The Use of Infographics as a Systemic Functional Approach to Improve Students' Understanding of Shakespeare's Drama
DOI:
https://doi.org/10.35961/salee.v4i2.855Keywords:
infographics, intrinsic elements, literature, Shakespeare, playAbstract
Despite its importance, it should be noted that teaching literature, especially in an EFL setting, can be challenging. Numerous studies have been conducted to examine various literature on teaching methods for EFL students. The strategies used in the research, however, heavily rely on teachers' attempts to spoon-feed students' understanding. Thus, in this research, the writers aim to study students’ perceptions of using infographics in studying intrinsic elements in Shakespeare’s drama. This study adopts the mixed-method approach. The participants of this study are 71 students from the second semester consisting of 41 females, and 30 males majoring in English Language and Literature (BBI) at UBM University. The result of the questionnaire was analyzed by using SPSS. In addition to processing the questionnaire results, the writers also conduct a semi-structured interview to gather additional perspectives and in-depth insights about the usage of infographics to improve students' comprehension of Shakespeare's play. This study concludes that participants were eager to learn fundamental aspects of Shakespeare's drama through infographics. Students' short attention spans and Shakespeare's difficult language can both be overcome with the use of infographics.
References
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Andriani, E., & Bram, B. (2022). Technology use in teaching literature amid and post pandemic: teachers’ perceptions. Premise: Journal of English Education and Applied Linguistics, 11(2), 273–296.
Basthomi, Y. (2003). Theoretical Views Underlying the Selection of Classroom Activities: Paying Attention to the Classroom of English Literature in EFL Context. TEFLIN Journal, 14(2), 279–291. https://doi.org/10.15639/teflinjournal.v14i2/279-291
Beegel, J. (2014). Infographics for dummies. John Wiley & Sons, Inc.
Blanco, A. J. A. P. (2004). Reading across Rhode Island: One Book, One State, Many Successful Readers. The English Journal, 93(5), 47–53.
Bruns, C. V. (2011). Why literature: The value of literary reading and what it means for teaching. The Continum International Publishing Group.
Cahyani, M. T., Myartawan, I. P. N. W., & Saputra, I. N. P. H. (2021). The impact of infographics in an online jigsaw setting towards Indonesian EFL learners’ reading comprehension. Language and Education Journal Undiksha, 4(1), 59–64.
Cupita, L. A. L., & Franco, L. M. P. (2019). The use of infographics to enhance reading comprehension skills among learners. Colomb. Appl. Linguist. J., 21, 230–242.
da Rocha, D. G., & Cardoso, A. (2021). Learning objects in hybrid teaching potential and challenges for their use in the context of Brazilian education. In A. S. Moura, P. Reis, & M. N. D. S. Cordeiro (Eds.), Handbook of research on determining the reliability of online assessment and distance learning (pp. 282–310). IGI Global.
Dewi, N. (2019). Teaching literature with tough topics in ELT class: Bullying and bigotry. LLT Journal: A Journal on Language and Language Teaching, 22(1), 66–77.
Dogomeo, J., & Aliazas, J. V. (2022). Dual coding cognition in devising infographics for an enhanced students’ scientific knowledge. International Journal of Science, Technology, Engineering and Mathematics, 2(4), 1–17.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford Press University.
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Fauziah. (2016). The approaches to teaching literature for EFL young learners. JELTL: Journal of English Language Teaching and Linguistics, 1(2), 145–158.
Freberg, K. (2020). Discovering public relations: An introduction to creative and strategic practices. SAGE Publications.
Freyn, A. L., & Gross, S. (2018). Effects of a multimodal approach on EFL university students’ attitudes toward Shakespeare’s Romeo and Juliet. Journal of Education and Practice, 9(15), 41–45.
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Hassan, K. M. (2016). Shakespeare in the EFL class at tertiary level: Difficulties and possible solutions. The EDRC Journal of Learning and Teaching, 1(1), 136–147.
Hicks, T., Hyler, J., & Pangle, W. (2020). Ask, explore, write! An inquiry-driven approach to science and literacy learning. Routledge.
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I??kl?;, C., & Ö.Tarakç?o?lu, A. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Journal of Language and Linguistic Studies, 13(2), 82–95.
