Picture Story Research Articles

Adult readers making sense of picture stories: a contrastive case study

AbstractVisual media (pictures, photographs) are often used in adult literacy instruction, presumably because they are easy for adult literacy learners to process. However, relatively little research has been conducted on how adult literacy learners comprehend visual media, such as picture stories. Some have argued that picture stories could be used as a scaffold for training higher-level skills, such as inference strategies. Before such interventions can be developed, an understanding of how adult literacy learners process picture stories is warranted. The present study consisted of a contrastive case study in which adult literacy learners, less proficient college readers, and proficient college readers (three individuals per group) thought aloud while viewing picture stories. This comparison was chosen because less proficient and proficient college readers provide an aspirational comparison for many adult literacy learners who want to eventually pursue college. A qualitative analysis of participants’ think-aloud protocols demonstrated that there were strengths and challenges for the adult literacy learners, less proficient college readers, and proficient college readers in comprehending the picture stories. All three groups of participants demonstrated that they were able to establish explanatory coherence, which involves inferring the meaning of story events. However, there were differences in the extent to which efforts to achieve coherence were directed at the context of individual pictures, the local story context, or global story context. These differences will be discussed in terms of exploring the merits of using visual media in adult literacy instruction.

PENGEMBANGAN MEDIA BUKU CERITA BERGAMBAR BERBASIS AUGMENTED REALITY MATERI FABEL SISWA KELAS 2

The research aims to develop an augmented reality-based comic book environment to improve literacy in elementary school students. This research used the ADDIE development model and was conducted on 22 grade 2 students at SDN Sumberingin 04. Data collection techniques used include observation, questionnaires and documentation. Data analysis includes analysis of validity, effectiveness and media attractiveness. The validation results illustrate that the augmented reality-based picture storybook media is very valid, with a percentage of 89.5% for media expert validation, 91% for material expert validation, and 90% for language expert validation. In the effectiveness test, the teacher's response showed a percentage of 100%, which means it was very effective. Meanwhile, the attractiveness test through student responses also showed a percentage of 100%, which is included in the very attractive category. The reliability of student responses was calculated using SPSS with a Cronbach alpha value of 0.773. Based on the results of the analysis, it can be concluded that the augmented reality-based picture story book media developed is suitable for use as a learning medium to increase the desire for reading literacy in elementary school students. It is hoped that this media development will be able to provide positive assistance in efforts to improve the quality of learning and students' literacy skills.

The Use of Picture Story Method in Character Building for Reading in 5-6 Years Old Children at PAUD Setia Pontianak

This research aims to describe the use of the illustrated story method in forming characters who love reading in children aged 5-6 years at PAUD Setia Pontianak. The research method used is a descriptive method in the form of qualitative research. The subjects in the research were teachers and early childhood children on Jalan Parit Pangeran Gang Keto, Siantan Hulu, North Pontianak District, Pontianak City. The data collection techniques used in this research were participant observation, interviews and documentation. The results of the research show that: 1. Preparation for using the picture story method in forming characters who like to read in children aged 5-6 years at PAUD Setia Pontianak. Preparation is carried out by preparing the RPPH first and then determining the theme of the picture story book. 2. Implementation of the use of the picture story method in forming characters who like to read in children aged 5-6 years at PAUD Setia Pontianak, the teacher tells stories in front of the class while carrying a picture story book. 3. Evaluation of the use of the picture story method in forming the character of reading in children aged 5-6 years at PAUD Setia Pontianak to determine the level of achievement of children's development in the form of notes used to measure the level of children's success, namely written reports, checklists and portfolios in the form of notes regarding children's behavior when listening to stories written factually and truthfully. The researcher suggests that teachers preparing story books should be prepared more carefully and the selection should be more precise. The implementation of using the picture story book method should not be like lecturing. The atmosphere when telling stories can be brought into the story so that it is more enjoyable. Evaluations should be more varied to make it easier for teachers to assess. child. The implications of using the picture story method using books in forming characters who like to read in 5-6 year olds at PAUD Setia Pontianak. Teachers can apply the picture story method using books which is more exciting so that children will be happier when they hear the stories being told.

