THE ROLE OF COURSEBOOKS WITH PICTURES TO IMPROVE STUDENTS

READING SKILL IN ELEMENTARY SCHOOL

Dimas Iqamatussunnah
[email protected]

Indah Meilanti
[email protected]

Abstract: Reading skills in elementary schools are the foundation or basis for
determining student learning success. Reading is one type of receptive written
language skills. Because by reading someone will get information, gain knowledge
and knowledge and new experiences. Learning success in the learning process at
school is largely determined by the mastery of reading skills at an early stage.
Preliminary reading which is carried out in elementary school is so that students can
read simple words and sentences fluently and accurately. For this reason, teachers
need to apply interesting learning strategies to be able to attract students to be active
and creative in participating in learning activities, especially in reading letters. But
unfortunately, the reading skills of elementary school students in Indonesia tend to be
low. The results of the EGRA research show that 50% of the 4323 grade III SD
students in Indonesia can read (literate), but of this number only half really
understand what be read. Based on this fact, an effort is needed to improve the
reading skills of elementary school students in Indonesia. One of the efforts that can
be made to improve reading skills of elementary school students is by changing
coursebooks from ordinary, boring to interesting and colorful pictures made as
attractive as possible so that students are interested and can motivate students to read
them. Through learning books that attract students' reading skills to improve.
Keywords: Improve, Reading skill, Elementary School

INTRODUCTION
Reading is an activity undertaken to obtain information, gain knowledge and new
experiences. Reading is also an important skill required for success in all subjects, therefore it
is a must for readingcreated (Kartikasari, 2018).
Reading activities are also an effort to understand the information conveyed through
written symbols (Nurgiyantoro, 2010). However, reading activity is a unique and complex
activity, so that a person cannot do it without learning it, especially in elementary school age
children. The problem that is often faced by elementary school age children in reading is in
the implementation of teaching reading, teachers are often faced with children who have
difficulty reading, both with regard to letters, syllables, words, simple sentences, and the
inability of children to understand the content of the reading.
According to Jose, G. R., & Raja, B. (2011) humans take longer to read unrelated
letters than to read the letters that make up a word. Reading is a very important skill, so
reading skills are taught at all levels of education starting from Elementary School (SD) to
higher education. Preliminary reading learning is shown for students in the early grades,
namely I, II, and III, for the upper class, namely grades IV, V and VI, is learning reading
comprehension or advanced (Sepyanda, 2017).
According to Tarigan in (Tanggulungan, 2014) the most important first step in
learning to read the beginning is how to attract students' interest and attention so that they
feel interested in textbooks and want to learn on their own without feeling forced to do so.
Storytelling with book media is an effective stimulation for children, and by reading stories,
teachers can provide effective examples for children how reading activities should be done.
Indirectly, children get examples of people who love and are good at reading from what they
see. If you often get examples, your child's reading interest will grow voluntarily. Children
will also learn to identify written symbols in words and in sentences. Ismail, H., Syahruzah,
JK, & Basuki, B. (2017) Textbooks with very or interestingly drawn pictures are suitable to
be applied to grades I and II of elementary school in an effort to improve early reading skills,
according to Piaget's theory in (Irdawati) , 2013: 3) elementary school age children are at the
concrete operational stage. Picture textbooks with striking colors and attractive pictures will
stimulate children to read and also arouse their curiosity.
Reading is taught since in basic education, starting from reading the beginning of
what students learn in low grades (grades 1, 2, and 3) and further reading what students learn
in high grades (grades 4, 5, and 6). Reading skills in elementary schools are the foundation or
basis for determining the success of student learning at the next level. But in reality, the
reading skills of elementary school students in Indonesia have a low tendency. This is due to
several factors, namely students are less active in participating in learning activities, this is
because students are not ready to accept learning, as well as a lack of good interaction with
the teacher, besides that the learning carried out by the teacher is not suitable and does not
use media or props. so that students tend to feel bored and less motivated in participating in
learning. The picture story books in the classroom are not used properly, even though these
picture story books can be used to attract students' attention in participating in learning,
especially reading.
Coursebooks are able to shape students in achieving independent learning patterns,
students are expected to be able to master the subject matter delivered by educators, besides
that students are also expected to be able to solve problems on the problems. The questions
contained in the textbook are used as practice questions for students. In connection with
student learning behavior, of course, previously will be driven by great curiosity for
something either in the form of a compelling urge or naturally, this impulse will emerge
either from outside the individual or from within the individual such as motivation to learn.
the function of textbooks for beginner students is to recognize, remember, and apply the
knowledge being taught. Included in improving students' reading skills can use coursebooks.

