The use of visual imaginary strategy to enhance English reading comprehension skills of grade four Bhutanese students

Abstract

This study aimed at investigating the effectiveness of Visual Imaginary Strategy on students’ learning achievement and satisfaction of 25 Grade Four Bhutanese students in English reading comprehension skills. A mixed methods approach was employed. The sample group was selected by the cluster random sampling technique. The study was carried out in the second semester of 2019 for a period of one month. The quantitative data gathered from the achievement tests were analyzed using the paired sample t- test. The score analysis of learning achievement test showed that the mean of the posttest scores (x̅ =19.26) was higher than that of the pretest (x̅ = 11.30) with the mean difference of 7.96. The significance value for the sample group was 0.01. Similarly, the responses to the satisfaction survey questionnaire were analyzed using the descriptive statistical analysis. The satisfaction survey questionnaire responses were grouped into 4 themes; Fun and Ease, Active Engagement, Creativity Development and Better comprehension. All the four group aspects were rated “Strongly agree” on the 5- point Likert Scale, which indicated that the students were highly satisfied with the use of Visual Imaginary Strategy. The qualitative data gathered through learning behavior observations revealed that the students enthusiastically participated in the activities with confidence and impressive work. Hence, the use of Visual Imaginary Strategy is recommended to teach English reading comprehension skills in young students.