Jaleniauskiene, E., & Kasperiuniene, J. (2023). Infographics in higher education: A scoping review. E-Learning and Digital Media, 20(2), 191–206. https://doi.org/https://doi.org/10.1177/20427530221107774
Kabilan, M. K., & Kamaruddin, F. (2010). Engaging learners’ comprehension, interest and motivation to learn literature using the reader’s theatre. English Teaching, 9(3), 132–159.
Kinasih, P. R. (2020). The application of reader-response theory to teach symbolism in literature class for EFL students. Journal of Research on English and Language Learning (J-REaLL), 1(2), 87–100.
Kinasih, P. R., & Mery. (2021). Students’ perception towards learning literature through podcast. In T. K. Hua, A. Rido, Afrianto, H. Kuswoyo, B. Mandasari, S. Markar, & I. Gulo (Eds.), Conference: International Conference on Language, Linguistics, Literature and Education (ICLLLE) (pp. 180–193). Universitas Teknokrat Indonesia.
Kongwat, A., & Sukavatee, P. (2019). The effects of collaborative reading instruction using infographics on students’ reading comprehension. JED: An Online Journal of Education, 14(2), 1–12.
Lestari, S., & Purnama, D. W. (2023). The effectiveness of infographics towards students’ reading comprehension. Journal on Education, 6(1), 395–405.
Lim, F. V. (2018). Developing a systemic functional approach to teach multimodal literacy. Functional Linguistics, 5(13), 1–17.
Loewen, S., & Plonsky, L. (2016). A-Z of applied linguistics research methods. Palgrave.
Matrix, S. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal Of Pedagogic Development, 4(2).
Matrix, S., & Hodson, J. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal of Pedagogic Development, 3(2), 17–27.
Mays, K. J. (2017). The Norton Introduction of Literature. W.W. Norton & Company.
Morson, G. S. (2015). Why college kids are avoiding the study of literature. Commentary, 140(1), 23–29.
Morson, G. S., & Schapiro, M. (2017). The Dehumanities. Https://Www.Insidehighered.Com/. https://www.insidehighered.com/views/2017/06/13/scholars-unconvincing-case-about-value-humanities-essay
Newstreet, C. (2017). All the world’s a stage, students are the players: Teaching Shakespeare and English language learners. Journal of the Texas Council of Teachers of English Language Arts, 47(2), 33–38.
Onwuchekwa, E. O. (2021). Library signage and information graphics: A communication tool for library users. In Research anthology on collaboration, digital services, and resource management for the sustainability libraries (pp. 444–453). IGI Global.
Pentury, H. J., & Anggraeni, A. D. (2022). Empowering students’ 21st century skills through Canva application. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(1), 50–57.
Permanaludin, U. (2017). Strategies of English Literature Teaching at English Literature Undergraduate Program at Sunan Gunung Djati State Islamic University. Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam, 14(1), 175–186. https://doi.org/10.15575/al-tsaqafa.v14i1.1799
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). Mastering Modern Psychological Testing: Theory and Methods (Second). Springer.
Robson, M. (2020). Introduction. In What is Literature?: A Critical Anthology (pp. 1–7). John Wiley & Sons Ltd.
Rogers, B. (2017). Perception: A Very Short Introduction. Oxford University Press.
Roslaini, & Soraya, L. (2021). Primary school teacher’ perceptions toward online learning during pandemic Covid-19. UHAMKA International Conference on ELFT and CALL (UICELL), 198–206.
Shakfa, M. D. A. (2012). Difficulties students face in understanding drama in English literature at the Islamic University of Gaza (IUG). English Language Teaching, 5(9), 95–103. https://doi.org/10.5539/elt.v5n9p95
Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design; review of different lengths of rating scale / attitude scale / Likert scale. International Journal of Academic Research in Management (IJARM), 8(1), 1–10.
Yelland, N., Cope, B., & Kalantzis, M. (2008). Learning by Design: creating pedagogical frameworks for knowledge building in the twenty?first century. Asia-Pacific Journal of Teacher Education, 36(3), 197–213.
