Fostering Students’ Reading Comprehension through Visualization Strategy

DOI:

https://doi.org/10.58421/gehu.v4i4.786

Authors

  • Eviyanti Eviyanti Universitas Tadulako
  • Afrillia Anggreni Universitas Tadulako
  • Andi Patmasari Universitas Tadulako
  • Sriati Usman Universitas Tadulako

Keywords:

Reading Comprehension, Visualization Strategy, Quasi-Experimental Study

Abstract

Comprehending explicitly stated information in reading passages remains a persistent challenge for many junior high school students, often hindering their ability to understand texts at the literal level, which forms the foundation for higher-order comprehension skills. Therefore, this study aims to determine whether the visualization strategy significantly improves literal reading comprehension among EFL students. The research was conducted at SMP Negeri 20 Palu using a quasi-experimental design. The population consisted of 105 eighth-grade students from classes VIII A, VIII B, VIII C, and VIII D, with class VIII C assigned as the experimental group and class VIII B as the control group through random sampling. Pre-tests and post-tests were administered to collect data. The findings revealed that the experimental group achieved a higher mean score (78) than the control group (63) in the post-test, and the statistical analysis showed a significance value of p < 0.05, indicating that the visualization strategy effectively enhanced students’ reading comprehension, particularly in understanding literal information in descriptive texts. These findings suggest that visualization strategies can be integrated into EFL instruction to improve students’ engagement, comprehension, and overall learning experience.

Downloads

Download data is not yet available.

References

A. Hasanah and M. S. Lena, “Analisis Kemampuan Membaca Permulaan dan Kesulitan yang Dihadapi Siswa Sekolah Dasar,” Edukatif J. Ilmu Pendidik., vol. 3, no. 5, pp. 3296–3307, Aug. 2021, doi: 10.31004/edukatif.v3i5.526.

M. Alias, M. Juhri, M. R. Ihsan, I. H. Pratama, and G. Subroto, “Exploring the Role of English Reading in Enhancing Vocabulary,” Lang. J. Lang. Educ., vol. 3, no. 2, pp. 152–157, doi: https://doi.org/10.22437/langue.v3i2.46092.

W. Alvionita, A. Anggreni, S. Munir, and A. Suriaman, “Question and Answer Relationship Strategy (QAR): Elevating EFL Students’ Reading Comprehension,” J. Engl. Lang. Educ., vol. 10, no. 4, pp. 942–946, Aug. 2025, doi: 10.31004/jele.v10i4.1213.

L. Kusumahwati, W. C. Perdhani, and P. A. Tyas, “Exploring EFL Students’ Perceptions on Reading Comprehension Difficulties in,” J. Pendidik. Dan Konseling, vol. 4, no. 6, pp. 8241–8250, 2022, doi: https://doi.org/10.31004/jpdk.v4i6.9660.

D. W. Nanda and K. Azmy, “Poor Reading Comprehension Issue In EFL Classroom Among Indonesian Secondary School Students: Scrutinizing the causes, impacts and possible solutions,” Englisia J. Lang. Educ. Humanit., vol. 8, no. 1, p. 12, Nov. 2020, doi: 10.22373/ej.v8i1.6771.

L. W. Hartini and A. Suri Ardini, “Relationship Between Indonesian EFL Learners’ Vocabulary Knowledge and English Competencies,” J. Engl. Educ. JEE, vol. 10, no. 1, pp. 55–66, May 2024, doi: 10.20885/jee.v10i1.33651.

A. Ramadhianti and S. Somba, “Reading Comprehension Difficulties in Indonesian EFL Students,” JELTL J. Engl. Lang. Teach. Lit., vol. 6, no. 1, pp. 1–11, 2023, doi: 10.47080/jeltl.v6i1.2477.

M. Santi and R. Reflinda, “Using Visualization Strategy to Improve Students’ Reading Skill in Comprehending Detailed Information,” Modality J. Int. J. Linguist. Lit., vol. 2, no. 1, p. 63, June 2022, doi: 10.30983/mj.v2i1.5115.

S. S. Fitriani, N. Erdiana, and I. A. Samad, “Visual Representations and Comprehension: The Exploration of Image-Word Relations and Types of Design,” Int. J. Lang. Educ., pp. 27–40, Oct. 2019, doi: 10.26858/ijole.v3i2.9414.

A. Damiri, T. Hastomo, and Y. A. Sari, “Visualization Strategy: An Effective Strategy to Teach Reading to Middle School Students,” SELTICS, vol. 5, no. 1, pp. 1–8, June 2022, doi: 10.46918/seltics.v5i1.1233.

