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PARAPHRASING

ORIGINAL PARAPHRASING
Title of journals: Graphic novels are popular as innovative
- Replacing traditional texts with teaching media in education across
graphic novels at EFL classrooms. disciplines such as English language
Basol, H. C., & Sarigul, E. (2012) teaching (Basol & Sarigul, 2012; Cook,
- Now I “ see ”: The impact of 2016), science and mathematics (Cooper,
graphic novels on reading Nesmith, & Schwarz, 2011), and business
comprehension in high school (Short, Randolph-Seng, & McKenny, 2013)
English classrooms. Cook, M. P.
(2016)
- Exploring graphic novels for
elementary science and
mathematics. Cooper, S., Nesmith,
S., & Schwarz, G. (2011)
- Graphic presentation: An empirical
examination of the graphic novel
approach to communicate business
concepts . Short, J. C., Randolph-
Seng, B., & McKenny, A. F. (2013).
Brozo, Moorman, & Meyer, 2014 Graphic novels as innovative teaching
Human beings are naturally visual learners. media provide visual image where people
Prior to the first writing systems, which are naturally visual learners (Brozo,
appeared about 5,000 years ago, our Moorman, & Meyer, 2014) which is highly
ancestors relied on visual learning for motivating (Ba, Aytan, & Demir, 2016) and
survival. Jump forward a few millennia, and multimodal text (Dallacqua, 2012; Jimenez
today’s youth have grown up in a highly & Meyer, 2016) which provide both visual
visual, highly technological environment. literacy and critical literacy (Dallacqua,
2012; Ba et al., 2016).
Ba, Aytan, & Demir, 2016
In fact, bringing graphic novels into the Comment:
classroom has been shown in multiple Graphic novels as innovative teaching
empirical studies to increase students’ media contain visual images
motivation to read graphic novels. accommodating the nature of human beings
who are basically visual learners to begin
Graphic novels can provide the motivation with (Brozo, Moorman, & Meyer, 2014).
for these reluctant and struggling readers to Furthermore, Ba, Aytan, & Demir (2016)
read establish the evidence that graphic novels
have shown to be able to engage students to
Dallacqua, 2012 read. Graphic novels have also been proven
Using graphic novels in classroom promotes to articulate multimodal text by blending
multimodality-the combination of two or images and printed text (Dallacqua, 2012;
more modes of communication by using Jimenez & Meyer, 2016) that provide both
mages and printed text to transfer visual and critical literacy (Dallacqua, 2012;
information. Graphic novels requires both Ba et al., 2016).
visual literacy and critical literacy, as
readers to take an active role in reading by
questioning the author’s motives and
analysing particular viewpoints.

Jimenez & Meyer, 2016


Traditionally, the focus in schools has been
on printed words; however, texts are
becoming increasingly multimodal (i.e.,
graphic novels).

Ba, Aytan, & Demir, 2016


Graphic novels help students to develop
reading skills in a comfortable way and
provide opportunities for developing higher
order thinking skills. To put it more
precisely.
Cook, 2016 Recent studies on the use of graphic novels
The students in both experimental groups in English Language Teaching (ELT) found
had significantly higher scores than those in that graphic novel can increase students’
the control group. In other words, both reading comprehension and motivation
groups with access to the graphic novel text (Cook, 2016)
performed better than their peers.
Moreover, the teachers believed that those
students who read the graphic novel
adaptation were considerably more engaged
than those who read the traditional version.

Wong et al., 2016 Providing fewer words and more pictures


Graphic novels may enhance reading (Wong et al., 2016), graphic novels called
comprehension skills owing to fewer words, as multimedia or multimodal text which can
more pictures, and an engaging storyline. help students learn better through text and
Previous research has shown that students picture rather than only use text in reading
generally learn better when they read text comprehension (Cook, 2016)
associated with pictures as opposed to
reading pure text.

Cook, 2016
In line with the previous question,
responses were positive, ranging from
surface-level statements lacking detail (e.g.,
“It is
better than the novel” and “I just seemed to
comprehend it better”) to more specific
comments describing perceived benefits
from the graphic adaptation. A 12th grade
female student stated, “I enjoyed it. It gave
me a clear visual image of what was
happening over the text.” Additional
students mentioned the images by offering
responses such as “You could see how the
characters looked” (10th grade male), and
“With the graphic novel, I actually have
images rather than imagining it myself”
(12th grade male). Another similar
response pointed to the images as beneficial
because they were to the point, and the
traditional text was difficult to identify the
point.
Iftanti, 2012 Connected with the level of reading
Although the EFL students have positive motivation and reading comprehension of
beliefs that reading English can improve Indonesian people which is still low and
their English skills and knowledge and can have not good reading habit (Iftanti, 2012),
support their future career and academic graphic novels may be used as innovative
success, most of them are indicated not to media to increase students’ reading
have good English reading habits. This is motivation and comprehension.
proved by the fact that they do not always
read English everyday which means that
reading English practices is not their
habitual activity. The reasons for not having
regular Eng- lish reading practices are that
they do not understand the content of the
text in English and encounter a lot of
unfamiliar words that obstruct reading
comprehension.