infographics

Mistar, Zuhairi, and Yanti(2016) Strategies Training in the Teaching of Reading Comprehension for EFL Learners in Indonesia. English Language Teaching, 9(2), 49-56

P21 Network. (2019). Framework for 21st Century Learning. Retrieved from: http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf

Santosa, M. H. (2017). Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context. Journal on English as a Foreign Language, 7(2), 183-208.

Santosa, M.H. (2019). Introduction to Core Skills and Its Best Practices in the Indonesian Classroom. In: M.H. Santosa (Ed.). Penerapan Core Skills di Kelas-Kelas Indonesia. (pp. 7-23). Malang: Azizah Publishing.

Sparks & Honey. (2014, June 17). Meet Gen Z: Forget everything you learned about Millennials. Retrieved from: www.sparksandhoney.com

Suryanto. (2017). An Investigation On English Reading Comprehension Problems In Indonesian Cultural Contexts. The 1st International Conference on Education, Science, Art and Technology (ICESAT) Universitas Negeri Makassar. 22 – 23 July 2017 (pp 200-205)




DOI: http://dx.doi.org/10.31000/globish.v9i2.2707

Article Metrics

Abstract - 1840 PDF - 756

Refbacks

  • There are currently no refbacks.


Globish

Program Studi Pendidikan Bahasa Inggris

Fakultas Keguruan dan Ilmu Pendidikan

Universitas Muhammadiyah Tangerang

Jl. Perintis Kemerdekaan I/33, Cikokol 

Kota Tangerang, Indonesia

e-mail: globish_journal@umt.ac.id

Globish (p-ISSN: 2301-9913 | e-ISSN: 2301-9913) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Web Analytics
View Globish Stats