Aldalalah, O. M. A. (2021). The effectiveness of infographic via interactive smart board on enhancing creative thinking: A cognitive load perspective. International Journal of Instruction, 14(1), 345–364. https://doi.org/https://doi.org/10.29333/iji.2021.14120a
Alfauzan, A. H., & Hussain, A. G. (2016). Attitude towards and Perception of Literature in EFL Setting: A Case Study on QU Male Undergraduate Students. English Language Teaching, 10(1), 1. https://doi.org/10.5539/elt.v10n1p1
Al-Mahrooqi, R., & Al-Wahaibi, T. (2012). EFL student attitudes towards studying literature at a higher education institution in Oman. European Journal of Social Sciences, 32(1), 77–83.
Andriani, E., & Bram, B. (2022). Technology use in teaching literature amid and post pandemic: teachers’ perceptions. Premise: Journal of English Education and Applied Linguistics, 11(2), 273–296.
Basthomi, Y. (2003). Theoretical Views Underlying the Selection of Classroom Activities: Paying Attention to the Classroom of English Literature in EFL Context. TEFLIN Journal, 14(2), 279–291. https://doi.org/10.15639/teflinjournal.v14i2/279-291
Beegel, J. (2014). Infographics for dummies. John Wiley & Sons, Inc.
Blanco, A. J. A. P. (2004). Reading across Rhode Island: One Book, One State, Many Successful Readers. The English Journal, 93(5), 47–53.
Bruns, C. V. (2011). Why literature: The value of literary reading and what it means for teaching. The Continum International Publishing Group.
Cahyani, M. T., Myartawan, I. P. N. W., & Saputra, I. N. P. H. (2021). The impact of infographics in an online jigsaw setting towards Indonesian EFL learners’ reading comprehension. Language and Education Journal Undiksha, 4(1), 59–64.
Cupita, L. A. L., & Franco, L. M. P. (2019). The use of infographics to enhance reading comprehension skills among learners. Colomb. Appl. Linguist. J., 21, 230–242.
da Rocha, D. G., & Cardoso, A. (2021). Learning objects in hybrid teaching potential and challenges for their use in the context of Brazilian education. In A. S. Moura, P. Reis, & M. N. D. S. Cordeiro (Eds.), Handbook of research on determining the reliability of online assessment and distance learning (pp. 282–310). IGI Global.
Dewi, N. (2019). Teaching literature with tough topics in ELT class: Bullying and bigotry. LLT Journal: A Journal on Language and Language Teaching, 22(1), 66–77.
Dogomeo, J., & Aliazas, J. V. (2022). Dual coding cognition in devising infographics for an enhanced students’ scientific knowledge. International Journal of Science, Technology, Engineering and Mathematics, 2(4), 1–17.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford Press University.
Dunlap, J. C., & Lowenthal, P. R. (2016). Getting graphic about infographics: Design lessons learned from popular infographics. Journal of Visual Literacy, 35(1), 42–59.
Fauziah. (2016). The approaches to teaching literature for EFL young learners. JELTL: Journal of English Language Teaching and Linguistics, 1(2), 145–158.
Freberg, K. (2020). Discovering public relations: An introduction to creative and strategic practices. SAGE Publications.
Freyn, A. L., & Gross, S. (2018). Effects of a multimodal approach on EFL university students’ attitudes toward Shakespeare’s Romeo and Juliet. Journal of Education and Practice, 9(15), 41–45.
Given, L. M. (Ed.). (2008). The SAGE Encyclopedia of Qualitative Research Method. SAGE Publications Inc.
Hassan, K. M. (2016). Shakespeare in the EFL class at tertiary level: Difficulties and possible solutions. The EDRC Journal of Learning and Teaching, 1(1), 136–147.
Hicks, T., Hyler, J., & Pangle, W. (2020). Ask, explore, write! An inquiry-driven approach to science and literacy learning. Routledge.
Hussein, E. T., & Al-Emami, A. H. A.-E. (2018). Challenges to Teaching English Literature at the University of Hail: Instructors’ Perspective. SSRN Electronic Journal, 10. https://doi.org/10.2139/ssrn.2898620
I??kl?;, C., & Ö.Tarakç?o?lu, A. (2017). Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency. Journal of Language and Linguistic Studies, 13(2), 82–95.
Jaleniauskiene, E., & Kasperiuniene, J. (2023). Infographics in higher education: A scoping review. E-Learning and Digital Media, 20(2), 191–206. https://doi.org/https://doi.org/10.1177/20427530221107774
Kabilan, M. K., & Kamaruddin, F. (2010). Engaging learners’ comprehension, interest and motivation to learn literature using the reader’s theatre. English Teaching, 9(3), 132–159.
