%0 Thesis
%9 Skripsi
%A Reza, Fahlevi
%A Universitas Pakuan,
%A Fakultas Keguruan dan Ilmu Pendidikan,
%A Pendidikan Bahasa Inggris,
%B Pendidikan Bahasa Inggris
%D 2023
%F eprintsunpak:9659
%I Universitas Pakuan
%T STUDENTS’ PERCEPTION ON THE USE OF STORYBOOKS FOR  READING COMPREHENSION
%U http://eprints.unpak.ac.id/9659/
%X Reading is one of the most important skills in English because reading is the main  bridge for students to gain more knowledge. From reading, students can find out  information about what is happening in the world, making them smarter and more  up to date. Unfortunately, reading is an activity that students do not like because  students have problems understanding the content of the text. Therefore,  interesting learning media such as story books are needed to increase students'  motivation and interest in reading and a teacher must also implement interesting  learning media for students. This research aims to determine students' perceptions  regarding the effectiveness of storybooks as a medium for improving reading  comprehension in the context of English learning. Using qualitative research  methods, this research focuses on understanding the experiences of students at  Globin Vocational School who use storybooks in their reading activities. The  research population consisted of 50 class XII BDP students, and the sample was  selected using purposive sampling. Data collection was carried out through  administering questionnaires and in-depth interviews related to reading activities  using storybooks. Data analysis involves a qualitative approach, including data  reduction, data presentation, and concluding. The overall consensus from these  studies suggests that students hold positive perceptions towards the use of  storybooks in reading instruction such as Improved Comprehension Skills,  provide a stimulating context for practicing reading comprehension strategies, and  making inferences. They stated that storybooks not only helped better understand  texts but also had a positive impact on their overall interest in reading. These  findings indicate that storybooks have a beneficial influence on students'  motivation and involvement in the English learning process. The implications of  these findings can be a guide to the development of literacy-oriented teaching  strategies in the field of English education, with the hope of increasing students'  interest in reading and improving their learning outcomes. In conclusion, this  study confirms that storybooks are a valuable tool for teaching reading, even  when students have varying levels of English proficiency. Students' limited  English language skills do not reduce the positive impact of storybooks on their  interest in reading.