Enhancing Reading Comprehension in Young Learners: A Study on The Effectiveness of The Graphic Novel “The Wizard of Oz”
Abstract
The purpose of this research was to assess the impact of using graphic novels for enriching reading comprehension among Year 6 upper primary pupils. The study involved 14 Year 6 pupils from a rural primary school in Sarawak as participants. Employing a mixed-methodology approach, the investigation focused on the effectiveness of the graphic novel "The Wizard of Oz" in enhancing reading comprehension for Year 6 pupils. Instruments such as pre-tests, post-tests, and questionnaires were utilized to gather comprehensive data. Preliminary findings indicate a positive impact on reading comprehension, supported by the significant increase in the post-test scores. The pupils' responses, gathered through questionnaires, provide valuable insights into their perceptions of the effectiveness of graphic novels in improving their reading comprehension skills.
References
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Hassett, D. D., & Schieble, M. B. (2007). Finding space and time for the visual in K-12 literacy instruction. English Journal, 97(1), 62. https://doi.org/10.2307/30047210
Implementation of CEFR in Malaysia: Teachers’ awareness and the... - UKM. (n.d.). Retrieved from http://journalarticle.ukm.my/12910/1/24273-85313-1-PB.pdf
Jennings, K. A., Rule, A. C., & Vander Zanden, S. M. (2014). Fifth graders’ enjoyment, interest, and comprehension of graphic novels compared to heavily-illustrated and traditional novels. International Electronic Journal of Elementary Education, 6(2), 257–274.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The Action Research Planner (3rd ed.). Geelong: Deakin University Press.
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Lloyd, A., Morgan, C., Lanning, J., Mustafa, R., Lacy, S. M., Breeze, W., Bruce, Y., & Gagich, M. (n.d.). 7.2 what are multimodal texts?. A Guide to Rhetoric Genre and Success in First-Year Writing. Retrieved from https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/7-2-what-is-multimodality/
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Mooney, M. (2002, November/December). Graphic novels: How they can work in libraries. The Book Report, 18-19.
Nurul Farehah, M. U., & Mohd Sallehhudin, A. A. (2018). Implementation of CEFR in Malaysia: Teacher’s awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. https://doi.org/10.17576-2018-2403-13
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Remillard, J. T., & Heck, D. J. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM, 46, 705-718.
Schwarz, G. E. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy, 46(3), 262–265. Retrieved from http://www.jstor.org/stable/40017133
Shehzad, M. W., Alghorbany, A., Lashari, S. A., Lashari, T. A., & Razzaq, S. (2019). The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach. Indonesian Journal of Applied Linguistics, 9(1), 177-187.
Smetana, L. (2010). Graphic novel gurus: Students with learning disabilities enjoying real literature. The California Reader, 44(1), 3–14.
Smith, E. (2018). Key issues in education and social justice. SAGE. Retrieved from https://us.sagepub.com/sites/default/files/upm-assets/93444_book_item_93444.pdf
Solikhah, I. (2018). Insufficient preparation of teaching reading: What should teacher challenge? IJOLTL: Indonesian Journal of Language Teaching and Linguistics, 3(3), 71–84. https://doi.org/10.30957/ijotl-tl.v3i3.499
Stein, D. S. (2009). The expanding discourse: Feminism and art in graphic novels. Studies in the Novel, 41(3), 294-313.
Sukumar, K. K. (2023, December 6). Waning reading habit a concern. New Straits Times. Retrieved March 30, 2024, from https://www.nst.com.my/opinion/letters/2023/12/986929/waning-reading-habit-concern
Tham, J. C., Burnham, K. D., Hocutt, D. L., Ranade, N., Misak, J., Duin, A. H., Pedersen, I., & Campbell, J. L. (2021). Metaphors, mental models, and multiplicity: Understanding student perception of digital literacy. Computers and Composition, 59, 102628. https://doi.org/10.1016/j.compcom.2021.102628
The CEFR-aligned curriculum: Perspectives of Malaysian Teachers. (n.d.). Retrieved from https://www.researchgate.net/publication/359207923_The_CEFR_Aligned_Curriculum_Perspectives_of_Malaysian_Teachers
Williams, R. M.-C. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 61(6), 13–19. https://doi.org/10.1080/00043125.2008.11652072
Yildirim, A. (2013). Using Graphic Novels in the Classroom. Dil ve Edebiyat Egitimi Dergisi, 2(8), 118-131. Retrieved from https://proxy.mau.se/login?url=https://www-proquestcom.proxy.mau.se/scholarly-journals/using-graphic-novelsclassroom/docview/1473653583/se-2
Airil Haimi Mohd, A. (2006). The link between cognitive development and language acquisition in the early years and implications for English language teaching in Malaysian classrooms. In K. Ariffin, M. R. Ismail, N. K. Leng, & R. A. Aziz (Eds.), English in the Malaysian context (pp. xx-xx). Selangor: University Publication Centre (UPENA), UITM.
