Students’ Perceptions of Using Picture Series and Video in Learning Narrative Text: A Questionnaire-Based Survey

Writing is an essential language skill that enables students to express ideas, organize information, and construct various types of texts. However, many junior high school students experience difficulties in learning narrative text, particularly in understanding story structures, developing vocabulary, organizing ideas, and maintaining learning motivation. This study investigated students’ perceptions of using picture series and video in learning the narrative text of Beauty and The Beast. A quantitative questionnaire-based survey was conducted with 51 eighth-grade students from classes 8A and 8D at Al Furqan Jember Junior High School, selected through purposive sampling. Data were collected using a 12-item questionnaire with a four-point Likert scale and analyzed through descriptive statistics, including frequencies, percentages, mean scores, and standard deviations. The findings indicated that students had positive perceptions of using picture series and video in English learning. The instructional media helped students improve vocabulary, understand the storyline more clearly, organize ideas systematically, maintain classroom focus, participate actively, and enjoy the learning process. Students also perceived that combining visual and audiovisual media created a more engaging and meaningful learning environment, supporting their comprehension of narrative text and increasing their confidence in retelling stories. These findings suggest that integrating picture series and video is an effective instructional strategy for improving students’ narrative text learning experiences and fostering positive attitudes toward English language learning.