Multimodalitas linguistis-visual dalam morfologi bahasa Indonesia: persepsi pemaduan dalam pengembangan desain pembelajaran Linguistic-visual multimodality in Indonesian morphology: perceptions of integration in learning design development
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Published:
Oct 18, 2023
Keywords:
multimodal text integration, linguistic-visual, student perceptions, morphology textbook
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Abstract
This research aims to describe students' perceptions regarding the integration of linguistic-visual multimodality texts in the design of developing Indonesian morphology textbooks. Data were obtained by applying the nonface-to-face interview method through a list of questions to explore opinions and expectations about the need to integrate linguistic-visual multimodality texts in the design of Indonesian morphology textbooks. Data analysis was carried out by applying the equivalent method which includes identification, classification, and interpretation steps. The findings of this research illustrate that students responded positively to the integration of linguistic-visual aspects in the design of developing Indonesian morphology textbooks. The integration of elements such as images, tables, graphs, photos, text, colors, and infographics in textbook design was assessed very positively by respondents.
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Setyaningsih, Y. (2023). Multimodalitas linguistis-visual dalam morfologi bahasa Indonesia: persepsi pemaduan dalam pengembangan desain pembelajaran. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 6(4), 971-990. https://doi.org/10.30872/diglosia.v6i4.725
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Ardila, J. A. G. (2011). Meaning in Language: An Introduction to Semantics and Pragmatics. Journal of Pragmatics, 43(10), 2670—2672. https://doi.org/10.1016/j.pragma.2011.03.014
Brookfield, S. D. (2014). Foundations of Critical Theory. Advances in Developing Human Resources,16(4), 417—428. https://doi.org/10.1177/1523422314543819
Budijanto, J. B., & Setyaningsih, Y. (2022a). Dimensi-dimensi Autentik Multimodalitas Sosial-Semiotik Pembelajaran Afiksasi dalam Morfologi Kontekstual. Kembara: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 8(2), 238—254. https://ejournal.umm.ac.id/index.php/kembara/article/view/21743
Budijanto, J. B., & Setyaningsih, Y. (2022b). The Urgency of Development of Multimodality-Based Contextual Morphology Textbooks for Student. In Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 273—278 https://doi.org/10.2991/978-2-494069-91-6_42
Carapic, A. (2006). An Introduction to Systemic Functional Linguistics. Journal of Sociolinguistics, 10(2), 282—283. https://doi.org/10.1111/j.1360-6441.2006.0327j.x
De Deyne, S., Navarro, D. J., Collell, G., & Perfors, A. (2021). Visual and Affective Multimodal Models of Word Meaning in Language and Mind. Cognitive Science, 45(1), 1—44. https://doi.org/10.1111/cogs.12922
Denistia, K., & Baayen, R. H. (2019). The Indonesian Prefixes Pe- and PeN-: A Study in Productivity and Allomorphy. Morphology, 29(3), 385—407. https://doi.org/10.1007/s11525-019-09340-7
Fadillah, A. C., Nurhayani, I., & Tabiati, S. E. (2021). The Addition of Indonesian Prefixes meN- and di- to English Bases: A Corpus-based Study. Journal of Language and Literature, 21(2), 403—417. https://doi.org/10.24071/joll.v21i2.3252
Finegan, E., & Chaika, E. (1985). Language: The Social Mirror. Language, 61(3), 729—730. https://doi.org/10.2307/414431
Hapsari, T. P. N., & Wulandari, A. (2020). Analisis Kelayakan Buku Ajar Milenial Berbasis Augmented Reality (AR) sebagai Media Pembelajaran Teks Prosedur di Magelang. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 3(4), 351—364. https://doi.org/10.30872/diglosia.v3i4.125
Harwath, D., Torralba, A., & Glass, J. R. (2016). Unsupervised Learning of Spoken Language with Visual Context. 30th Conference on Neural Information Processing Systems (NIPS 2016), 1—9. https://groups.csail.mit.edu/sls/publications/2016/Harwath_NIPS_2016.pdf
Helyer, R. (2015). Learning through Reflection: The Critical Role of Reflection in Work-Based Learning (WBL). Journal of Work-Applied Management, 7(1), 15—27. https://doi.org/10.1108/jwam-10-2015-003
Henter, R., & Indreica, E. S. (2014). Reflective Journal Writing as a Metacognitive Tool. International Conference of Scientfic Paper Afases 2014. https://www.researchgate.net/publication/266319213
Kaltenbacher, M. (2007). Gunther Kress and Theo van Leeuwen: Reading Images: The Grammar of Visual Design. Information Design Journal, 15(3), 292—297. https://doi.org/10.1075/idj.15.3.13kal
Kridalaksana, H. (1994). Kelas Kata dalam Bahasa Indonesia. Gramedia Pusaka Utama.
