Exploring the Use of Drawing Task to Enhance Students’ Reading Comprehension

DOI

10.2991/assehr.k.200306.002How to use a DOI?

Keywords

drawing task, reading comprehension task-based language teaching, TBLT

Abstract

This study explores the use of drawing task in the implementation of task-based language teaching to teach reading comprehension. The result reported here is a part of an experimental study which sought to look at the contribution of different task types on the students’ reading comprehension. One of the tasks was drawing task. This study involved one randomly selected class of the 10th year senior high school students in Padang (West Sumatera). The data were collected through reading test and observation. The result of the data showed that drawing task was the most successful task. It is indicated by the average score the students gained in the test; that is 95. The result of observation also revealed that drawing task was interesting for the students. There are some factors which may explain these findings. In addition to its attractive sense, Drawing Task offers more authenticity and creativity to the students to deal with their reading text and comprehension. This leads to high motivation and engagement in reading and doing the tasks. However, some challenges in Drawing Task implementation need to be taken into account such as preparation, task duration, and text types.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Doris Sukma
AU  - Yenni Rozimela
AU  - Ratmanida
PY  - 2020
DA  - 2020/03/11
TI  - Exploring the Use of Drawing Task to Enhance Students’ Reading Comprehension
BT  - Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019)
PB  - Atlantis Press
SP  - 7
EP  - 13
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200306.002
DO  - 10.2991/assehr.k.200306.002
ID  - Sukma2020
ER  -