the conflict, etc. Since two or more types can be included in one work, it‟s quite
challenging to comprehend the story in chronological order.
C. Storyboard Technique
1. The Understanding of Storyboard Technique
Storyboard technique is a prewriting activity which emphasized on students‟
elaboration, prediction, brainstorming, and sequencing.
20
Even it is usually used as prewriting strategy, storyboard likely can be adapted to several others
classroom activities. David stated that storyboard can be used in reading activity in the classroom, especially in reading works of fiction, because while students
create storyboards, they are reading them too.
21
Storyboard is actually not a new concept. Historically, it has been used as a beginning strategy in producing video, film, or animation. As Glebas on his book,
Directing the Story, stated that: A script is a verbal plan for a story. A storyboard is a plan for the
visualization of that story. A storyboard is the inspirational heart, mind, and soul of a movie. We have all seen storyboards; everyday in the
newspapers there are lots of three- or four-panel storyboards showing short, usually funny, stories
.
22
As a reading activity, storyboards can help the students to visualize a print text. This technique allows students to interpret the materials, such as narrative
text, into series of thumbnail sketches after reading the text.
23
Students‟ storyboarding could show their understanding of the text, because it is not easy to
make sketches without really understand the story in chronological. Therefore, storyboard is a technique in language learning which facilitates
the students to represent a narrative through visual images. It facilitates the students to decode the text and then to encode their comprehension through
20
Katherine D. Wiesandanger, Strategies for Literacy Education, Ohio: Merrill Prentice Hall, 2015, p. 161.
21
David L. Bruce, “Using Storyboard to Engage Students with Reading”, The English Journal, 100, 2011, p. 78. Retrieved from
http:www.jstor.org.vlib.interchange.ataction .
22
Francis Glebas, Directing the Story: Professional Storytelling and Storyboarding Technique for Live Action and Animation, Oxford: Elsevier Inc., 2009, p. 46.
23
Sharon E. Smaldino et al., Instructional Media and Technologies for Learning, New Jersey: Pearson Education Hall, 2002, p. 98.
storyboarding. Moreover, storyboard is a technique that usually used as keys drawing or sketches in series which tell a story in chronological order.
Storyboard technique allows the students to think in picture or it can be called as “Mental Imagery” which can help them to understand and to remember
the text. In order to support the students‟ mental imagery skill, they should receive
two types of activities, - Representational:
creating pictures that are detailed and accurate representations of information in the text.
- Transformational: creating pictures that are more flexible and can be edited to support memory for key ideas or specific details in the text.
24
Thus, being trained with representational or transformational activities may help the students with reading difficulties, not only to understand the general ideas of
the text, but also to remember details information on it. In more specific, some advantageous of storyboard technique as the
activities conducted in teaching reading narrative text are:
25
- Storyboarding can imp
rove the students‟ organization, time management, and planning because it facilitates the students to arrange their ideas into sketches.
- It also facilitates the students to use different reading strategies, such as
previewing, visualizing, illustrating, summarizing, etc. -
The last, it can improve not only students‟ reading ability but also their writing ability because they are asked to make detailed illustration during
classroom activities. Based on those advantageous above, it can be said that besides engaging
students with reading, it may also improve their learning management, their reading strategies, and their writing skill. However, some students who are not
interesting in making drawing or who have auditory learning style would have less motivation while conducting this technique in the classroom.
24
Paula J. Clark et al., Developing Reading Comprehension, Chichester: John Wiley Sons Ltd., 2014, p. 108.
25
Jose M.M. Naar, “Storyboards and Reading Comprehension of Literary Fiction in English”, HOW, A Colombian Journal for Teachers of English, 2013, p. 154. Retrieved from
http:media.proquest.com.vlib.interchange.atmediapqclassicdoc