LITERATURE REVIEW
Practice of teaching English to the formal institution started long before the
Indonesian independence along with the replacement of Dutch with English as the primary
subject (Noss in Ghozali, 2018). It was in 1994 that the government started giving permission
to elementary schools to introduce English as a subject. The policy of introducing English to
our elementary school children has been a wise thought although there are numerous
constraints and difficulties constantly face (Supriyanti, 2012), including in the selection and
delivery of teaching materials.
Materials can refer to any type of instruments which facilitates language learning,
especially English. Gray cited in Solhi (2020) defines materials as anything used in teaching
to aid English learners, including coursebooks, practice books, handouts, visual/auditory CDs
or cassettes, or newspapers. In total, they refer to anything which informs and present about
the English being acquired. In fact, today’s materials provide English learners with complete
learning packages and they have made the classroom activities more effective than before
(Littlejohn in Solhi, 2020). A dynamic English lesson results from a co-production by the
teacher and the learners in interaction with materials (Allwright in Solhi, 2020).
On other side, English is also known as the local content subject which is not
nationally tested and the curriculum of which is only provided for the fourth up to the sixth
grade, from the first to the third, no national curriculum is available. However, Dulay, Burt,
and Krashen cited in Ghozali (2018) state the Literatures from second language acquisition
also confirms that providing L2 exposure earlier would be better than when they have to wait
until puberty. Therefore, starting the teaching of English since first grade will not be a
problems as long as the school can afford the facilities needed, and maintains three
fundamental entities of teaching-learning experience: students, teacher, and instructional
materials (Crewe, 2011).
Coursebooks, as the most commonly used and recognized instructional materials, and
teaching tools, possess a facilitating and prime role in foreign language education (Sercu in
Solhi, 2020). According to Jamaludin in Rostika (2016), textbooks are infrastructure for a
number of sciences that are ready to use to create conditions and an active learning
atmosphere. Coursebooks are a source of knowledge in them (Widodo in Rostika, 2016).
They generally offer structured content in a uniform format for ready implementation (Solhi,
2020). And an equipment for students to review their knowledge (Hutchinson and Torres in
Karsudianto, 2019). It is considered as a record for the measurement of what has been taught
by the teachers as well. As such, they are a primary resource and central element for use in
teaching-learning encounters, not only in school settings but frequently also in tertiary-level
English contexts.
Coursebook can give an authority on the teacher to mediate the learning and teaching
contents, and it also provides the students with quantifiable record to learn. For teacher, a
course book may serve as a form of teacher training which provides ideas on how to plan and
teach lessons (Widyaningrum, 2019). In other words, coursebooks are important sources for
teaching.
Coursebooks become common learning materials that teachers use as their guidance
to teach the students. Very often, coursebooks becomes the only material that teachers use in
the classroom. Christenbury and Kelly in Karsudianto (2019) state that almost all educational
systems depends on coursebooks use world wide, but that is not because of how great the
course-books are written. Teachers and students have to ensure that they use coursebooks
wisely since too much reliance on them does not broaden the mind, on the contrary, it will
limit it. Because course-books just supply the core of a course, they do not cover all the
students' needs and teachers’ creativity (Karsudianto, 2019). Thus, teachers should use
course-books wisely and enhance the teaching learning process with supplementary materials
to encourage the students, and improve students Reading skill.
Reading is a lifelong skill to be used both at school and throughout life. According to
Anderson, Hiebert, Scott, & Wilkinson in Küçükoğlu's article (2013), reading is a basic life
skill. It is a cornerstone for a child's success in school and indeed throughout life. Without the
ability to read well, opportunities for personal fulfilment and job success inevitably will be
lost. Despite its importance, reading is one of the most challenging areas in the education
system.
People have different ability and skills. In the context of the acquisition of language
skills, especially reading skills, students can master a certain type of skills when they always
practice his skills (Sugianto, 2019). Practicing these skills can be carried out from an early
childhood. A lot of skills are generated, for example, storytelling skills, poetry reading skills,
speech skills, etc. Gillet cited in Sugianto (2019), suggest that reading is one of the main
abilities of all aspects of the language. The raw materials in reading are sounds, words,
sentences, and incentive communications are mostly the same as languages.
Furthermore, people who currently use all language terms recognize that reading is a
language skill and should be taught, as it is very meaningful and related to all other aspects of
language proficiency, including speaking, listening, writing, and thinking (Gillet in Sugianto,
2019). Hodgson in Sugianto (2019) states that reading is one of the processes undertaken and
used by readers to obtain messages which would be conveyed by the author through the
medium of words or written language. Because, during the reading process, new information
is found, the reader continues to evaluate the background knowledge that is used to support
text comprehension (Kucher in Sugianto, 2019). Readers, however, do not build their
understanding only from what is already known. They also capitalize on the meanings and
relationships that have been discovered through their engagement with the text. Simply by
reading, the reader comes to see what was not previously seen.

