Using genre based approach and comics to improve reading comprehension
Reading comprehension is an important skill on EFL teaching process, this skill represents understanding of text. This study conducted and action research to explore how the use of genrebased approach and comics encouraged 7th grader’s reading comprehensions skill in a public school in Monteria, Cor...
- Autores:
-
Rhenals Jiménez, María Alexandra
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
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- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/7973
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/7973
https://repositorio.unicordoba.edu.co/
- Palabra clave:
- Comprensión lectora
Enfoque basado en géneros
Cómics
Reading comprehension
Genre based approach
Comics
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2023
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Using genre based approach and comics to improve reading comprehension |
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Using genre based approach and comics to improve reading comprehension |
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Using genre based approach and comics to improve reading comprehension Comprensión lectora Enfoque basado en géneros Cómics Reading comprehension Genre based approach Comics |
| title_short |
Using genre based approach and comics to improve reading comprehension |
| title_full |
Using genre based approach and comics to improve reading comprehension |
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Using genre based approach and comics to improve reading comprehension |
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Using genre based approach and comics to improve reading comprehension |
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Using genre based approach and comics to improve reading comprehension |
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Rhenals Jiménez, María Alexandra |
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DIAZ DIAZ, ALEX MAURICIO |
| dc.contributor.author.none.fl_str_mv |
Rhenals Jiménez, María Alexandra |
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Correa Narvaez, Jesus Miguel Pajaro Manjarres, Milton |
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Comprensión lectora Enfoque basado en géneros Cómics |
| topic |
Comprensión lectora Enfoque basado en géneros Cómics Reading comprehension Genre based approach Comics |
| dc.subject.keywords.eng.fl_str_mv |
Reading comprehension Genre based approach Comics |
| description |
Reading comprehension is an important skill on EFL teaching process, this skill represents understanding of text. This study conducted and action research to explore how the use of genrebased approach and comics encouraged 7th grader’s reading comprehensions skill in a public school in Monteria, Cordoba. This qualitative study uses different techniques to collect data and create the intervention plan, following the action research cycle. Findings of this research demonstrate that students positively improve their reading skill after the application of Genre Based approach and comic, students were able to make critical inferences of the comics analyzed during each stage of the GBA: Modeling, Joint construction, and independent construction of the text. The results demonstrate that students not only improve this skill, also the obtain an enhance o their writing skill, vocabulary acquisition and engagement during English classes. This study demonstrates the importance of applying innovating strategies that engaged students with this important skill. |
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2023 |
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2023-12-14T21:39:00Z |
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2023-12-14 |
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Trabajo de grado - Pregrado |
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info:eu-repo/semantics/bachelorThesis |
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Universidad de Córdoba |
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Repositorio Universidad de Córdoba |
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https://repositorio.unicordoba.edu.co/ |
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https://repositorio.unicordoba.edu.co/handle/ucordoba/7973 https://repositorio.unicordoba.edu.co/ |
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Universidad de Córdoba Repositorio Universidad de Córdoba |