PENGEMBANGAN MEDIA PEMBELAJARAN BUKU CERITA BERGAMBAR DIGITAL BERBASIS KEARIFAN LOKAL MATERI SEJARAH BERDIRINYA KERAJAAN PANJALU MATERI IPS UNTUK PESERTA DIDIK KELAS 4 SDN MOJOROTO 4

This research is based on the results of observations and interviews, that thelearning media used by teachers in delivering the material does not helpstudents understand the material. In delivering material the teacher uses theStudent Handbook. This makes students less interested in reading the materialin the student handbook. The aim of this research is (1) to determine the validityof the digital picture story book learning media for the History of the PanjaluKingdom class 4 at SDN Mojoroto 4 (2) to find out the practicality of the digitalpicture story book learning media for the History of the Panjalu Kingdom forclass 4 at SDN Mojoroto 4 ( 3) to determine the effectiveness of digital picturestorybook learning media for class 4 Panjalu Kingdom History material at SDNMojoroto 4. This research uses Research and Development (R&D)development research. The development model used in this research is theADDIE model. The results obtained were that the digital picture story booklearning media got a validity percentage of 96.6% from media experts in thevery valid category, then got a percentage from material experts of 80% in thevalid category, and the practicality test from learning experts was 80% in thepractical category and 90 .95% through student responses. So it can beconcluded that the digital picture story book learning media is declared valid,practical, effective and can be used by teachers in the learning process

Bridging a Gap in Coherence: The Coordination of Comprehension Processes When Viewing Visual Narratives.

Scene Perception and Event Comprehension Theory (SPECT) posits that understanding picture stories depends upon a coordination of two processes: (1) integrating new information into the current event model that is coherent with it (i.e., mapping) and (2) segmenting experiences into distinct event models (i.e., shifting). In two experiments, we investigated competing hypotheses regarding how viewers coordinate the mapping process of bridging inference generation and the shifting process of event segmentation by manipulating the presence/absence of Bridging Action pictures (i.e., creating coherence gaps) in wordless picture stories. The Computational Effort Hypothesis says that experiencing a coherence gap prompts event segmentation and the additional computational effort to generate bridging inferences. Thus, it predicted a positive relationship between event segmentation and explanations when Bridging Actions were absent. Alternatively, the Coherence Gap Resolution Hypothesis says that experiencing a coherence gap prompt generating a bridging inference to close the gap, which obviates segmentation. Thus, it predicted a negative relationship between event segmentation and the production of explanations. Replicating prior work, viewers were more likely to segment and generate explanations when Bridging Action pictures were absent than when they were present. Crucially, the relationship between explanations and segmentation was negative when Bridging Action pictures were absent, consistent with the Coherence Gap Resolution Hypothesis. Unexpectedly, the relationship was positive when Bridging Actions were present. The results are consistent with SPECT's assumption that mapping and shifting processes are coordinated, but how they are coordinated depends upon the experience of a coherence gap.

Social Cognition in Parkinson's Disease after Focused Ultrasound Subthalamotomy: A Controlled Study.

Social cognition (SC) encompasses a set of cognitive functions that enable individuals to understand and respond appropriately to social interactions. Although focused ultrasound subthalamotomy (FUS-STN) effectively treats Parkinson's disease (PD) clinical motor features, its impact and safety on cognitive-behavioral interactions/interpersonal awareness are unknown. This study investigated the effects of unilateral FUS-STN on facial emotion recognition (FER) and affective and cognitive theory of mind (ToM) in PD patients from a randomized sham-controlled trial (NCT03454425). Subjects performed SC evaluation before and 4 months after the procedure while still under blind assessment conditions. The SC assessment included the Karolinska Directed Emotional Faces task for FER, the Reading the Mind in the Eyes (RME) test for affective ToM, and The Theory of Mind Picture Stories Task (ToM PST) (order, questions, and total score) for cognitive ToM. The active treatment group showed anecdotal-to-moderate evidence of no worsening in SC after FUS-STN. Anecdotal evidence for an improvement was recognized in the SC score changes, from baseline to post-treatment, for the active treatment group compared with sham for the RME, ToM PST order, ToM PST total, FER total, and recognition of fear, disgust, and anger. This study provides the first evidence that unilateral FUS-STN does not impair social cognitive abilities, indicating that it can be considered a safe treatment approach for this domain in PD patients. Furthermore, the results suggest FUS-STN may even lead to some improvement in social cognitive outcomes, which should be considered as a preliminary finding requiring further investigation with larger samples sizes. © 2024 International Parkinson and Movement Disorder Society.