P. R. Damayanti, S. S. Fitriani, and S. Marhaban, “The Visualization Metacognitive Strategy to Improve Reading Comprehension,” Engl. Educ. J. J. Pengemb. Pendidik. Dan Pengajaran Bhs., vol. 11, no. 4, pp. 498–511, 2020.

A. Addina, R. Olifia, and R. Asfina, “Students’ Visualization in Reading and their Cognitive Learning Style,” Lingua Didakt. J. Bhs. Dan Pembelajaran Bhs., vol. 13, no. 1, pp. 26–34, 2019, doi: 10.24036/ld.v13i1.103965.

T. M. Walser, “Quasi-Experiments in Schools: The Case for Historical Cohort Control Groups,” Pract. Assess. Res. Eval. PARE, vol. 19, no. 6, pp. 1–8, 2014, doi: https://doi.org/10.7275/17hj-1k58.

L. T. Bos, B. B. De Koning, S. I. Wassenburg, and M. Van Der Schoot, “Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension,” Front. Psychol., vol. 7, Feb. 2016, doi: 10.3389/fpsyg.2016.00116.

L. R. Gay, G. E. Milss, and P. W. Airasian., Educational Research: Competencies for Analysis and Application, 10th Edition., 1 vols. Boston (USA): Pearson Education International, 2011.

V. Zamanzadeh, A. Ghahramanian, M. Rassouli, A. Abbaszadeh, H. Alavi-Majd, and A.-R. Nikanfar, “Design and Implementation Content Validity Study: Development of an instrument for measuring Patient-Centered Communication,” J. Caring Sci., vol. 4, no. 2, pp. 165–178, June 2015, doi: 10.15171/jcs.2015.017.

J. Pallant, SPSS Survival Manual: A Step by Step Guide to Data Analysis Using IBM SPSS, 7th edition., vol. 1, 1 vols. Crows Nest, NSW (Australia): Allen & Unwin (Routledge), 2020.

I. E. Boerma, S. E. Mol, and J. Jolles, “Reading Pictures for Story Comprehension Requires Mental Imagery Skills,” Front. Psychol., vol. 7, p. 1630, Oct. 2016, doi: 10.3389/fpsyg.2016.01630.

H. Usman, “Increasing Reading Comprehension Ability through Visualizing Media of 4th Grader Students at Labschool Primary School Setiabudi South Jakarta,” Am. J. Educ. Res., vol. 4, no. 18, pp. 1265–1270, 2016, doi: 10.12691/education-4-18-4.

A. D. Royhan, A. Damiri, and S. Wahyuningsih, “The Influence of Visualization Strategy Towards Students’ Reading Comprehension,” J. Engl. Educ. Stud. JEES, vol. 5, no. 1, pp. 25–34, 2022, doi: https://eskripsi.stkippgribl.ac.id/index.php/jees/article/view/678.

A. Sukmawatia, A. Baihaqi, and S. Suharsih, “The Use of Visualization Strategy on Students’ Reading Comprehension: Is it Effective?,” J. Linguist. Lit. Pedagogy, vol. 4, no. 1, pp. 54–62, 2025, doi: 10.30870/jllp.v4i1.32736.

N. R. Thamrin, E. Darmawan, and D. Irawan, “Enhancing Reading Skills through Visualizing Strategies: A Fresh Approach for English Education Students at Kuningan University,” J. Pendidik. Bhs. Ingg. Undiksha, vol. 13, no. 1, pp. 95–103, May 2025, doi: 10.23887/jpbi.v13i1.91002.

A. Diñise Dequito, “Enhancing Literary Comprehension Skills of Grade 7 Students through Artistic Visualization Strategy,” Int. J. Res. Soc. Sci. Humanit., vol. 06, no. 06, pp. 223–231, 2025, doi: 10.47505/IJRSS.2025.6.14.

M. Moriyanti, H. Muna, and N. M. Ismail, “Visualization and Comprehension: Corroborating children’s reading ability,” Englisia J., vol. 7, no. 1, pp. 26–40, Nov. 2019, doi: 10.22373/ej.v7i1.4508.

D. S. Sangeetha, “Storyboarding as A Pedagogical Tool: Fosteing Language, Literacy, and Creativity through Visual Narratives,” ShodKosh J. Vis. Perform. Arts, vol. 6, no. 2, pp. 13–20, 2025, doi: 10.29121/shodhkosh.v6.i2.2025.5700.

Downloads

Additional Files

Published

2025-11-06

How to Cite

[1]
E. Eviyanti, A. Anggreni, A. Patmasari, and S. Usman, “Fostering Students’ Reading Comprehension through Visualization Strategy”, J.Gen.Educ.Humanit., vol. 4, no. 4, pp. 1963–1972, Nov. 2025.

Issue

Vol. 4 No. 4 (2025): November

Section

Articles

License

Copyright (c) 2025 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

1 2 > >>