The Students’ Perceptions of Using Pictures Series and Video in Learning Narrative Text: A Questionnaire-Based Survey

Iinaas Maahiroh  Al Mufiidah; Indri Astutik; Kristi  Nuraini

doi:10.54783/ijsoc.v8i2.1697

Iinaas Maahiroh Al Mufiidah Universitas Muhammadiyah Jember, Indonesia
Indri Astutik Universitas Muhammadiyah Jember, Indonesia
Kristi Nuraini Universitas Muhammadiyah Jember, Indonesia

DOI: https://doi.org/10.54783/ijsoc.v8i2.1697

Keywords: Students’ Perceptions, Narrative text, Picture Series, Video, English Language Learning.

Abstract

Writing is one of the fundamental language skills in English language learning, particularly for junior high school students, because it enables learners to express ideas, organize information, and produce various types of texts such as narrative, descriptive, recount, report, analytical exposition, hortatory exposition, and news item texts. In learning narrative texts, many students experience difficulties in understanding story structures, developing vocabulary, organizing ideas coherently, and maintaining motivation during classroom activities. Therefore, the integration of engaging instructional media, such as pictures series and videos, has become increasingly important to facilitate students' comprehension and participation in English learning. This study aims to investigate students' perceptions of using pictures series and video in learning the narrative text Beauty and the Beast. Specifically, it explores students' views regarding the effectiveness of these media in improving vocabulary acquisition, story comprehension, motivation, classroom engagement, idea organization, and the ability to retell narrative texts. This study employed a quantitative questionnaire-based survey design involving 51 eighth-grade students from classes 8A and 8D at SMP Al Furqan Jember. The participants were selected using purposive sampling. Data were collected through 12-item Questionnaire Based Survey using a four-point Likert scale consisting of Strongly Agree, Agree, Disagree, and Strongly Disagree. The collected data were analyzed using descriptive statistics, including frequencies, percentages, mean scores, and standard deviations, to describe students' overall perceptions toward the implementation of pictures series and video in English learning. The findings revealed that most students demonstrated positive perceptions toward the use of pictures series and video. They reported that these instructional media helped them learn new vocabulary, understand the storyline more clearly, organize ideas systematically, remain focused during lessons, participate more actively in classroom activities, and enjoy learning English. Furthermore, students perceived that the combination of visual and audiovisual media created a more meaningful and engaging learning environment, which supported their understanding of narrative texts and encouraged greater confidence in retelling stories. These findings suggest that integrating pictures series and video can serve as an effective instructional strategy to enhance students' learning experiences and foster positive attitudes toward English language learning, particularly in narrative text instruction.

References

Abd Ghani, U. N. (2023). Pictorial Application in Enhancing Primary School Students’ Writing Skills. KUPAS SENI: Jurnal Seni dan Pendidikan Seni, 11(1), 22-27.

Bloomfield, L. (1983). An introduction to the study of language. New York: Holt.

Bransford, J., Vye, N., & Bateman, H. (2002, April). Creating high-quality learning environments: Guidelines from research on how people learn. In The Knowledge Economy and Postsecondary Education: Report of Workshop (pp. 159-198).

Chantika, A., Wahyuni, N. F., Alamsyah, S. S., & Rifai, T. (2022). Use of direct practice as an active learning innovation. Curricula: Journal of Curriculum Development, 1(2), 205-218.

Creswell, J. W., & Plano Clark, V. L. (2023). Revisiting mixed methods research designs twenty years later. Handbook of mixed methods research designs, 1(1), 21-36.

Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing writing, 28, 43-56.

Daoud, K. (2010). The Algerian Middle School Writing Syllabus and its Implementation: A Case Study of some Teachers of Tizi-Ouzou (Doctoral dissertation, university Mouloud Mammeri of Tizi-Ouzou).

David, J. (2025). balancing growth,inclusivity, and technology: rethinking student-centered lerning in south africanhigher education.

Erkan, D. Y. (2010). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. Asian EFL Journal, 164-192.

Gilakjani, A. P., Ismail, H. N., & Ahmadi, S. M. (2011). The effect of multimodal learning models on language teaching and learning. Theory and Practice in Language Studies, 1(10), 1321-1327.

Graham, S., & Hebert, M. (2010). Writing to Read. Evidence for How Writing Can Improve Reading. A Report from Carnegie Corporation of New York. Washington DC: Alliance for Excellent Education.

Güngör, B. A., Metin, M., & Saraçoglu, S. (2022). A Content Analysis Study towards Researches Regarding Context-Based Learning Approach in Science Education by between Years 2010 and 2020 in Turkey. Journal of Science Learning, 5(1), 69-78.

Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using Pictures Series Technique to Enhance Narrative Writing among Ninth Grade Students at Institución Educativa Simón Araujo. English Language Teaching, 8(5), 45-71.

Hanifah, F. N., Abdurrahman, M., Khalid, S. M., & Langguly, A. A. (2024). Cooperative Learning Based on Word-Matching Game to Enhance Mastery of Arabic Vocabulary for Eighth-Grade MTs Students. Mantiqu Tayr: Journal of Arabic Language, 4(2), 569-589.

James, A. N. (Ed.). (2015). Teaching the male brain: How boys think, feel, and learn in school. Corwin Press.

Mishra, D. (2025). Mayer’s Cognitive Theory of Multimedia Learning: An Overview. Technology Driven Language Learning: Innovations and Applications, 7-16.

O'Neill, P., Moore, C., & Huot, B. (2009). Guide to college writing assessment. University Press of Colorado.

Rasyid, A., Saleh, A., Cangara, H., & Priatna, W. B. (2015). The Role Of Communication In Corporate Social Responsibility. International Journal of Research In Social Sciences, 5(7), 2307-227X.

Richards, S. (2023). Faculty perception of student engagement in online anatomy laboratory courses during the COVID-19 pandemic. Medical Science Educator, 33(2), 465-480.

Rokeman, N. R. M. (2024). Likert measurement scale in education and social sciences: explored and explained. EDUCATUM Journal of Social Sciences, 10(1), 77-88.

Sanjaya, H. W. (2016). Media Komunikasi Pembelajaran. Prenada Media.

Sari, E. K. E. K., Afifi, N., & Aini, N. (2024). Exploratory Learning of Fiction Texts for Boosting Reading Comprehension of Tenth Graders. JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang, 10(2), 39-48.

Sijtsma, K., & van der Ark, L. A. (2020). Measurement models for psychological attributes. CRC Press.

Steffes, E. M., & Duverger, P. (2012). Edutainment with videos and its positive effect on long term memory. Journal for Advancement of Marketing Education, 20(1), 1-10.

Vaske, J. J., Needham, M. D., Miller, C. A., & C. Sponarski, C. (2025). Guidelines for writing and constructing recreational fisher surveys. In Understanding recreational fishers: disciplinary and interdisciplinary approaches for fisheries management (pp. 287-325). Cham: Springer Nature Switzerland.

Wright, A. (1989). Pictures for language learning. Cambridge University Press.

Yeh, H. C., Heng, L., & Tseng, S. S. (2020). Exploring the impact of video making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446-456.

Zeki, C. P., & Sonyel, B. (2014). Pre-service teachers' perceptions of the student centered learning approach through a metaphoric perspective. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 211-225.