Narrative Discourse Performance in Traumatic Brain Injury: Does Story Comprehension Predict Story Retelling?

Little is known about the relationship between discourse comprehension and production in traumatic brain injury (TBI), especially for spoken language. This study examined to what extent narrative discourse comprehension accounts for narrative discourse production outcomes (story grammar, story completeness). A secondary aim was to provisionally test an assumption of a discourse model, the structure building framework (SBF), that discourse comprehension and production share cognitive processes by investigating the strength of the relationship between them. Twenty-one individuals with TBI completed story comprehension and story retelling tasks. Discourse measures included the Discourse Comprehension Test, a picture story comprehension task, story grammar, and story completeness. Correlational and multiple regression analyses were performed using comprehension measures as predictors for production measures. There were significant moderate-to-large correlations between all comprehension and production measures. Comprehension measures approached but did not reach significance for predicting story grammar performance but strongly predicted story completeness outcomes. The story comprehension measures likely tapped content aspects of discourse more so than organization. Results provided support for a link between content-focused discourse comprehension measures and discourse production outcomes, which may have clinical implications for approaches to discourse intervention. Findings were interpreted as providing preliminary support for the SBF's claim that discourse production deploys the same processes involved in discourse comprehension. https://doi.org/10.23641/asha.26338045.

Upaya Peningkatan Kemampuan Literasi melalui Buku Cerita Bergambar Berbasis Kearifan Lokal untuk Siswa Kelas II SD

Purpose – This research aims to determine the characteristics, validity, practicality, and effectiveness of illustrated children's story books based on local wisdom to improve the basic literacy skills of reading and writing in class II elementary school students.Method – This type of research is development (Research and Development). The data collected is in the form of validity, practicality, and effectiveness data. The research instruments used include questionnaires and tests. Validation sheets are used to collect data about the validity of the book. Response questionnaires are used to collect data about teacher responses to measure the practicality of books, Question Instruments are used to collect data about students' reading and writing skills to measure the effectiveness of books. Data was analyzed quantitatively descriptively.Findings – The results of this research show that the product developed is categorized as very valid both in terms of content, graphics, presentation, and language, this is proven by a CV value of 1. The product in the form of the story book "Ready Selem" is categorized as practical. In general, the practicality value of the interest aspect received a score of 24.8 which was categorized as very good, the material presentation aspect received a score of 24.4 which was categorized as very good, and the language aspect received a score of 24.5 which was categorized as very good. In general, the average practicality score is 24.5 in the very practical category. Research Implications – The story book product "Ready Selem" is categorized as effective. This can be seen from the increase in the score obtained before being given the picture story book media compared to after being given the picture story book to class II students at SD Negeri 1 Jatiluwih, with a significant value.

Picture Story Media to Improve Reading Ability in 2nd grade students at SD Gajah Mada

Picture Story Media to Improve Reading Ability in 2nd grade students at SD Gajah Mada

Training on creating learning media for handling of disaster mitigation for elementary school teachers

