FROM THEORY TO PRACTICE: HOW VISUAL LITERACY TRAINING TRANSFORMS ENGLISH TEACHERS' COMPETENCES

Abstract

In today's visually driven communication and learning environments, educators' proficiency in visual literacy is crucial for effective teaching. This study examines the effect of visual literacy training on English teachers' ability to create effective teaching materials at Kalam Kudus Elementary School in Bali. Employing a one-group pretest-posttest design, 21 English teachers underwent visual literacy training centered on the principles of Contrast, Repetition, Alignment, and Proximity (CRAP). The quantitative data were gathered through pre-and post-tests, complemented by a questionnaire evaluating changes in teachers' knowledge and application of visual literacy. Additionally, qualitative data from open-ended questions provided insights into the training's practical implications and the challenges teachers faced in integrating visual design principles into their materials. The results indicated a significant enhancement in teachers' visual literacy, with an average Gain score of 74.15%, classifying the training as moderately effective. Teachers reported a deeper understanding of visual design principles, resulting in more engaging and comprehensible educational materials. Despite these positive outcomes, educators encountered several challenges in implementing visual literacy, highlighting the need for continuous professional development in this area. This study highlights the benefits of visual literacy training and stresses its essential adoption in education.