A multimodal Visual Analysis (Published)
This paper is concerned with the multimodal visual analysis of selected second language (l2) English textbooks written by Nigerian authors for the teaching of English phonemes in secondary schools. The paper compared the multimodal visual resources used by the various authors for the teaching of English phonemes, to know if they make use of similar semiotic mode; how the audio-visual mode was used effectively, and the implication of English textbooks without audio-visual mode. The data for this paper were extracted from the selected textbooks and analysed using Halliday’s (1976) three metafunctions of language, which was developed in Kress and Van Leeuwen’s (1996; 2006) Grammar of Visual Design (GVD). Findings showed that the authors of the selected textbooks used different multimodal resources such as images, verbal texts and instructions to discuss the selected phonemes. We found out that while NCE and MBE used images to support the verbal texts in order for learners to understand the effective ways of learning English phonemes, NOSEC and EFEL did not make use of images, they only gave verbal texts and created rooms for teachers to guide the learners. In sum, none of the selected textbooks used audio-visual resources in form of CD-ROMs to aid learners’ understanding.
Keywords: Audio Visual, Multimodality, metafunction, phonemes, textbooks
The Development of Writing Learning Media in Audio Visual Based On Explanatory Text at the Students of Class Xi Man 2 Model Medan, Indonesia (Published)
This research and development aims to produce Indonesian language learning media on the explanatory text writing material for the students of class XI MAN 2 Model Medan. With the reference to the quality criteria according to Nieven, a material is said to be good if it meets the aspects of quality, among others: (1) Validity, (2) Practicality, and (3) Effectiveness that help to improve the students’ learning outcomes. The method in this study is adapted from Hannafin and Peck (1987), a model that consists of three main processes. The first phase of this model is the needs assessment phase, followed by the design phase and the third phase is development and implementation. The result of the validity analysis showed that the learning media was valid (83.75%), the validator of the learning design stated that the learning media was valid (87.5%) and the validator of the learning media stated very valid (83.75%). The results of practicality analysis showed that the result of the students’ questionnaire response to the developed audio-visual based learning media was a very positive response so that this learning media is practical to use. In addition, the media is said to be effective because the evaluation results indicate that there was a greater or equal to 80% of the subject complete test and the students’ and the teachers’ positive response through a questionnaire given.
Keywords: Audio Visual, Learning Media, Writing Explanatory Text