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Abbaszadeh, Z. (2013). Genre-based approach and second language syllabus design. Procedia-Social and Behavioral Sciences, 84, 1879-1884. Abd Kadir, N., Subki, R., Jamal, F., & Ismail, J. (2014). The importance of teaching critical reading skills in a Malaysian reading classroom. In International Academic Conference (pp. 208-218). Bali, Indonesia: The West East Institute. Anida, N. (2019). The Use Of Comic Strips To Improve The Students’ Reading Comprehension Of Narrative Text (An Action Research At The Seventh Grade Students Of MTsN 3 Medan In Academic Year 2019/2020) (Doctoral dissertation, Universitas Islam Negeri Sumatera Utara). http://repository.uinsu.ac.id/id/eprint/7512 Apriani, W., Vianty, M., & Loeneto, B. A. (2014). The use of English comic book series in teaching reading comprehension. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 1(2), 100-105. https://doi.org/10.36706/jele.v1i2.2078 Arcila Tabares, C., & Chaves Mape, S. (2017). The implementation of comic books in a foreign language environment focusing on the reading skill in primary school students. Arroio, A. (2011). Comics as a narrative in natural science education. Braun, V., & Clarke, V. (2006). Using thematic analysis in qualitative research. Qualitative Research in Psychology, 3(2), 77-101. Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods, 222(2015), 248. Defrijn, S., Mathijs, E., Gulinck, H., & Lauwers, L. (2008). Facilitating and evaluating farmer innovations towards more sustainable energy and material flows: case-study in Flanders. Empowerment of the rural actors: a renewal of farming systems a renewal of farming systems perspectives, 765-773. Dirgeyasa, W. (2016). Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45–51. https://doi.org/file:///C:/Users/Li-%20Polymer/Downloads/Genre- Erya, W. I., & Pustika, R. (2021). Students’perception towards the use of webtoon to improve reading comprehension skill. Journal Of English Language Teaching And Learning, 2(1), 51-56. https://doi.org/10.33365/jeltl.v2i1.762 Ferreira, L. F., & Calvo, M. L. (2020). The impact of digital storytelling on EFL learners' reading comprehension. Profile Issues in Teachers' Professional Development, 22(2), 41-55. Fikrins, Arthur Sengupta, Sima, dan Forey, Gail (2007). Teaching Writing to Low Proficiency EFL Students dalam ELT Journal. Vol. 61/4. Oxford: Oxford University Press. p.p. 343-3. García, M. (2020). Transformative approaches to teaching English in secondary education. London, UK: Bloomsbury Academic. Greg Guest, Emily Namey & Marilyn L. Mitchell. (2013). Qualitative Research: Defining and Designing. Collecting Qualitative Data: A Field Manual for Applied Research, 1-40. https://doi.org/10.4135/9781506374680.n1 Guest, G., Bunce, A., & Johnson, L. (2013). Realizing the interview in qualitative research: A practical guide for novice researchers. SAGE Publications. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum. Kamil, A., Komariah, E., & Natsir, Y. (2017). The Use of Comic to Improve Students’ Reading Comprehension Skill at Junior High School. Research in English and Education Journal, 2(3), 1-7. Kadir, M. I., Rahman, N. A., & Hamzah, M. S. (2014). Critical thinking and critical reading: A review of literature. Procedia Social and Behavioral Sciences, 138, 208-212. Khoii, R., & Forouzesh, Z. (2010). Using comic strips with reading texts: Are we making a mistake? Literacy information and computer education journal, 1(3), 168–177. https://doi.org/10.20533/licej.2040.2589.2010.0024 Klingner, A., K. (2014). Genre-based approaches to teaching reading comprehension. The Reading Teacher, 67(8),622-633. Lee, H. (2021). Teaching English in a digital age: Strategies and tools for secondary education. Boston, MA: Pearson. López, A. G., & Valdés, L. M. (2021). The impact of EFL on intercultural competence: A mixed-methods study. Journal of Language and Intercultural Communication, 21(1), 27-42. Maguire, M., & Delahunt, B. (2017, November 3). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. [Review of Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.]