TEACHER’S PERCEPTIONS OF USING PICTURE-BASED MEDIA TO SUPPORT READING SKILLS FOR STUDENTS IN AN INCLUSIVE CLASSROOM
Abstract
Reading instruction in inclusive classrooms is challenged by wide differences in students’ reading ability and learning needs. Picture-based media such as picture cards and contextual images can offer visual support for vocabulary and meaning, yet most previous studies have examined student learning outcomes in regular classrooms rather than teachers’ perceptions in inclusive settings. This study aimed to describe how an English teacher perceives the use of picture-based media to support students’ reading skills in an inclusive classroom and to identify the challenges encountered in implementing it. A descriptive qualitative design with a phenomenological approach was applied at MTs Taman Pendidikan Islam, an inclusive Islamic junior high school. Data were gathered through a semi-structured interview with the English teacher, non-participant classroom observation, and documentation, and were analysed using the interactive model of Miles, Huberman, and Saldaña (data condensation, data display, and conclusion drawing). The findings show that the teacher holds a positive perception of picture-based media, viewing it as a learning scaffold, a driver of motivation and participation, a support for comprehension and vocabulary through a predict–read–verify sequence, and a medium that can be adapted to diverse learners. The teacher also reported four challenges: differences in reading ability, limited preparation time, inadequate technical facilities, and difficulty in selecting pictures suitable for all students. These were addressed through adaptive strategies and collaboration with a special assistance teacher. The study suggests that effective use of picture-based media depends on both teachers’ adaptability and institutional support.
Keywords: picture-based media, teacher’s perceptions, reading skills, inclusive classroom, slow learners
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