Akmal, S., Dhivah, I., & Mulia, M. (2020). Investigating students’ interest on reading journal articles: Materials, reasons and strategies. Studies in English Language and Education, 7(1), 194-208.
Artieda, G. (2017). The role of L1 literacy and reading habits on the L2 achievement of adult learners of English as a Foreign Language. System, 66(1), 168-176. https://doi.org/10.1016/j.system.2017.03.020
Baird, Z. M., & Jackson, T. (2007). Got graphic novels? More than just superheroes in tights! Children and Libraries, 5(1), 5-7.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (Vol. 1, pp. 353-394). Longman.
Bakis, M. (2012). The graphic novel classroom: Powerful teaching and learning with images. Thousand Oaks, CA: Corwin.
Balan, S., Muawanah, U., Bendriss, R., Golkowska, K., & Ribqotul, M. (2019). The impact of extensive reading on critical thinking and vocabulary mastery of EFL learners. Journal of Language Teaching and Research, 10(1), 112-119.
Benevides, T., & Peterson, S. S. (2010). Literacy attitudes, habits and achievements of future teachers. Journal of Education for Teaching, 36(3), 291-302. https://doi.org/10.1080/02607476.2010.497375
Borneo Post Online. (2017, October 14). Malaysians Not Reading Enough Books. Retrieved from http://www.theborneopost.com/2017/10/14/malaysians-not-reading-enough-books/
Book reading culture wanes with rise of technology. (n.d.). The Sun Daily. Retrieved from https://www.thesundaily.my/local/book-reading-culture-wanes-with-rise-of-technology
Brenna, B. (2013). How graphic novels support reading comprehension strategy development in children. Literacy, 47(2), 88–94. https://doi.org/10.1111/j.1741-4369.2011.00655.x
The Star. (2023, May 21). Build a nation of readers. Retrieved from https://www.thestar.com.my/news/education/2023/05/21/build-a-nationof-readers
Cakici, D. (2016). The Use of ICT in Teaching English as a Foreign Language. Participatory Educational Research, 4, 73-77.
Common European Framework of Reference for Languages: Learning... (n.d.). Retrieved from https://rm.coe.int/16802fc1bf
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. Journal of Direct Instruction, 3(2), 137-149.
Chon, Y. V., & Kim, J. (2019). What if Learners Are Not Involved in Reading? Reading Ability and Reading Motivation of EFL Learners. English Teaching, 74(1), 75-94.
Don, Z. M., & Abdullah, M. H. (2019, May 22). The Reform of English Language Education in Malaysia - Free Malaysia Today. KPM - Utama. Retrieved from https://www.moe.gov.my/the-reform-of-english-language-education-in-malaysia-free-malaysia-today-22-mei-2019
Education GPS - Malaysia - Student Performance (PISA 2018). (n.d.). Retrieved from https://gpseducation.oecd.org/CountryProfile?primaryCountry=MYS&threshold=10&toc=PI
Fatiloro, O. F., Adesola, O. A., Hameed, B. A., & Adewumi, O. M. (2017). A Survey on the reading habits among Colleges of Education students in the information age. Journal of Education and Practice, 8(8), 106-110.
Getting started. What is Learning? (n.d.). Queen's University. Retrieved from https://www.queensu.ca/teachingandlearning/modules/students/04_what_is_learning.html
Gill, S. K. (2002). International communication: English language challenges for Malaysia. Serdang: Universiti Putra Malaysia Press.
GL Education. (n.d.). Reluctant readers: Why teachers are concerned about the rise of struggling and reluctant readers and what you can do to help. Retrieved from https://reports.gl-education.com/reluctant-readers/
Griffith, P. E. (2010). Graphic novels in the secondary classroom and school libraries. Journal of Adolescent & Adult Literacy, 54(3), 181–189. https://doi.org/10.1598/jaal.54.3.3
Gunning, T. G. (2016). Creating literacy instruction for all students (9th ed.). Pearson.
Hassan, I., Latiff Azmi, M. N., Muhamad, S. N., & Abdullah, A. T. H. (2021). Reading habits and their correlation with reading achievement among ESL learners in selected Malaysian secondary schools. Arab World English Journal (AWEJ), 12, 385–399. https://doi.org/10.24093/awej/vol12no3.27
Hassett, D. D., & Schieble, M. B. (2007). Finding space and time for the visual in K-12 literacy instruction. English Journal, 97(1), 62. https://doi.org/10.2307/30047210
Implementation of CEFR in Malaysia: Teachers’ awareness and the... - UKM. (n.d.). Retrieved from http://journalarticle.ukm.my/12910/1/24273-85313-1-PB.pdf
Jennings, K. A., Rule, A. C., & Vander Zanden, S. M. (2014). Fifth graders’ enjoyment, interest, and comprehension of graphic novels compared to heavily-illustrated and traditional novels. International Electronic Journal of Elementary Education, 6(2), 257–274.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The Action Research Planner (3rd ed.). Geelong: Deakin University Press.
