VISUAL REPRESENTATION AND COMPREHENSION: THE EXPLORATION OF MULTIMODAL TEXT TO ENERGIZE READING OF THE TENTH GRADE STUDENTS' AT STATE VOCATIONAL HIGH SCHOOL 5 OF PALEMBANG
Keywords:Multimodal Text, Reading, Visual Representation and Comprehension
Reading is a critical English ability for students to attain develop master to examine English, it is crucial to the destiny of students who want to be better degrees of studying. This study was aimed at finding out the exploration of multimodal text to energize reading with visual representation and comprehension. This study used a qualitative descriptive method. The data in this study were, observation, documentation and questionnaire. Based on the result of questionnaire in graph of pie, it was found that 53% of students answered fully agree and 39% of 35 students answered agree, so it can be concluded a students to give the positive perception about multimodal text as a media to energize their reading, and it can be conclude that the tenth grade students of State Vocational High School 5 of Palembang has positive perception. So students can enjoy and explore the multimodal text with their own choices.
Arikunto., S. (2014), Prosedure Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta.
Burhanuddin (1997), Logika Materiil Filsafat Ilmu Pengetahuan. Jakarta: Rineka Cipta.
Cahyaningati, D. (2018), The Use Multimodal Text in Enhancing Engineering Studentsâ€™ Reading Skill. International Journal of Language Education,Vol.2 No.2 pp. 65-73, Universitas Negeri Surabaya.
Cahyono, B. Y. and Mukminatien, N. 2011. Techniques and Strategies to Enhance English Language Learnimg, Malang. University of Malang Press.
Callow, J., & Zammit, K. (2012). â€˜Where lies your text?â€™: Engaging high school students from low socio-economic backrounds in reading multimodal texts. English in Australia, 47(2), 69-77.
Chan, E. (2010). Integrating visual and verbal meaning in multimodal text comprehension: Towards a Model of Inter-Modal Relations. Semiotic Margins: Meaning in Multimodalities, 144-167.
Chan, E., & Unsworth, L. (2011). Imageâ€“ language interaction in online reading environments: challenges for studentsâ€™reading comprehension. The Australian Educational Researcher, 38(2), 181-202.
Cohen, C. A., & Hegarty, M. (2007). Individual differences in use of external Visualizations to perform an internal Visualization task. Applied Cognitive Psychology, 21(6), 701-711
Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education. 5th Edition, Routledge Falmer, London.
Denzin, Norman K. dan Yvonna S. Lincoln (eds.). 2009. Handbook of Qualitative. Research. Terj. Dariyatno dkk. Jogjakarta: Pustaka Pelajar
Fajri, T. (2020), Pentingnya Penggunaan Pendekatan Multimodal Dalam Pembelajaran, The Online Journal of Distance Education. Universitas Brawijaya.
Fitriani, S. (2019), Visual Represntation and Comprehension: The Exploration of Image-Word Relations and Types of Design. International Journal of Language Education, Vol.3 No.2 pp.27-40, Universitas Syiah Kuala.
Fraenkel, Jack K and Norman E Wallen. 2011, How to Design and Evaluate Research in Education. New York:Me Grow Hill,,Inc (e-book)
Harmer, J. (2001). How to teach English: An introduction to the practice of English language teaching, (7th ed). Kuala Lumpur: Addison Wesley Longman Inc
Helfferich, Cornelia (2019, 5. Ausgabe). Die QualitÃ¤t Qualitativer Daten: Manual fÃ¼r die DurchfÃ¼hrung von qualitativen Interviews. Wiesbaden: VS Verlag. Chapter 5.2
Holloway, I. (2005). Qualitative Research in Health Care. New York: Open University Press
Iedema, R. 2003. Multimodality, Resemiotization: Extending the Analysis of Discourse as Multisemiotic Practice. Visual Comunication, 1-30.
Januarty, R. (2018), Energizing Studentsâ€™ Reading Comprehension Through Multimodal Texts. International Journal of Language Education, Vol.2 No.2 pp.14-22. Sebelas Maret University.
Jaya, A. (2020). Approaches and Experiences of English Teaching in Indonesia, Edukasi Lingua Sastra 18 (1), 57-65
Jaya, A., & Hermansyah., & Mortini, A. (2018). The Effect of Crawford Series Teaching (CST) on Studentsâ€™ Writing Achievement. Esteem Journal of English Education Study Programme 1 (1)
Jewit, Carey and Kress, Ghunter (Eds). 2003. Multimodal Literacy. New York: Peter Lang
Kalantzis, M., & Cope, B. 2005. Learning by design. Melbourne, Aus.: Victorian
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge
Leeuwen, V. 2008. Space in discourse. In L. Unsworth (Ed.), Multimodal Semiotics: Functional Analysis in Contexts of Education (pp. 34â€“49). London: Continuum.