METHOD
In this study, the authors used a descriptive qualitative method. Qualitative research is
a study aimed at describing and analyzing phenomena, events, social activities, attitudes,
beliefs, perceptions, thoughts of people individually or in groups. Several descriptions are
used to find principles and explanations that lead to drawing conclusions (Bachri, 2010).
Descriptive research is research that tries to describe and interpret something. Linarwati et al
(2016) explains that descriptive research is research designed to obtain information about the
status of a symptom when the research is conducted. Further explained, in descriptive
research there is no treatment given or controlled and there is no hypothesis testing as found
in experimental research. Therefore, qualitative descriptive research is a research method that
utilizes qualitative data and is described descriptively. This type of qualitative descriptive
research is often used to analyze social events, phenomena or circumstances.
The authors used a qualitative descriptive research method to identify the findings
discussed in a previous research article about the role of coursebooks for students reading
skills in elementary school published around 2010-2020. After searching and screening, data
was extracted from a sample of about 30 articles and examined to characterize the study
objectives. The reason of writer conducts this research is to find out the role of coursebooks
to improving students reading skill in elementary school. The writer collected the data, and
then she descriptively reported the findings. No statistical computation is employed in this
study.

RESULT AND DISCUSSION

1. Coursebooks
(Kusiak, 2020) states that "coursebooks are school books that contain materials that
have been selected regarding certain fields of study, in written form that meet certain
requirements in teaching and learning activities, arranged systematically to be assimilated."
Meanwhile, according to the Bookkeeping Center (2006) "courseboks are books that are used
as a guide for students at certain levels as instructional media, related to certain fields of
study."
From the two definitions, it can be concluded that textbooks are school books that are
used as a guide for students in learning at certain levels of education as a source of student
learning in exploring students' cognitive abilities which are expected to help students in
learning.
As educational books, text books play an important role in learning. With cousebooks,
learning programs can be carried out more regularly, because the teacher as the implementer
of education will receive clear material guidelines. And students will find it easier to
understand the material being taught and can broaden students' understanding coupled with
explanations from the teacher of related subjects. On the other hand, coursebooks can be seen
as a store of knowledge about various aspects of life, this is because the coursebooks have
been prepared in terms of completeness and presentation, they provide facilities for
independent study activities, both about their content and about how. The use of coursebooks
is very important in learning.
Coursebooks have many functions, purposes and uses or benefits in supporting the
learning process, there are several functions of coursebooks, namely the function of
coursebooks for teachers and for students.
a. Functions for teachers
The coursebook functions for teachers are as follows:
1) As a guideline to identify what students should be taught or learned.
This means that with textbooks the teacher has instructions when teaching, so that
learning does not deviate from the learning to be taught.
2) Knowing the order of presentation of teaching materials.
With the coursebook, a teacher will know the sequence of their teaching from easy
material to more difficult material, from narrow material to broader material.
3) Obtain teaching materials easily.
With textbooks, the teacher will know better what teaching materials or other learning
resources students need in certain materials. So that it can facilitate students'
understanding in receiving material delivery from the teacher.
b. Functions for students
The functions of coursebooks for students are as follows:
1) As a means of certainty about what they learn.
Coursebooks will help students to know what students will learn, so that students
will be better prepared when participating in learning.
2) Control tool to find out how much and how far they have mastered the subject
matter.
In the coursebooks, there are evaluation questions per chapter and every few
chapters as well as per-indicator exercises. This can be used as a tool to measure
students' abilities in mastering subject matter in terms of student cognitive.