Background: Indonesia is known as a disaster-prone country, the total amount of damage due to disasters is said to be the fourth largest in the world. The impact of global warming results in very high rainfall and large-scale damage. Apart from weather disasters, a number of damages also occur due to geological disasters. To stop disaster damage in the long term, it is important to create sustainable communities. It is important not to separate the environment and disaster prevention, but to learn about the nature that sometimes threatens us just as we learn about the nature around us. Under these conditions, until now Indonesia has not included practical disaster education in the learning curriculum, because it is considered important to include disaster management training in school communities. Because of this, disaster management methods were tested in Japan, tested in elementary schools in the city of Mataram, Indonesia. This research aims to evaluate whether adapting traditional Japanese educational methods such as "exploring the environment (Machitanken)" and "picture story performances (Kamishibai)", and presentations (hapyoukai) are adapted to local conditions. existing policies in Indonesia, can be applied in Indonesia. Methods: This research was conducted in the city of Mataram, carried out for one year via Zoom, involving 7 elementary school teachers, one middle school teacher, three lecturers. Findings: The participants were given knowledge about how to provide disaster education. Conclusion: To further strengthen teachers' abilities and skills in teaching about disasters, teachers were given training for 6 months via Zoom and for one week in Kitakyushu City to make teaching materials. Novelty/Originality of this Study: The novelty of this study lies in its implementation of disaster mitigation education for elementary school teachers in Mataram using traditional Japanese methods such as Machitanken and Kamishibai. This approach is unique as it integrates cultural techniques from Japan into the Indonesian educational context, aiming to enhance teachers' ability to educate students on disaster preparedness in a practical and engaging manner.

Speech Act Theory in Visual Narratives: An Analysis of Communication through Sequential Art

An increasing curiosity in communication through visual narratives has been observed in recent years in multidisciplinary research. This paper focuses on how speech act theory plays a role in visual linguistics through the analysis of a few selected visual narratives. With the help of a content analysis methodology, this paper focuses on qualitative research by analysing the data through the speech act theory present in the visual narratives. It demonstrates its intent through a few carefully chosen visual narratives, ‘Hada Bhoda’ Accepted: 20 June 2024 Orcid https://orcid.org/0009-0006-5771-6941 Cite Chattopadhyay, P. (2024). Speech act theory in visual narratives: An analysis of communication through sequential art. Gipan, 6(1), 119–133. https://doi.org/10.3126/gipan.v6i1. ...... Introduction and ‘Doraemon’ from two different cultures, Bengali and Japanese respectively. The study indicates how picture stories serve as a type of speaking act, transmitting meaning in the conversations present in the visual narratives and also prompting responses from viewers. It is possible to have a greater knowledge of the communication dynamics, intentionality, and impacts of language and speech within the visual narratives by analysing locutionary, illocutionary and perlocutionary acts in the picture stories.

Penerapan Media Cerita Bergambar Untuk Meningkatkan Kemampuan Membaca Pemahaman Pada Pelajaran Bahasa Indonesia

This research aims to improve reading comprehension skills using picture story media in class III students. This research is Classroom Action Research (PTK) which is designed to help teachers find and solve problems during the classroom learning process. This classroom action research was carried out in two cycles, with research subjects consisting of 33 class III students. Data collection techniques are observation and tests. The data analysis technique uses quantitative data analysis. The results of research using picture story media for two cycles, the average value of the test results has increased. In cycle I, the first meeting achieved a score of 57% and in the second meeting 63% with the category not yet reaching the KKM and in cycle II there was an increase. The score at the first meeting was 69% and at the second meeting it increased by 100%. This shows that improving reading comprehension skills using picture story media in Indonesian language subjects can be applied further to improve student learning achievement.

Building Children's Social Skills Through Picture Story Books

This research explains the role of picture books in developing children's social skills. Through a careful literature review, this research identified several key aspects, ranging from understanding social skills to practical strategies for incorporating picture books into children's education. Reading picture books can develop children's social skills such as empathy, critical thinking skills, communication, cooperation and tolerance. Picture books allow children to feel like they will act out emotions as characters in the story., understand the plot of the story, identify problems and find solutions, and learn about cooperation and respecting differences. Practical strategies such as reading aloud, using stories as starting points for conversations, and using stories as examples to resolve conflicts can help maximize the benefits of picture books for children's learning. Incorporating picture books into a child's education helps children develop social skills that are important for life success while providing a fun and meaningful learning experience for early childhood.

