Interplay of Meaning between Verbal and Visual Texts in a Japanese Children’s Book

Puspitasari, Dewi

doi:10.21512/lc.v15i1.6990

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…Other than focusing on the character, visual elements also can attract readers to focus on the setting of the story. In a Japanese picture book, visual elements placed on the setting area encourage readers' attention to engage in the adventure of the storyline (Puspitasari, 2021). According to these previous studies, visual elements located in a high-focus area tend to create direct relationships with the readers (Koutsikou & Christidou, 2019).…”

Section: Visual and Verbal Elements Of Bilingual Picture Booksmentioning

confidence: 94%

Identifying Compositional Instruments in a Bilingual Picture Book for Language Learning

Mufida

Ningsih²

2022

LLT Journal

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Bilingual picture books are one of the materials in joint-reading activities between adults and pupils. When using picture books, adults face difficulty conveying meaning from the book to children. Therefore, this paper investigates the compositional elements of a bilingual picture book and provides an understanding of exploring a picture book to create meaningful reading activities. This case study employs a multimodal discourse analytical approach to understand the placement of the visual resources and the dual text of a bilingual picture book entitled Kina Punya Teman Baru. The result shows the compositional instruments tend to attract the reader's focus on the characters and the continuity of the storyline. The tendency of using co-located backgrounds along with the simple bull eye focus of images directs readers to the actions and emotions experienced by the character. Visual elements in a bilingual picture book are put in a contextualized setting offering readers the to explore the particular image. This bilingual picture book uses Indonesian as L1 and English as L2. The composition of the verbal text layout indicates that this bilingual picture book is intended for pupils speaking Indonesian and are willing to learn English, but they still require scaffolding in accessing the language being learned.

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Section: Visual and Verbal Elements Of Bilingual Picture Booksmentioning

confidence: 94%

Identifying Compositional Instruments in a Bilingual Picture Book for Language Learning

Mufida

Ningsih²

2022

LLT Journal

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“…Almost all of the research objects, storybooks in this case, with a linguistic approach, are storybooks written in English, Greek language, Mandarin language, and Indonesian language (Hermawan & Sukyadi, 2017;Koutsikou & Christidou, 2019;Moya-Guijarro & Pinar-Sanz, 2008;Qiu, 2019). Meanwhile, only a few researchers used storybooks in the Japanese language, like what was conducted byDamayanti et al and Puspitasari (2021). Despite existing, these researches are only published as an article in the Japanese language, conducted by and Furuichi (2014); Furuichi & Nishigiki (2009); Hayakawa (2015).…”

Section: Introductionmentioning

confidence: 99%

Ideational, Interpersonal, and Textual Meanings in a Japanese Storybook, “Kibou no Bokujou”

Puspitasari,

Sujatna

2023

CHIE

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This research examines ideational, interpersonal, and textual meanings by applying the theory of Systemic Functional Linguistics by Halliday & Matthiessen (2014). The qualitative methodology was used to comprehensively explain the meaning in a Japanese storybook entitled Kibou no Bokujou ‘A Livestock of Hope’ by Mori & Yoshida (2015). Based on the analysis of the lexico-grammatical aspect used in the text, it can be concluded that these three meanings simultaneously relate. Ideational meaning shows the domination of material processes generally found in children's narratives. Interpersonal meanings show a tendency of IndicativeDeclarative MOOD, which can be interpreted as the author of the storybook being positioned as the information provider to the readers. Textual meaning shows that the information distribution is frequently realized with the unmarked topical theme, which can be interpreted as most of the texts' subjects are farm owners and their cows. Meanwhile, the thematic progression is dominated by a reiteration pattern (constant theme). It can be interpreted that the same theme repeatedly and sequentially appears to help the readers understand the text. A storybook entitled Kibou no Bokujou has successfully provided information about the struggle of a farm owner who chose to stay on his farm after the earthquake and tsunami. The information is delivered in a narrative that can be easily understood without putting aside the entertainment aspect of a storybook.

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“…Depiction of physical character in a figure, the way to behave, role, and story in a book are realized not only in verbal but also visual. These two aspects play a role in giving meaning to the whole story (Hermawan et al, 2017;Puspitasari, 2021). In telling the story, the author and illustrator often use metaphor and metonymy to represent characters in the storyline.…”

Section: Introductionmentioning

confidence: 99%

The Visual Metonymy in Japanese Children’s Books Intended for Two Levels of Reader's Age: A Multimodal Approach

Puspitasari

2022

IJLLT

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This research aims to investigate the function of visual metonymy (supported by verbal metonymy) in a Japanese-language storybook for children, categorized into two levels of reader's age. The storybook used is a recommendation from the Japanese Board on Books for Young People and meets the standard of the quality book according to the award of Hans Christian Anderson. The author applied two approaches, namely metonymy from a cognitive linguistic perspective and metonymy from a social semiotic perspective. The social semiotic perspective was used to identify the character manifestation by applying theory from Painter et al. (2014) as the development of theory from Kress & van Leeuwen (2020). A cognitive linguistic perspective was used to analyze the relevance between the source domain and a target domain and to map the domain-internal nature of metonymic based on Forceville (2009); Ruiz de Mendoza & Diez Velasco (2003). The next analysis step was to process data, namely the amount of character manifestation in the storybook and two levels of reader's age, by using Chi-square test software. This step was performed to see whether or not there is a relation between these two variables. This research used a mixed method, as stated by Creswell (2020). The research shows the result that character manifestation that is completely illustrated is found more frequently in storybooks intended for readers at the age of zero to five. Meanwhile, character manifestation that is illustrated in metonymies is more frequently found in storybooks intended for readers at the age of six to ten. The whole metonymies in the storybook can be mapped into source-in-target metonymies. Based on the data interpretation processed with Chi-square test software, it generally shows a relationship that is significant between visual metonymies in the storybook and the age level of readers. Thus, it can be concluded that the function of visual metonymies in Japanese-language storybooks was used to highlight essential aspects of characters and story plot and to establish a bond between characters in the book and readers. Besides, the emergence of the visual metonymies in the storybook considers the target age of readers.

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Interplay of Meaning between Verbal and Visual Texts in a Japanese Children’s Book

Cited by 3 publications

References 25 publications

Identifying Compositional Instruments in a Bilingual Picture Book for Language Learning

Identifying Compositional Instruments in a Bilingual Picture Book for Language Learning

Ideational, Interpersonal, and Textual Meanings in a Japanese Storybook, “Kibou no Bokujou”

The Visual Metonymy in Japanese Children’s Books Intended for Two Levels of Reader's Age: A Multimodal Approach

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