TEACHERS’ PERCEPTIONS TOWARD THE USE OF THE PICTURE AND PICTURE METHOD IN TEACHING FRACTURED FAIRY TALES AT SMAN 2 PAMEKASAN

• Alvin Noroniyah

  ISLAMIC UNIVERSITY OF MADURA

  Author

• Maimuna

  ISLAMIC UNIVERSITY OF MADURA

  Author

• Hilmalia Putri

  ISLAMIC UNIVERSITY OF MADURA

  Author

• Arisandi Setyawan

  ISLAMIC UNIVERSITY OF MADURA

  Author

• Ina Daril Hanna

  ISLAMIC UNIVERSITY OF MADURA

  Author

This study aims to explore the perception of English teachers towards 
the use of the Picture and Picture method in the teaching of 
Fractured Fairy Tales at SMAN 2 Pamekasan. The need for innovative 
visual-based teaching strategies has grown along with narrative 
learning that increasingly emphasizes creativity and critical thinking 
in Indonesia's independent curriculum. Preliminary classroom 
observations during the PLP (Introduction to School Field) program 
revealed that teachers often rely on conventional lecture-based 
methods, which leads to low student engagement and limited 
understanding of narrative structure. The Picture and Picture 
method, which uses sequential images to facilitate understanding, 
can provide a more interactive approach suitable for teaching 
modified literary texts such as Fractured Fairy Tales. This qualitative 
case study has involved two English teachers as participants, focusing 
on their experiences, perceptions, and challenges in applying the 
method. Data will be collected through interviews, observations, and 
documentation, and analyzed thematically using the Miles, 
Huberman, and Saldaña (2014) model. These findings are expected to 
reveal how teachers interpret the effectiveness of the method and to 
inform future training for visual-based narrative learning.

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