Causal Relations and Cohesive Strategies in the Narratives of Heritage Speakers of Russian in Their Two Languages

Causal relations allow a very detailed insight into the narrative skills of children from various backgrounds; however, their contribution has not been sufficiently studied in bilingual populations. The present study examines the expression of causal relations and the linguistic forms used to encode them in narratives of bilingual children speaking Russian as the Heritage Language (HL) and Hebrew as the Societal Language (SL). Narratives were collected from 21 typically developing Russian–Hebrew bilingual children using the Frog story picture book and were coded for frequency and type of episodic components, and for causal relations focusing on enabling and motivational relations. Results showed that the number of episodic components was higher in Hebrew than in Russian. An in-depth analysis showed that more components were mentioned in the first five episodes, particularly at the onset of the story. Causal relations were similar in both languages but were differently distributed across the languages—more enabling relations in Russian stories and more motivational relations in Hebrew stories. Production of episodic components and causal relations was affected by language proficiency but not by age of onset of bilingualism (AoB). In terms of language forms, lexical chains (e.g., search~find) were the most frequent means for inferring relations. Syntactic and referential cohesion were used in dedicated episodes to convey relations in both languages. Finally, a higher number of significant correlations between narrative productivity measures, episodic components, and causal relations were found in SL/Hebrew than in HL/Russian. The study results underscore the need to understand how language-specific abilities interact with knowledge of narrative discourse construction.

Pengaruh Seks Edukasi terhadap Kekerasan Seksual pada Anak Usia Dini: Literature Review

Sexual violence is a serious threat that often makes children victims, especially young children. Children are included in a vulnerable group, so children must receive special protection for their physical and mental needs. One of them is protection from the threat of sexual violence. Based on the data obtained, the number of incidents of sexual violence against children in Indonesia continues to increase, even though various efforts have been made by the government. One effort that can be made by parents and educators is by providing sex education. The aim of the research is to analyze and examine journals related to the influence of sex education on sexual violence in early childhood. This research is a quantitative research with a literature review method using the Google Scholar and PubMed databases, study year 2018-2022 using JBI critical appraisal with a Quasi- experimental study based on PRISMA and the number of articles accepted was (n=8). The results of the research show that various sexual education methods such as modified engklek games, picture stories, audio visuals, picture books, songs, snakes and ladders media, busy books, and role play methods can influence and increase children's knowledge of preventing sexual violence.

Building Children's Social Skills Through Picture Story Books

Building Children's Social Skills Through Picture Story Books

DEVELOPMENT OF MATHEMATICS PICTURE STORY BOOK ON FRACTION MATERIAL FOR GRADE IV ELEMENTARY SCHOOL STUDENTS

Mathematics picture story books are learning media that can help students learn mathematics content both independently or through active interaction in the classroom. This study aims to develop learning media for mathematics picture story books on Fraction material and determine its feasibility for grade IV elementary school students. This research is an R&D research with ADDIE model which consists of stages 1) analyze, 2) design, 3) development, 4) implementation, and 5) evaluate. The subjects in this study were 40 fourth grade students at SD Negeri 318 Maluku Tengah, SD Negeri 254 Maluku Tengah and SD Kristen Tiouw. Before being tested, this book was first validated by material experts and media experts. This research produces a product in the form of illustrated storybooks as a medium for learning mathematics on Fraction material. Based on the assessment of material experts get a validity percentage of 89% category "Very Valid" while the assessment of media expert validators get a validity percentage of 92% category "Very Valid" to be used in grade IV elementary students. Based on the response of students, it gives a practicality value of 93.86% in the "Very Practical" category for picture storybook media products. Based on the test results, the average student score is 71.77 and it is above the Minimum Completeness Criteria, meaning that the picture story book is considered "very effective" to be used publicly. Because it meets all the criteria, the picture story book is said to be "very feasible" to use. This picture story book can help students improve learning outcomes and foster student curiosity so as to increase understanding and reasoning about mathematics, especially fraction material

Enhancing Early Childhood Educator's Digital Competencies through AI-Powered Learning Modules (AI-PEL) Training Program

