what do the pictures says in science textbook?
TRANSCRIPT
WHAT DO THE PICTURES SAYS IN SCIENCE TEXTBOOK?
Dhea Zakia Millah Nur’graha, Budi HermawanEnglish Education Department
Universitas Pendidikan IndonesiaBandung, Indonesia
Introduction(4) Please follow the following powerpoint structure:
a. First slide: Title, Author(s), Affiliation(s).
Please download and use the first slide template for conference theme and logos here.
b. Slide 2-3: Introduction & Literature Review
c. Slide 4: Method
d. Slide 5-6: Findings and Discussion
e. Slide 7: Conclusion
f. Slide 8: References
IntroductionScience is communicated using different modes (e.g. visual and verbal modes)
In learning science, textbook is one of the learning media that is commonly used bythe students. Usually, textbook also uses the combination of visual and verbal modesin communicating the scientific concept.
Caption is an inseparable part of images since images presented in a textbook oftenaccompanied by captions. It serves several function such as explaining the visual,adding the information to general discussion, and it also can be a combination of both(Darian, 2001).
This study aims to find out the use of images in science textbook by identifying thetypes of images, and types of process used in the images, also to discover theideational relation between the images and the captions accompanying them incommunicating the science.
Literature ReviewThe present study applies multimodality to uncover the ideational relationbetween the images and the captions in the textbook.
Visual transitivity based on Kress & Van Leeuwen’s (2006) theory of readingimages and verbal transitivity based on Halliday’s (1994) were used as theframework to analyze the visual and verbal modes.
An elaboration of Kress & Van Leeuwen’s theory of reading images on types ofimages as used by Dimopolous et. al. (2003) was also used to identify the typesof images.
Literature Review (cont’d)Many studies have been conducted to investigate the use of images in science textbooks (Chen, 2010; Bezemer & Kress, 2010; Ajayi, 2012; & Wilson & Landon-hays, 2016; Haiyan, 2018; Hermawan & Rahyono, 2019).
There is an urgency to discover the role of images used in the science textbookand the relation between the images and the captions accompanying them incommunicating the scientific concept.
MethodologyThe present study employed a descriptive qualitative research design
The data is in the form of images and captions accompanying them.
The present research analyzed 127 images along with their captions taken fromthe first six chapters of Chemistry textbook used by students majoring inInternational Program in Science Education (IPSE) UPI.
The data were collected by screenshotting the images and the captions from theChemistry e-book.
Methodology (Cont’d)The data were analyzed through three steps:1. Analyzing the visual data. The images were classified based on the types of
images and the processes. Kress and Van Leeuwen’s (2006) theory ofreading images along with the elaboration on types of images as used byDimopolous et. al. (2003) has been used to achieve this.
2. Analyzing the verbal data. The verbal data analysis is limited only toinvestigate the captions accompanying the images. The captions wereanalyzed separately using verbal transitivity based on Halliday’s (1994).
3. Interpreting the results of the verbal data and visual data analysis were toreveal the ideational relation between the images and the captionsaccompanying them.
FindingsIn terms of types of images, the textbook dominantly used realistic image, theone that represents reality according to human viewpoint, which is 80,3% of theanalyzed images.
In terms of types of processes used in the images, among the four types ofprocesses, analytical process is the most frequent process used in the imagespresented in the textbook, which is 66,2% of the analyzed images.
The analysis of the verbal data shows that material process, relational process,and mental process appeared in the captions. However, material process andrelational process are the most frequent processes that appeared in thecaptions.
DiscussionsThe use of realistic images in an educational Chemistry textbook deemed to berelevant with the aim to familiarize the learners with the abstract scientificworld.
The use of analytical process can also develop the learners’ ability to understandthe structures of chemical elements or a phenomenon that involves a chemicalprocess presented in the images.
By looking at the result of the verbal and visual analysis, the result also showsthat there is a relation between the images and the captions accompanyingthem. The captions which positioned below the images can be seen as theexplanation that complements the objects portrayed in the images.
ConclusionThe repetition patterns formed by the visual and the verbal modes in thetextbook that complement each other is relevant to make the delivery ofscientific concept easier for the learners.
It can facilitate the learners to recognize the scientific ideas presented in theimages and understand the brief explanation provided in the captionsaccompanying the images at the same time.
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