3) Attracting students' attention with pictures.
Coursebooks, which are also equipped with pictures to clarify understanding of the
material, will attract the attention of students, especially for the elementary school
level, especially the low grade (I, II, III).
4) Fostering students' interest in reading.
With the existence of coursebooks, it is also hoped that it can foster reading interest
in Indonesian children, which is still very low, because with the coursebooks,
students will be able to find answers to the problems they face by reading these
books.
In addition to the function of these coursebooks, there are also purposes for holding
coursebooks for students, some of these goals are:
1. To increase students' attention and motivation to learn.
One of the goals of coursebooks is that students can be motivated in learning, they can
read what material they are going to learn first, so that when they are interested in a
material, they will be motivated to learn more about the material.
2. To improve student learning outcomes.
When students are motivated and enthusiastic in learning, student learning outcomes will
also increase.
3. So that learning becomes more varied.
The purpose of the next coursebook is to make learning more varied, the teacher can use
various methods and steps in the textbook, so that the teacher does not only use the
lecture method in learning and students no longer feel bored or bored when learning.
2. Learning Strategy Beginner Reading
Accordint to Kamalova, L. A., & Koletvinova, N. Y. D. (2016) states that the learning
strategy is a set of learning materials and procedures carried out together to produce learning
outcomes in students. This means that learning must be done by teachers and students so that
learning objectives can be achieved effectively and efficiently. Likewise, a teacher who
expects good results in the learning process will also apply a strategy to produce students
with the best learning achievement.
According (Nurhana, 2014) Strategies for improving reading skills are grouped into in
two groups, namely strategies that aim to improve recognition and fluent reading skills, and
strategies that aim to improve reading comprehension skills. In reading theory there are
several reading strategy models, including the following:
a. Bottom-Up Strategy
 This strategy is generally used in early grade learning, and is also used when
understanding texts that have a high level of difficulty. In teaching reading, it begins with
introducing the names and letter forms to students, also introducing letter combinations into
syllables and then into words and finally into a sentence. The method used is known as the
spelling method.
b. Top-Down Strategy
The top-down strategy is the opposite of the bottom-up strategy, the background
knowledge being a very important variable because here students learn to read at a high level.
In this model, the process begins with the idea that this understanding lies with the reader.
The purpose of this model is an activity that is to develop meaning and not to master
understanding of vocabulary.
c. Interactive Strategy
The interactive model combines elements of bottom-up and top-down models. The
assumption is that a pattern is synthesized on the basis of information provided
simultaneously from various sources of knowledge. According to (Bahri Ys, S., C., &
Rohiman, C. L. N. 2018) this interactive model is the most appropriate model to be applied
because this model is also the best description of what happens when reading. Therefore,
reading is actually a combination of bottom-up and top-down processes. From the reading
strategies described above, it can then be reduced to reading techniques or methods. The
following specifically discusses the introductory reading method:
a) Phonic Method
The phonic method is a method of pronouncing the sound of letters. In the context it
can be called the spelling method. This method is a conventional method that has been
applied for years, starting from when learning to read was carried out. In essence, this
method emphasizes the ability to synthesize a series of letters into meaningful words.
This can be seen from learning to read activities that start from introducing letters to
children separately or one by one and inviting children to mention the sound of the letters.
Furthermore, the letters introduced one by one are assembled into meaningful words. The
following example illustrates the phonic method,
among others:
1) B, A, L, O, N: the child is asked to name the voice of these letters,
2) b, a, l, o, n: the child is asked to name the sound of the small letters,
3) Furthermore, the child is asked to read a picture card with a balloon written on it,