Purpose – Digital skills among educators are becoming increasingly important and essential for creating interactive and relevant learning experiences. However, many teachers are still unprepared to fully integrate technology into their teaching and need to improve their understanding of AI technology to support the learning process. This study aims to determine the effectiveness of improving the digital skills of early childhood education (ECE) teachers through AI-Powered Learning Modules (AI-PEL) training. Design/methods/approach – This research employs a quantitative approach with a quasi-experimental method to evaluate the effectiveness of AI-Powered Learning Modules (AI-PEL) training for Early Childhood Education (ECE) teachers in the Tumpang Sub-district. Purposive sampling was used to select 80 ECE teachers who participated in the training. Data were collected through pre-tests and post-tests. Data analysis involved descriptive statistics using SPSS 17.0, including the Kolmogorov-Smirnov test for normality, Cronbach's Alpha for reliability, and Independent t-tests to compare group means. Findings – This study found a significant improvement in the digital skills of ECE teachers in the Tumpang Sub-district after the AI-PEL training. Initially, the teachers struggled with technology integration, but after the training, their skills and understanding of digital tools improved. Evidence shows that 68 out of 80 participants successfully created teaching modules and picture stories using AI technologies such as Chat GPT, Gemini, DeepL, and Bing Image Creator within the specified deadline. Research implications/limitations – This finding highlights the importance of improving digital skills among teachers, as it enhances their teaching effectiveness and positively impacts students' learning experiences and outcomes. This fosters an engaging, interactive, and effective learning environment in the 21st century. Practical implications – This research emphasizes the importance of supporting strategies such as developing digital learning modules, continuous mentoring, and integrating technology into the ECE curriculum. Partnerships with stakeholders are also crucial to ensuring the sustainability and effectiveness of the AI-Powered Learning Modules (AI-PEL) Training Program. These measures are essential for improving teachers' digital skills and the overall quality of teacher education in the 21st century. Originality/value – This research highlights that early childhood teachers can develop more creative and effective teaching methods with good digital skills. Ultimately, this will improve the quality of early childhood education for the 21st century. Paper type Research paper

Increasing Students' Interest in Reading Through Picture Story Media in Play Group Harapan District, Mandor District, Landak Regency, Indonesia

This research aims: 1). To increase students' interest in reading through the media of Picture Stories at KB Harapan, Mandor District, Landak Regency. 2). To determine the use of picture story media in increasing children's interest in reading at KB Harapan, Mandor District, Landak Regency. Based on the research results, the media of illustrated stories can increase students' interest in reading in group B KB Harapan, Mandor District, Landak Regency. It was indicated by the increase in children's interest in reading and learning activities using picture story media in group B KB Harapan, Mandor District, Landak Regency. The use of picture story media can increase students' interest in reading. It was shown by the increase in the percentage of children's interest in reading from pre-cycle to cycle II, which has experienced an excellent increase. In the pre-cycle initial conditions, the good category received a total percentage of 52.38%, and in the first cycle, it was 71.42%, which was the total percentage of the good category. In the second cycle, 85.71% of the students were in the excellent category and had succeeded in achieving the target the author wanted, so using picture story media can increase students' interest in reading.

Application of Chain Writing Method to Improve Short Story Writing Skills in Grade VIII Students of SMP Negeri 16 Cimahi

This research aims to reveal the improvement in learning outcomes of short story texts using picture story books in class VIII students at SMP Negeri 16 Cimahi. The problem of this research is related to the use of the chain writing method in learning short story texts in class VIII of SMP Negeri 16 Cimahi. The research method used in this research is PTK (Classroom Action Research) or CAR (Classroom Action Research). Classroom Action Research is carried out in four stages, namely planning, implementing actions, observing and reflecting. This research was carried out at FFF Middle School, data collection techniques were carried out through direct observation in the classroom while teaching and learning activities were taking place. The results of the research show that there is an increase in student learning outcomes in learning short story texts using the chain fifth method. This is shown by an increase in the number of 31 students who took part in cycle I and cycle II. Each cycle experiences an increase in the pretest and posttest results. The increase in cycle I reached 19.35% and the increase in cycle II reached 51.3%. This increase made the writer feel that it was sufficient so that he did not continue with cycle III. In this way, the author concludes that picture story book media can improve the activities and learning outcomes of class VIII students at SMP Negeri 16 Cimahi.