Ledin, P., & Machin, D. (2019). Doing Critical Discourse Studies with Multimodality: From Metafunctions to Materiality. Critical Discourse Studies, 16(5), 1—17. https://doi.org/10.1080/17405904.2018.1468789
Magnusson, P., & Godhe, A. L. (2019). Multimodality in Language Education – Implications for Teaching. Designs for Learning, 11(1), 127—137. https://doi.org/10.16993/dfl.127
Mahsun, M. (2005). Metode Penelitian Bahasa. Raja Grafindo Persada.
Mena, V. V., & Saputri, K. (2018). A Contrastive Analysis between English and Indonesian Prefixes and Suffixes in the Descriptive Texts of Student’s Textbooks. English Community Journal, 2(1), 175—182. https://doi.org/10.32502/ecj.v2i1.1007
Meyer, C. F., Halliday, M. A. K., & Hasan, R. (1987). Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. TESOL Quarterly, 21(2), 353—359. https://doi.org/10.2307/3586740
Putra, G. B. S., Padmadewi, N. N., & Santosa, M. H. (2022). Authentic Materials Used by Senior High School English Teachers. Jurnal Imiah Pendidikan dan Pembelajaran, 6(1), 38—48. https://doi.org/10.23887/jipp.v6i1.32412
Rahardi, R. K. (2021). Learning Strategy of Virtual External Context Landscape in Educational Pragmatics (Strategi Pembelajaran Lanskap Konteks Eksternal Virtual dalam Pragmatik Edukasional). Gramatika STKIP PGRI Sumatera Barat, 7(2), 226—237. https://doi.org/10.22202/jg.2021.v7i2.4850
Rahardi, R. K. (2022a). Konteks Siberteks dalam Pragmatik Edukasional Berperspektif Multimodal. Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA), 279—290. https://doi.org/10.25170/kolita.20.3805
Rahardi, R. K. (2022b). Multimodalitas sebagai Perspektif Baru Pembelajaran Pragmatik Edukasional: Persepsi Urgensi Inklusinya. Indonesian Language Education and Literature, 7(2), 449—459. https://doi.org/10.24235/ileal.v7i2.10018
Rismaya, R., Wahya, W., & Lukman, F. (2022). Kata Bahasa Indonesia Penanda Register Twitter: Suatu Kajian Morfologi. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(2), 511—526. https://doi.org/10.30872/diglosia.v5i2.411
Rofi, A., Atmazaki, & Abdurahman. (2014). Pengembangan Buku Teks Pembelajaran Berbasis Kontekstual dalam Materi Proses Morfologi Bahasa Indonesia pada Program Studi Pendidikan Bahasa dan Sastra Indonesia. Jurnal Bahasa, Sastra dan Pembelajaran, 2(3), 1—14. https://ejournal.unp.ac.id/index.php/bsp/article/view/5010
Santi, A., Kurniawan, K., & Abidin, Y. (2023). Analisis Kebutuhan Desain Model Pembelajaran Komunitas Sosial untuk Meningkatkan Keterampilan Menulis Teks Eksposisi di SMK. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(2), 549–558. https://doi.org/10.30872/diglosia.v6i2.673
Sufianti, A. V. (2022). Hubungan Gaya Belajar dengan Multiple Intellegences terhadap Prestasi Peserta Didik. Jurnal Indonesian Research Journal on Education: Ilmu Pendidikan, 2(1), 138—145. https://doi.org/10.31004/irje.v2i1.253
Sugiyono. (2015). Metode Penelitian dan Pengembangan Pendekatan Kualitatif, Kuantitatif, dan R&D. Alfabeta.
Urban, G. (1981). Language as Social Semiotic: The Social Interpretation of Language and Meaning. M. A. K. Halliday. American Anthropologist, 83(3), 659—661. https://doi.org/10.1525/aa.1981.83.3.02a00360
Verhaar, J. W. M. (1986). Pengantar Linguistik. Gadjah Mada University Press.
Wei, R. R. (2018). Ecolinguistics: Language, Ecology and the Stories We Live. Southern African Linguistics and Applied Language Studies, 36(2), 161—163. https://doi.org/10.2989/16073614.2018.1547983
Widharyanto, B., & Binawan, H. (2020). Learning Style and Language Learning Strategies of Students from Various Ethnics in Indonesia. Cakrawala Pendidikan, 39(2), 480—492. https://doi.org/10.21831/cp.v39i2.28173