4) The child is asked to name the objects starting with the letter B.
b. Basal readers
Basal readers or reading early is a series of reading activities that children do after
they recognize and understand various letter forms and various series of variations of
letter combinations into various words. This activity is carried out with the help of books,
beginning reading as is usually done in the early grades of elementary school. The
difficulty level of the book to read the beginning is adjusted to the grade level that moves
from grade 1 to grade 3 in elementary school. Furthermore, the content of the reading
starts from concrete concepts to abstract concepts, or familiar concepts to difficult and
abstract concepts.
 The purpose of early reading is to develop fluent reading skills with an emphasis on
enriching vocabulary, word recognition, and understanding words and their context. His
reading ability is strongly influenced by the child's ability in vocabulary. Therefore,
children who have limited vocabulary will have difficulty reading.
c. Distar method
The distar method is another form of pre-or basal readers. This program uses two
books which in the implementation focus on exercises and repetitions. The material
contained in the book includes language, mathematics, and reading. The reading
comprehension program using the standard method is carried out in the following steps:
1) students are divided into small groups,
2) the activity is carried out for 30 minutes and carried out 5 times a week,
3) the level of students' word mastery is evaluated by using a benchmark reference
assessment. If the child has not shown ability as expected, then the child put in a
special program.
3. Definition of Reading
According to (Hasanah, 2017), reading is a complex activity that requires a large
number of separate actions, including the use of understanding, delusion, observation, and
memory so that it is impossible for humans to read without moving their eyes and using their
thoughts. Reading is a complex activity that includes both physical and mental. Physical
activity related to reading is eye movement and visual acuity. Meanwhile, mental activity
includes memory and understanding. People can read well if they are able to see letters
clearly, are able to move their eyes swiftly, remember language symbols correctly, and have
sufficient reasoning to understand the reading.
4. Reading Ability
Reading skills are the basis for mastering variety field of study. Ability to pronounce
language by seeing or paying attention to pictures can be called the ability to speak by
reading pictures. This ability can also be called ability interpret or pronounce the language
implied in the picture. Before students can read (pronounce letters, sounds, or language
symbols) students first recognize letters. The ability to recognize letters can be done by
looking at and paying attention to the writing teacher. Word recognition includes the ability
to read words quickly and accurately without the aid of a dictionary. Literal understanding
includes the skills to understand words and understand the grouping of these words into
phrases, clauses, sentences, and paragraphs. In this literal understanding, students also try to
understand the teacher's intentions so that readers can make conclusions and provide
responses to the reading.
5. Purpose of Reading
The main purpose of reading is to seek and obtain information, including content, to
understand the meaning of the reading. The purpose of learning to read is so that students are
able to understand and voice simple sentences written with a reasonable intonation, students
can read simple words and sentences smoothly and precisely in a relatively short time. This is
in accordance with the Regulation of the Minister of National Education Number 22 of 2006
concerning Standard Content of Primary and Secondary Education Units in Indonesian for
grade 1 students containing KD:
 Read syllables and words aloud with pronunciation and correct intonation,
 Read aloud simple sentences with pronunciation right. Based on the basic competency,
the purpose of reading the beginning of grade 1 elementary school is so that students are
able to read aloud simple syllables, words and sentences with proper pronunciation and
intonation.
6. Interesting coursebooks that can improve students' reading skills
At elementary school age children begin to be introduced to letters, learn to spell
words and then learn to interpret these words in a sentence that has meaning. Now is the right
time to instill reading habits in children. However, students' reading interest is still low
because the coursebooks available in schools are less attractive. The coursebooks used in
