Exploring Students' Pictorial Representation of Reading Texts Through Gallery-Based Summarizing in a Basic Reading Course

Abstract

Reading comprehension requires students not only to identify information but also to construct, organize, and retain meaning. This study examines how undergraduate students create pictorial representations of reading texts through a Gallery-Based Summarizing activity in a Basic Reading course. Using a qualitative approach, the study analyzed semi-structured interviews with seven undergraduate students at a university in West Java, Indonesia, supplemented by observational notes collected during the creation of pictorial summaries and the subsequent gallery walk. The analysis revealed four themes. Students used deliberate comprehension strategies before drawing, particularly rereading texts and marking keywords. The drawing process involved initial planning, chronological organization of ideas, and deliberate selection of symbols to represent textual information. Students also experienced difficulties in visualizing abstract concepts and selecting information within limited visual space. Despite these challenges, participants reported greater engagement with the texts, increased attention to previously overlooked details, and support for information retention. All seven participants achieved the highest performance category, with a mean score of 14.29 out of 16. Overall, the findings suggest that Gallery-Based Summarizing offers a multimodal approach to reading that connects textual processing, visual meaning-making, and peer interaction. The activity may therefore provide an alternative technique for Basic Reading instruction, particularly for supporting active engagement and the transformation of textual information into visual representations.