Kemmis, S. (2009). Action research as a practice‐based practice. Educational Action Research, 17(3), 463-474. https://doi.org/10.1080/09650790903093284
Keyser, A. (2022, November 1). The importance of reading skills & why is reading important? WorksheetCloud. https://www.worksheetcloud.com/blog/why-is-reading-important/
Krashen, S. (2005, February). The “decline” of reading in America, poverty and access to books. Retrieved from http://www.sdkrashen.com/content/articles/decline_of_reading.pdf
Lloyd, A., Morgan, C., Lanning, J., Mustafa, R., Lacy, S. M., Breeze, W., Bruce, Y., & Gagich, M. (n.d.). 7.2 what are multimodal texts?. A Guide to Rhetoric Genre and Success in First-Year Writing. Retrieved from https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/7-2-what-is-multimodality/
McCombes, S. (2019). Correlational research. Scribbr. Retrieved from https://www.scribbr.com/methodology/correlational-research
Mooney, M. (2002, November/December). Graphic novels: How they can work in libraries. The Book Report, 18-19.
Nurul Farehah, M. U., & Mohd Sallehhudin, A. A. (2018). Implementation of CEFR in Malaysia: Teacher’s awareness and the challenges. 3L: The Southeast Asian Journal of English Language Studies, 24(3), 168-183. https://doi.org/10.17576-2018-2403-13
Pisa - Pisa - OECD. (n.d.). Retrieved from https://www.oecd.org/pisa/aboutpisa.htm
Plano Clark, V. L., & Ivankova, N. V. (2016). Mixed Methods Research: A Guide to the Field. Thousand Oaks, CA: SAGE Publications. https://doi.org/10.4135/9781483398341
Rani, T. (2017, June 14). Multimodality in Malaysian schools: The case for the graphic novel. Academia.edu. https://www.academia.edu/33471800/Multimodality_in_Malaysian_Schools_The_Case_for_the_Graphic_Novel
Remillard, J. T., & Heck, D. J. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM, 46, 705-718.
Schwarz, G. E. (2002). Graphic Novels for Multiple Literacies. Journal of Adolescent & Adult Literacy, 46(3), 262–265. Retrieved from http://www.jstor.org/stable/40017133
Shehzad, M. W., Alghorbany, A., Lashari, S. A., Lashari, T. A., & Razzaq, S. (2019). The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach. Indonesian Journal of Applied Linguistics, 9(1), 177-187.
Smetana, L. (2010). Graphic novel gurus: Students with learning disabilities enjoying real literature. The California Reader, 44(1), 3–14.
Smith, E. (2018). Key issues in education and social justice. SAGE. Retrieved from https://us.sagepub.com/sites/default/files/upm-assets/93444_book_item_93444.pdf
Solikhah, I. (2018). Insufficient preparation of teaching reading: What should teacher challenge? IJOLTL: Indonesian Journal of Language Teaching and Linguistics, 3(3), 71–84. https://doi.org/10.30957/ijotl-tl.v3i3.499
Stein, D. S. (2009). The expanding discourse: Feminism and art in graphic novels. Studies in the Novel, 41(3), 294-313.
Sukumar, K. K. (2023, December 6). Waning reading habit a concern. New Straits Times. Retrieved March 30, 2024, from https://www.nst.com.my/opinion/letters/2023/12/986929/waning-reading-habit-concern
Tham, J. C., Burnham, K. D., Hocutt, D. L., Ranade, N., Misak, J., Duin, A. H., Pedersen, I., & Campbell, J. L. (2021). Metaphors, mental models, and multiplicity: Understanding student perception of digital literacy. Computers and Composition, 59, 102628. https://doi.org/10.1016/j.compcom.2021.102628
The CEFR-aligned curriculum: Perspectives of Malaysian Teachers. (n.d.). Retrieved from https://www.researchgate.net/publication/359207923_The_CEFR_Aligned_Curriculum_Perspectives_of_Malaysian_Teachers
Williams, R. M.-C. (2008). Image, text, and story: Comics and graphic novels in the classroom. Art Education, 61(6), 13–19. https://doi.org/10.1080/00043125.2008.11652072
Yildirim, A. (2013). Using Graphic Novels in the Classroom. Dil ve Edebiyat Egitimi Dergisi, 2(8), 118-131. Retrieved from https://proxy.mau.se/login?url=https://www-proquestcom.proxy.mau.se/scholarly-journals/using-graphic-novelsclassroom/docview/1473653583/se-2
Published
2024-06-01
How to Cite
ANAK BUYAW, Odilia; ABDUL AZIZ, Azlina.
Enhancing Reading Comprehension in Young Learners: A Study on The Effectiveness of The Graphic Novel “The Wizard of Oz”.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 104-115, june 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/26791>. Date accessed: 22 mar. 2025.
Section
English Section
