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IMAGE-TEXT RELATION INTERPRETATION: TEACHERS' VISUAL-VERBAL COMPETENCE IN TEACHING TEXTS

Cakrawala Pendidikan · Vol. 40 No. 1 (2021) · hlm. 208–217

DOI
10.21831/cp.v40i1.33755
ISSN
2442-8620, 0216-1370
Terbit
2021-02-25
Penerbit
LPMPP Universitas Negeri Yogyakarta
Bahasa
eng

Abstrak

Multimodal literacy instruction is such a new shift of the literacy in which the construction of knowledge is led to be more socially and contextually bounded. Due to the urgency that teachers have to own multimodal competencies, this study aimed to investigate EFL teachers' competence in interpreting visual-verbal relations to teach multimodal texts. To collect the data, an online test through the Google form platform was distributed. As many as 43 responses were collected from junior and senior high school teachers in one of the cities in Indonesia. A semi-structured interview was also conducted with six purposive participants. The data in this research were then analysed based on Royce's criteria of image-text relation. The analysis found that the teachers only partially possessed multimodal competencies. It means that that they had used images to help them teach the texts but had insufficient knowledge on how to utilize the images as meaning-making sources. Then, based on the finding, it is suggested that the teachers should improve their competences in interpreting multimodal meanings in texts, so images are used not only for making learning materials interesting but also for making more meanings from the texts.

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  • Indonesia University of Education
  • Universitas Bina Sarana Informatika
  • Sekolah Tinggi Ilmu Ekonomi Yasa Anggana
  • STMIK Bina Patria
  • University of Auckland
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Rekan penulisOrganisasiArtikel bersama
Susilawati SusilawatiUniversitas Bina Sarana Informatika1
Sri YunitaSekolah Tinggi Ilmu Ekonomi Yasa Anggana1
Sri Teguh WaluyoSTMIK Bina Patria1
Atsani WulansariIndonesia University of Education1
Heru PratiknoIndonesia University of Education1
Fransisca RahardjaUniversity of Auckland1
Isti Siti Saleha GandanaIndonesia University of Education1
Nina Wanda CassandraAfiliasi tidak diketahui1
Ahmad Bukhori MuslimAfiliasi tidak diketahui1
Didi SukyadiIndonesia University of Education1
Ika DamayantiIndonesia University of Education1
Ari Arifin DanuwijayaIndonesia University of Education1
Lukman HakimIndonesia University of Education1
Firly AsyifaIndonesia University of Education1
Risa TriarisantiIndonesia University of Education1
R. Dian Dia-an MunirohIndonesia University of Education1
Puti Anggia SaraswatiIndonesia University of Education1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/cp/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">IMAGE-TEXT RELATION INTERPRETATION: TEACHERS' VISUAL-VERBAL COMPETENCE IN TEACHING TEXTS</dc:title>
	<dc:creator>Fajriah, Yustika Nur</dc:creator>
	<dc:creator>Hamied, Fuad Abdul</dc:creator>
	<dc:creator>Gunawan, Wawan</dc:creator>
	<dc:subject xml:lang="en-US">meaning-making</dc:subject>
	<dc:subject xml:lang="en-US">multimodal texts</dc:subject>
	<dc:subject xml:lang="en-US">visual images</dc:subject>
	<dc:description xml:lang="en-US">Multimodal literacy instruction is such a new shift of the literacy in which the construction of knowledge is led to be more socially and contextually bounded. Due to the urgency that teachers have to own multimodal competencies, this study aimed to investigate EFL teachers' competence in interpreting visual-verbal relations to teach multimodal texts. To collect the data, an online test through the Google form platform was distributed. As many as 43 responses were collected from junior and senior high school teachers in one of the cities in Indonesia. A semi-structured interview was also conducted with six purposive participants. The data in this research were then analysed based on Royce's criteria of image-text relation. The analysis found that the teachers only partially possessed multimodal competencies. It means that that they had used images to help them teach the texts but had insufficient knowledge on how to utilize the images as meaning-making sources. Then, based on the finding, it is suggested that the teachers should improve their competences in interpreting multimodal meanings in texts, so images are used not only for making learning materials interesting but also for making more meanings from the texts.   </dc:description>
	<dc:publisher xml:lang="en-US">LPMPP Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2021-02-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/cp/article/view/33755</dc:identifier>
	<dc:identifier>10.21831/cp.v40i1.33755</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Cakrawala Pendidikan; Vol. 40 No. 1 (2021): Cakrawala Pendidikan (February 2021); 208-217</dc:source>
	<dc:source>2442-8620</dc:source>
	<dc:source>0216-1370</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/cp/article/view/33755/pdf</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Cakrawala Pendidikan</dc:rights>
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