Marleni., Jaya. A., Hidayad. F., (2022). Integrated Curriculum Used in Learning English. Esteem Journal English Education Study Program. 304-308.
Mertens, M., & Donna (2009). Research and evaluation in education and pshycology integrating diversity with quantitative, qualitative, and mixed methods. United Kingdom: SAGE Publication, Inc
Mikulecky, Beatrrice S. 2011. A Short Course in Teaching Reading: Practical Technique for Building Reading Power. United State America: Pearson Longman.
Nunan, D. (2003). Nunan, David 2003 Practical English Language Teaching. New York : Mc Graw Hill
Richards. J & Schamidt R. (2010). Language Teaching & Applied Linguistics (4th Edition. Great Britain.
Sankey, M., Birch, D., & Gardiner, M. 2010. Engaging Students through Multimodal Learning Environments: The journey Continues. In Ascilite 2010 (pp. 852-861).Sydney: Ascilite. Retrieved fromhttp://www.ascilite.org.au/conferences/sydney10/procs/Sankey-full.pdf
Santman, D. (2005). Shades of meaning: Comprehension and interpretation in middle school: Heinemann Educational Books. Schools Innovation Commisstion.
Sari. A., Jaya. A., Hermansyah., Mortini. A., (2022). Using Mixidea Online Debating Strategy to Promote The Studentsâ€™ Speaking Ability. Esteem Journal English Education Study Program. 298-303.
Serafini, F. (2010). Reading Multimodal Texts: Pesceptual, Structural and Ideological Perspectives. Childrenâ€™s Literature in Education, DOI 10.1007/s10583-010-9100-5
Serafini, F. (2011). Expanding Perspectives for Comprehending Visual Images in Multimodal Texts. Journal of Adolescent & Adult Literacy, 54 (5), 342-350. doi:10.1598/JAAL. 54. 5. 4.
Serafini, F. 2012. Reading Multimodal Texts in 21st Century, Reasearch in the School, Vol.19, No. 1, 26-23
Snow, Sweet;, C. a., & Anne. (2012). Rethinking Reading Comprehension. New York: Guilford.
Solvie, P., & Kloek, M. 2007. Using Technology Tools to Engage Students with Multiple Learning Styles in a Constructivist Learning Environment. ContemporaryIssues In Technology And Teacher Education, 7(2), 7-27. Retrieved from http://www.editlib.org/p/22811/ Tan, D., Gergle, D., Scupelli, P., & Pausch, R. 2006. Physically Large Displays Improve Performance on Spatial Tasks. ACM Transactions on Computer-Human Interaction, 13(1), 71â€“99
Sugiyono, 2008, Metode Penelitan Kuantitatif, Kualitatif dan R&D, Bandung.
Sugiyono. (2019) Metode Penelitian Pendidikan. Yogyakarta. Alfabeta
Sulaiman, M. (2017). Teach Students Not The Books (A Handbook of TEFL) (1st ed). Palembang: CV Amanah
Unsworth, L. 2008. Multiliteracies, E-Literature and English Teaching. Language and Education, 22(1), 62â€“65.
Unsworth;, Len;, & Wheeler, J. (2002). Re-Valuing the Role of Images in Reviewing Picture Books. Reading, 36(2), 68-74
Uzer, Y. (2017). Penerapan Teknik Quantum Speed Reading Dalam Pengajaran Pemahaman Membaca. Wahana Jurnal Ilmu Kependidikan, 14 (3)
Vayaravasamy, P., & Abdullah, A.C. 2011. Studentsâ€™ and Teachersâ€™ Preferences of ESL Classroom Activities. In A. Pandian, T. Chow & S. Mohamed Ismail, CurriculumDevelopment, Materials Design and Methodologies: Trends and Issues (1st ed.). Penang: University Sains Malaysia Press
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211-239
Walsh, S. 2006. Investigating Classroom Discourse. London: Routledge.
Warman. L (2018). The Effect of Multimodal Texts on Studentsâ€™ Reading Comprehension. International Conference od Educational Sciences, (437-443). STMIK-AMIK Riau.
Copyright (c) 2022 Inggit Ayu Fadilah, Aswadi Jaya, Yuspar Uzer
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscriptâ€™s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.