schools are less colorful so they don't attract students' interest. Most coursebooks contain
reading texts with long sentences. It is better if students are motivated so that children like to
read both at school and at home.
After the children are able to read, they need to be given interesting reading material
so that they are able to arouse children's interest in reading books. Children's interest in
reading needs to be nurtured by providing books that are attractive and representative for
them child development so that reading interest will form reading habits.
One of the efforts to support reading in schools requires facilities, namely a library.
One of the right and easy-to-understand ways to teach students to read is with coursebooks
that are made interesting, namely with picture stories or picture books. By using coursebooks
with illustrated stories from the school library, students will be more enthusiastic in reading,
as well as train their imagination aboutthe reading.
According to Demirci, D., & Tavil, Z. M (2015) How to make coursebooks to be interesting,
namely:
 Understand the Criteria for a Good Textbook. Basically coursebooks are reference books
in learning.
 Write In Interesting and Informative Language.
 Create an attractive visual and appearance of the book.
 Arrange Material According to Student Needs.
According to Arum, T. & Abduh, M. (2018) in their research, the increase in students
who have reading skills is evidence that it turns out that the implementation of learning using
textbook media with pictorial stories is an effective way. This is evidenced by the existence
of changes, changes occur gradually starting from students who are less happy and just plain
with picture story books then students become happy using picture story books, less
interested in becoming interested and less attentive to attention. Using coursebooks with
pictorial stories in addition to attracting students' attention during learning can also convey
messages, the intent in the stories conveyed by the teacher, but specifically learning books
with pictorial stories mean the events that are told in the form of images to facilitate and
deepen students 'understanding of the learning material, and can minimize students' passive
attitudes and can clarify the message in the story.
According to ( Asri, 2013) stated that the enthusiasm of students in learning to read is
still low, the students look so bored, because the teacher only uses coursebooks in the class,
while the peket books only present story texts, which are mostly written and are not
accompanied by pictures, so students cannot imagine through the stories they read. So from
the results of the analysis of learning using coursebooks accompanied by pictures it
succeeded in improving students' reading skills.
But there are still some disadvantages of picture story books, namely, coursebooks
with pictorial stories cannot be used for all subjects, some coursebooks with picture stories in
class are written more than pictures, besides that there are pictures that are not color or black
and white , so that it makes students feel jealous of their other friends when they get a
colorful and good story book (Apriyani, L. A, & Robiasih, R. H. 2019).

Conclusion and Suggestion

There are several reasons why English language teaching has been less successful.
First, it is caused by the curriculum, teaching materials and teaching approaches including the
media used. Second, the teacher's activities in implementing the curriculum and learning
emphasize the completion of a program rather than mastery of a program so that students
know a lot but master little. Third, teaching English provides more knowledge about English
than training English speaking students. Therefore, it is necessary to take steps as an
alternative solution in solving educational problems, especially learning. The use of
coursebooks with pictures is expected to be able to make learning more effective and improve
student learning outcomes. Textbooks are school books that are used as a guide for students
in learning. As educational books, text books play an important role in learning. Coursebooks
have many functions, purposes, and uses or benefits in supporting the learning process for
students or teachers. So from the results of the analysis of learning using coursebooks
accompanied by pictures it succeeded in improving students' reading skills.
The author provides suggestions, for students, with the presence of coursebooks
equipped with pictures, it is hoped that they can explore and train their individual potential
skills in English subjects well, both oral and written. so as to practice all language skills,
namely listening, speaking, reading and writing.

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