Abstract:
Anchored by scant empirical research on the use of infographics of Indonesian food history in reading classes, this study
seeks to explore how students as learning actors perceive this infographic learning enactment and to what extent their
reading motivation evolves. To obtain data, seventy-five Indonesian secondary school students were recruited to respond
to a Likert-scale questionnaire. Their answers were analyzed in percentages. Besides, ten of the participants were invited
for brief interviews. Findings suggest that the students held positive perceptions of the use of infographics in their
reading classes. Besides, their reading motivation rises through their knowledge construction on the diversity of food in
Indonesia. This study offers pedagogical implications for classroom practices.