. Dundalk Institute of Technology. Mark R. Young, Eve Rapp & James W. Murphy. (2010). Action Research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities. Journal of Instructional Pedagogies, 3. Megawati, Fika (2012) Using comic strips in process-genre based approach to improve the ability of the twelfth graders of MAN Bangil in writing narrative texts / Fika Megawati. Masters thesis, Universitas Negeri Malang. http://repository.um.ac.id/58613/ Mikulecky, B. (2008). The reading process: An overview. In L. Meltzer & J. I. Segal (Eds.), Reading fluency: Current issues and future directions (pp. 25-54). Mahwah, NJ: Lawrence Erlbaum Associates. Morgan, G. A., & Harmon, R. J. (2001). Data collection techniques. Journal-American Academy Of Child And Adolescent Psychiatry, 40(8), 973-976. https://www.researchgate.net/profile/George-Morgan-4/publication/11842651_Data_Collection_Techniques/links/5b8813234585151fd13c8cdd/Data-Collection-Techniques.pdf Muñoz, L. M. (2022). The Effect of the Process-Genre Approach in the Development of 7th Grade Students' Writing of a Digital Comic (Doctoral dissertation, Pontificia Universidad Catolica de Chile (Chile)). Nantiesteban Narajo, E. Avila, K. M. V. & Góngora Mena, N. (2021). Teach Reading.. Editorial Tecnocientífica Americana. https://ezproxyucor.unicordoba.edu.co:2086/es/lc/unicordoba/titulos/177727 Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 11. https://www.melta.org.my/journals/TET/downloads/tet35_01_06.pdf Nunan, D. (1989). Second language learning: Basic concepts and research. Cambridge University Press. Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press. O'Keeffe, A., & Farr, F. (2017). Pragmatic competence in reading comprehension: A review of the literature. Reading in a Foreign Language, 29(3), 371-390. Oviedo Salgado, J. (2022). Improving reading comprehension using genre-based pedagogy while reading manga. Piller, I. (2020). English as a sociolinguistic resource in the 21st century. Linguistic Landscape, 6(1), 1-19. Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201 Rengur, Z., & Sugirin, S. (2019). The effectiveness of using comic strips to increase students’ reading comprehension for the eighth grade students of SMPN 1 pundong. Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018), 511–515. Rodríguez Sánchez, Andrés. “Reading Comprehension Course through a Genre-Oriented Approach at a School in Colombia.” HOW, vol. 24, no. 2, 11 July 2017, pp. 35–62 http://dx.doi.org/10.19183/how.24.2.331 Rodriguez, C. (2019). Culturally responsive teaching in English as a second language: Secondary education perspectives. Cham, Switzerland: Springer. Showkat, N., & Parveen, H. (2017). In-depth interview. Quadrant-I (e-Text). http://www.uop.edu.pk/ocontents/Lecture%204%20indepth%20interview.pdf Solak, E., & Altay, F. (s/f). The reading strategies used by prospective English Teachers in Turkish elt context. Eric.ed.gov. Recuperado el 14 de junio de 2022, de https://files.eric.ed.gov/fulltext/ED553411.pdf Somekh, B. (2005). Action research. McGraw-Hill Education (UK). Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Valderrama Sanchez, M., & Reina Rodriguez, C. C. (2014). El cómic como herramienta didáctica para el mejoramiento de la competencia léxica del inglés en la institución educativa Miguel Antonio Caro jornada nocturna. https://hdl.handle.net/10901/8228 Wang, H., & Wu, Y. (2019). The impact of oral communication strategy instruction on EFL college learners' speaking performance. Theory and Practice in Language Studies, 9(1), 16-21. Wasim, S., Irfan, S., Gogoi, S., Srivastava, A. & Farheen, Z. (2019). Qualitative v/s. Quantitative Research- A Summarized Review. Journal of Evidence Based Medicine and Healthcare, 6(43), 2828-2832. https://doi.org/10.18410/jebmh/2019/587 William, F. (1984). Reading fluency: A critical review. Exceptional Child, 50(4), 277-281. |
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DIAZ DIAZ, ALEX MAURICIOadb3a567-6774-4580-89cf-a218c895b339600Rhenals Jiménez, María Alexandra3a381760-6b6b-4396-b8be-cb35fdd50d84-1Correa Narvaez, Jesus Miguel6cc1e3c2-941f-475d-95e1-c7f49102fb7dPajaro Manjarres, Milton1ed61ba0-b1d5-4206-b19b-51a26d35c77c2023-12-14T21:39:00Z2023-12-14T21:39:00Z2023-12-14https://repositorio.unicordoba.edu.co/handle/ucordoba/7973Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/Reading comprehension is an important skill on EFL teaching process, this skill represents understanding of text. This study conducted and action research to explore how the use of genrebased approach and comics encouraged 7th grader’s reading comprehensions skill in a public school in Monteria, Cordoba. This qualitative study uses different techniques to collect data and create the intervention plan, following the action research cycle. Findings of this research demonstrate that students positively improve their reading skill after the application of Genre Based approach and comic, students were able to make critical