Improving narrative writing in ESL Classroom using picture series
21st century learning creates a huge wave as more visual aids were added as teaching materials and one of it would be using picture series. This study was conducted to investigate the effectiveness of picture series on narrative writing. A total of 30 form one students from a secondary school were chosen as the participants. Pre-test and post-test were given to the students in order to accumulate the results. The results showed improvement in students’ writing after the treatments were conducted. Picture series enhanced students’ thinking and language skills. Picture series also helped students in developing a better storyline. Picture series can be manipulated suited to the conditions in the classrooms. Hence, this study shows the importance of using visual aids, such as picture series, manage to improve students’ narrative writing skill. This study implied to all teachers as a suggested teaching material. Future studies can look into the students’ perceptions of using picture series in an ESL classroom.
Abbott, P. H. (2002). The Cambridge introduction to narrative. Cambridge: Cambridge University Press.
Alharbi, S. H. (2017). Principled Eclecticism: Approach and Application in Teaching Writing to ESL/EFL Students. English Language Teaching, 10(2), 33-39.
Apsari, Y. (2017). The Use Of Picture Series In Teaching Writing Recount Text. Eltin Journal, Journal Of English Language Teaching In Indonesia, 5(2), 51-56
Binder, M. D., Hirokowa, N., & Windhorst, U. (Eds.). (2009). Encyclopedia of neuroscience. Berlin, Heidelberg: Springer Berlin Heidelberg
Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In Mobile learning design (pp. 27-42). Springer, Singapore.
Cakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. Turkish Online Journal of Educational Technology-TOJET, 5(4), 67-72.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences, 4(2), 81-92.
Godden, N. J. (2017). A co-operative inquiry about love using narrative, performative and visual methods. Qualitative research, 17(1), 75-94.
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.
Halwani, N. (2017). Visual Aids and Multimedia in Second Language Acquisition. English Language Teaching, 10(6), 53-59.
Hashim, H. (2018). Application of Technology in the Digital Era Education. International Journal of Research in Counseling and Education, 2(1), 1-5.
Hashim, H., Rafiq, R. M., & Md Yunus, M. (2019). Improving ESL Learners’ Grammar with Gamified-Learning. Arab World English Journal (AWEJ) Special Issue on CALL, (5).
Henry, R., & Simpson, C. (2001). A match made in heaven. Teacher Librarian, 28(3), 23.
Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build me up: Overcoming writing problems among pupils in a rural primary school in Belaga, Sarawak, Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7
Leśniewska, J., & Pichette, F. (2016). Songs vs. stories: impact of input sources on ESL vocabulary acquisition by preliterate children. International Journal of Bilingual Education and Bilingualism, 19(1), 18-34.
Lindstormberg, S. (2004). Language Activities for Teenagers. Cambridge: Cambridge University Press
Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English language and literature (RJELAL), 3(1), 91-96.
Madut, I. T., & Yunus, M. M. (2017, May). Popsicle Simile: An Innovative Tool in Promoting Creative Writing among Rural Primary School ESL Learners. In International Conference on Education (ICE2) 2018: Education and Innovation in Science in the Digital Era (pp. 425-431).
Mart, C. T. (2013). The grammar-translation method and the use of translation to facilitate learning in ESL classes. Journal of Advances in English Language Teaching, 1(4), 103-105.
Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 11.
Rajendran, N. (1999). Teaching Higher Order Thinking Skills in language classrooms: The need for transformation of teaching practice. (Ph.D dissertation, Michigan State University)
Roberts, G., & Banegas, D. L. (2018). Writing beyond the classroom: Insights on authenticity and motivation. Argentinian Journal of Applied Linguistics, 6(2), 33-41.
Sahin, M., Sule, S., & Seçer, Y. E. (2016). Challenges of Using Audio-Visual Aids as Warm-Up Activity in Teaching Aviation English. Educational Research and Reviews, 11(8), 860-866.
Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309.
Singh, C. K. S., Singh, R. K. A., Singh, T. S. M., Mostafa, N. A., & Mohtar, T. M. T. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners. English Language Teaching, 11(7), 86-100.
Singh, C. K. S., Tan, P. M., Abdullah, O., & Mostafa, N. A. (2017). ESLLearners’ Perspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progresive Education and Development6 (4), 74-89.
Students’ Awareness and Perceptions towards “Pre-Writing Stage” as a Strategy in Writing Directed Essay. Creative Education, 9(14), 2215-2223.
Sun, C., & Feng, G. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2(1), 150-155.
Wening, R. H., Cahyono, B. Y., & Iragiliati, E. (2017). Effect of Using Picture Series on the Indonesian EFL Students’ Writing Ability across Learning Styles. International Jurnal on Studies in English Language and Literature (IJSELL) Malang.
Wright, A. 1989. Pictures for Language Learning. New York: Cambridge University Press
Yunus, M. M., Hashim, H., Sulaiman, N. A., Sulaiman, W. S. M., Richmond, R. L., Jarail, S., & Royal, N. (2018).
Yunus, M. M., Nordin, N., Salehi, H., Sun, C. H., & Embi, M. A. (2013). Pros and Cons of Using IICT in Teaching ESL Reading and Writing. International education studies, 6(7), 119-130.