Kinasih, P. R. (2020). The application of reader-response theory to teach symbolism in literature class for EFL students. Journal of Research on English and Language Learning (J-REaLL), 1(2), 87–100.
Kinasih, P. R., & Mery. (2021). Students’ perception towards learning literature through podcast. In T. K. Hua, A. Rido, Afrianto, H. Kuswoyo, B. Mandasari, S. Markar, & I. Gulo (Eds.), Conference: International Conference on Language, Linguistics, Literature and Education (ICLLLE) (pp. 180–193). Universitas Teknokrat Indonesia.
Kongwat, A., & Sukavatee, P. (2019). The effects of collaborative reading instruction using infographics on students’ reading comprehension. JED: An Online Journal of Education, 14(2), 1–12.
Lestari, S., & Purnama, D. W. (2023). The effectiveness of infographics towards students’ reading comprehension. Journal on Education, 6(1), 395–405.
Lim, F. V. (2018). Developing a systemic functional approach to teach multimodal literacy. Functional Linguistics, 5(13), 1–17.
Loewen, S., & Plonsky, L. (2016). A-Z of applied linguistics research methods. Palgrave.
Matrix, S. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal Of Pedagogic Development, 4(2).
Matrix, S., & Hodson, J. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal of Pedagogic Development, 3(2), 17–27.
Mays, K. J. (2017). The Norton Introduction of Literature. W.W. Norton & Company.
Morson, G. S. (2015). Why college kids are avoiding the study of literature. Commentary, 140(1), 23–29.
Morson, G. S., & Schapiro, M. (2017). The Dehumanities. Https://Www.Insidehighered.Com/. https://www.insidehighered.com/views/2017/06/13/scholars-unconvincing-case-about-value-humanities-essay
Newstreet, C. (2017). All the world’s a stage, students are the players: Teaching Shakespeare and English language learners. Journal of the Texas Council of Teachers of English Language Arts, 47(2), 33–38.
Onwuchekwa, E. O. (2021). Library signage and information graphics: A communication tool for library users. In Research anthology on collaboration, digital services, and resource management for the sustainability libraries (pp. 444–453). IGI Global.
Pentury, H. J., & Anggraeni, A. D. (2022). Empowering students’ 21st century skills through Canva application. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(1), 50–57.
Permanaludin, U. (2017). Strategies of English Literature Teaching at English Literature Undergraduate Program at Sunan Gunung Djati State Islamic University. Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam, 14(1), 175–186. https://doi.org/10.15575/al-tsaqafa.v14i1.1799
Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). Mastering Modern Psychological Testing: Theory and Methods (Second). Springer.
Robson, M. (2020). Introduction. In What is Literature?: A Critical Anthology (pp. 1–7). John Wiley & Sons Ltd.
Rogers, B. (2017). Perception: A Very Short Introduction. Oxford University Press.
Roslaini, & Soraya, L. (2021). Primary school teacher’ perceptions toward online learning during pandemic Covid-19. UHAMKA International Conference on ELFT and CALL (UICELL), 198–206.
Shakfa, M. D. A. (2012). Difficulties students face in understanding drama in English literature at the Islamic University of Gaza (IUG). English Language Teaching, 5(9), 95–103. https://doi.org/10.5539/elt.v5n9p95
Taherdoost, H. (2019). What is the best response scale for survey and questionnaire design; review of different lengths of rating scale / attitude scale / Likert scale. International Journal of Academic Research in Management (IJARM), 8(1), 1–10.
Yelland, N., Cope, B., & Kalantzis, M. (2008). Learning by Design: creating pedagogical frameworks for knowledge building in the twenty?first century. Asia-Pacific Journal of Teacher Education, 36(3), 197–213.
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Published
2023-07-13
How to Cite
Kinasih, P. R., Rerung, M. K. T., & Halim, V. M. (2023). The Use of Infographics as a Systemic Functional Approach to Improve Students’ Understanding of Shakespeare’s Drama. SALEE: Study of Applied Linguistics and English Education, 4(2), 596–625. https://doi.org/10.35961/salee.v4i2.855
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