inferences of the comics analyzed during each stage of the GBA: Modeling, Joint construction, and independent construction of the text. The results demonstrate that students not only improve this skill, also the obtain an enhance o their writing skill, vocabulary acquisition and engagement during English classes. This study demonstrates the importance of applying innovating strategies that engaged students with this important skill.1. INTRODUCTION 92. THEORETICAL FRAMEWORK 122.1. English as a Foreign Language 122.2. Teaching English in Secondary 132.3. Genre Based Approach 142.4. Reading Comprehension 162.5. Comics 172.6. Literature Review 183. METHOD 223.1. Methodology and Research Question 223.2. Context and Participants 253.3. Data Collection 253.3.1. Observation 263.3.2. Interviews 263.3.3. Production Tasks 273.3.4. Learning Unit 283.4. Data Analysis 294. FINDINGS 314.1. Student’s struggles on reading comprehension 314.2. Alignment from Genre Based Approach Intervention 334.2.1. Session 1. Gender Discrimination on sports 334.2.2. Session 2. Face the future 374.2.3. Session 3. Fight with a girl 404.2.4. Independent construction of the comic 434.3. Student’s perception of reading comprehension 454.4. Student’s reading comprehension improvement. 485. DISCUSSION 516. CONCLUSION 54REFERENCES 57APPENDIX 63Appendix A. Learning units 63Appendix B. Interview 71Appendix C. Rubric for observation 72Appendix D. Teacher’s experience 73Appendix E. Post inferential test 75PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o ExtensiónCopyright Universidad de Córdoba, 2023https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Using genre based approach and comics to improve reading comprehensionTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAbbaszadeh, Z. (2013). Genre-based approach and second language syllabus design. Procedia-Social and Behavioral Sciences, 84, 1879-1884.Abd Kadir, N., Subki, R., Jamal, F., & Ismail, J. (2014). The importance of teaching critical reading skills in a Malaysian reading classroom. In International Academic Conference (pp. 208-218). Bali, Indonesia: The West East Institute.Anida, N. (2019). The Use Of Comic Strips To Improve The Students’ Reading Comprehension Of Narrative Text (An Action Research At The Seventh Grade Students Of MTsN 3 Medan In Academic Year 2019/2020) (Doctoral dissertation, Universitas Islam Negeri Sumatera Utara). http://repository.uinsu.ac.id/id/eprint/7512Apriani, W., Vianty, M., & Loeneto, B. A. (2014). The use of English comic book series in teaching reading comprehension. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 1(2), 100-105. https://doi.org/10.36706/jele.v1i2.2078Arcila Tabares, C., & Chaves Mape, S. (2017). The implementation of comic books in a foreign language environment focusing on the reading skill in primary school students.Arroio, A. (2011). Comics as a narrative in natural science education.Braun, V., & Clarke, V. (2006). Using thematic analysis in qualitative research. Qualitative Research in Psychology, 3(2), 77-101.Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods, 222(2015), 248.Defrijn, S., Mathijs, E., Gulinck, H., & Lauwers, L. (2008). Facilitating and evaluating farmer innovations towards more sustainable energy and material flows: case-study in Flanders. Empowerment of the rural actors: a renewal of farming systems a renewal of farming systems perspectives, 765-773.Dirgeyasa, W. (2016). Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45–51. https://doi.org/file:///C:/Users/Li-%20Polymer/Downloads/Genre-Erya, W. I., & Pustika, R. (2021). Students’perception towards the use of webtoon to improve reading comprehension skill. Journal Of English Language Teaching And Learning, 2(1), 51-56. https://doi.org/10.33365/jeltl.v2i1.762Ferreira, L. F., & Calvo, M. L. (2020). The impact of digital storytelling on EFL learners' reading comprehension. Profile Issues in Teachers' Professional Development, 22(2), 41-55.Fikrins, Arthur Sengupta, Sima, dan Forey, Gail (2007). Teaching Writing to Low Proficiency EFL Students dalam ELT Journal. Vol. 61/4. Oxford: Oxford University Press. p.p. 343-3.García, M. (2020). Transformative approaches to teaching English in secondary education. London, UK: Bloomsbury Academic.Greg Guest, Emily Namey & Marilyn L. Mitchell. (2013). Qualitative Research: Defining and Designing. Collecting Qualitative Data: A Field Manual for Applied Research, 1-40. https://doi.org/10.4135/9781506374680.n1Guest, G., Bunce, A., & Johnson, L. (2013). Realizing the interview in qualitative research: A practical guide for novice researchers. SAGE Publications.Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.Kamil, A., Komariah, E., & Natsir, Y. (2017). The Use of Comic to Improve Students’ Reading Comprehension Skill at Junior High School. Research in English and Education Journal, 2(3), 1-7.Kadir, M. I., Rahman, N. A., & Hamzah, M. S. (2014). Critical thinking and critical reading: A review of literature. Procedia Social and Behavioral Sciences, 138, 208-212.Khoii, R., & Forouzesh, Z. (2010). Using comic strips with reading texts: Are we making a mistake? Literacy information and computer education journal, 1(3), 168–177. https://doi.org/10.20533/licej.2040.2589.2010.0024Klingner, A., K. (2014). Genre-based approaches to teaching reading comprehension. The Reading Teacher, 67(8),622-633.Lee, H. (2021). Teaching English in a digital age: Strategies and tools for secondary education. Boston, MA: Pearson.López, A. G., & Valdés, L. M. (2021). The impact of EFL on intercultural competence: A mixed-methods study. Journal of Language and Intercultural Communication, 21(1), 27-42.Maguire, M., & Delahunt, B. (2017, November 3). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. [Review of Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars.]. Dundalk Institute of Technology.Mark R. Young, Eve Rapp & James W. Murphy. (2010). Action Research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities. Journal of Instructional Pedagogies, 3.Megawati, Fika (2012) Using comic strips in process-genre based approach to improve the ability of the twelfth graders of MAN Bangil in writing narrative texts / Fika Megawati. Masters thesis, Universitas Negeri Malang. http://repository.um.ac.id/58613/Mikulecky, B. (2008). The reading process: An overview. In L. Meltzer & J. I. Segal (Eds.), Reading fluency: Current issues and future directions (pp. 25-54). Mahwah, NJ: Lawrence Erlbaum Associates.Morgan, G. A., & Harmon, R. J. (2001). Data collection techniques. Journal-American Academy Of Child And Adolescent Psychiatry, 40(8), 973-976. https://www.researchgate.net/profile/George-Morgan-4/publication/11842651_Data_Collection_Techniques/links/5b8813234585151fd13c8cdd/Data-Collection-Techniques.pdfMuñoz, L. M. (2022). The Effect of the Process-Genre Approach in the Development of 7th Grade Students' Writing of a Digital Comic (Doctoral dissertation, Pontificia Universidad Catolica de Chile (Chile)).Nantiesteban Narajo, E. Avila, K. M. V. & Góngora Mena, N. (2021). Teach Reading.. Editorial Tecnocientífica Americana. https://ezproxyucor.unicordoba.edu.co:2086/es/lc/unicordoba/titulos/177727Nordin, S. M. (2017). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 11. https://www.melta.org.my/journals/TET/downloads/tet35_01_06.pdfNunan, D. (1989). Second language learning: Basic concepts and research. Cambridge University Press.Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.O'Keeffe, A., & Farr, F. (2017). Pragmatic competence in reading comprehension: A review of the literature. Reading in a Foreign Language, 29(3), 371-390.Oviedo Salgado, J. (2022). Improving reading comprehension using genre-based pedagogy while reading manga.Piller, I. (2020). English as a sociolinguistic resource in the 21st century. Linguistic Landscape, 6(1), 1-19.Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201Rengur, Z., & Sugirin, S. (2019). The effectiveness of using comic strips to increase students’ reading comprehension for the eighth grade students of SMPN 1 pundong. 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Exceptional Child, 50(4), 277-281.Comprensión lectoraEnfoque basado en génerosCómicsReading comprehension Genre based approachComicsFacultad de Educación y Ciencias HumanasLicenciatura en Lenguas Extranjeras con Énfasis en InglésPublicationORIGINALRhenals Jimenez Maria Alexandra.pdfRhenals Jimenez Maria Alexandra.pdfapplication/pdf2058537https://repositorio.unicordoba.edu.co/bitstreams/e8662bda-5712-4143-883f-0b64a5671ae9/downloadd6510d5e047997e2001b1d064f1bb8b0MD51Formato_Autorización (1) 2020 2 repositorio firmado (1).pdfFormato_Autorización (1) 2020 2 repositorio firmado (1).pdfapplication/pdf366131https://repositorio.unicordoba.edu.co/bitstreams/1bc8015e-b3b5-457d-afc4-319f2ac147bf/downloada8ce7009fcf71549573fa1158078ff50MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/2e61f087-bfed-454f-a014-5fb2e150f31a/download73a5432e0b76442b22b026844140d683MD53TEXTRhenals Jimenez Maria Alexandra.pdf.txtRhenals Jimenez Maria 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