RESUME
OF SOME JOURNALS RELATED TO MY RESEARCH
By Fitria Ningsih
TOPIC: Developing
Wordless Picture Strips to Teach Narrative text for Integrated Reading and
Writing Skills.
Arif, M., M. & Hashim, F., 2008. Reading from the Wordless:
A Case Study on the Use of
Wordless Picture Books.
Published in English Language Teaching Vol. 1, No. 1 June 2008.
This journal focuses
on the exploration of the child’s responses to a selection of narrative
wordless picture books. Based on this research, the reading of wordless picture
book is an open-ended process in which viewers read stories by bringing their
background experiences and personal histories to catch the meaning of the
stories. Moreover, the subject of this study was a seven-year old male
nonreader. The finding suggests that wordless picture books are a good source
for analyzing a child’s early and emergent literacy, especially for teaching of
reading.
Arizpe, E., 2013. Meaning-making from Wordless (or Nearly
Wordless) Picturebooks: What
Educational Research and What Readers Have to Say. Published in Cambridge Journal of Education, 43 (2). ISSN
0305-764X.
This journal
discusses a conceptualization of existing studies in the field of education
that use wordless picturebooks with young readers. The main aim of this study
is to encourage a more interdisciplinary understanding of meaning-making and
persuade educational researchers and mediators to consider investigative
approaches that are not based on verbalization but are more in tune with the
invitations that wordless picturebooks extend to young readers. The findings
showed that wordless picturebooks allow readers have chances from the authority
and weight of the words they must continually deal with both in school and
elsewhere.
Merc, A., 2013. The Effect of Comic Strips on EFL Reading
Comprehension. Published by
International Journal on New Trends in Education and Their
Implications, January 2013
Volume: 4 Issue: 1Article: 05 ISSN 1309-6249, www.ijonte.org
This journal
elaborates the effect of comic strips as media on reading comprehension of
Turkish EFL learners which was applied to 167 students. After analyzed
quantitatively, the findings showed that all students with a comic strip
effect, regardless of proficiency and text level, performed better than the
ones without the comic strips. The findings also stated that students are
better at comprehending reading texts that are accompanied with visuals.
Megawati, F & Anugerahwati, M., 2012. Comic Strips: A Study
on The Teaching of
Writing Narrative Texts to Indonesian EFL Students. Published in TEFLIN Journal, Volume 23, Number 2, July 2012.
This journal
shows the study of implementing comic strips as media of writing narrative
texts. The participants of this study were students of MAN Bangil. Besides, the
researcher applied CAR method, included planning, implementing, observing, and
reflecting. Then, the findings showed that teaching writing using comic strips
through Process-Genre Based
Approach (PGBA) could successfully improve students’ ability in writing.
The findings also reveal that comic strips’ effective implementation requires
proper stories as well as sufficient teacher’s guidance during the writing
process.
Nelson, C. D., 2011. Narratives of Classroom Life: Changing
Conceptions of Knowledge.
Published in
TESOL QUARTERLY Vol. 45, No. 3, September 2011.
This journal
mostly discussed about the important of using narrative in the within language
education. According to the researcher,
narrative can help to address the field’s changing needs by further
democratizing knowledge production and exchange, illuminating subtle yet vital dimensions
of classroom interactions, and prompting imaginative interpretations and
revisionists. His argument draws together relevant strands of applied
linguistics research; narrative theories and research from education,
sociology, and the arts. He concluded that incorporate narratives of classroom
life, in light of some important dilemmas and cautions.
Johnson, K. E. & Golombek, P. R., The Transformative Power of
Narrative in Second
Language Teacher Education. Published in TESOL QUARTERLY Vol. 45,
No. 3, September 2011.
This journal
explains about the important of narrative among English teacher. It is said
that narrative has largely functioned as a vehicle for teacher. Furthermore,
this study also elaborates that narrative functions could be as a meditational
tool—narrative as externalization, verbalization, and systematic examination—in
fostering teacher professional development. It is also highlight various
outlets, in both center and periphery contexts, where the products of teachers’
narrative activities are functioning as a tool for knowledge-building and
professional development practices that are working in consort to transform the
professional landscape that constitutes the field of SLTE.
Magic
Paragraph
The aim of this study is to elaborate the way of developing
Wordless Picture Strips as an instructional medium to teach narrative text to
integrated reading and writing skills. At last, this study will explain the
stages of developing the medium and trials applied to the tenth graders of SMA
1 N Turen, Malang. Besides, it also elaborates more detail about how to
implement the medium and also the significances to both teacher and students.
