Rekonstruksi Multimodal Makna Emosi dalam Buku Cerita Anak Bergambar: Analisis Semiotika Peirce dan Tata Bahasa Visual

Hestia Rachmat Nunciata Lubis; Bobby Halim; Fifin Salsabila

doi:10.36982/jsdb.v11i3.7688

Authors

Hestia Rachmat Nunciata Lubis Program Studi Desain Komunikasi Visual, Fakultas Ilmu Pemerintahan dan Budaya, Universitas Indo Global Mandiri Palembang, Indonesia
Bobby Halim Program Studi Desain Komunikasi Visual, Fakultas Ilmu Pemerintahan dan Budaya, Universitas Indo Global Mandiri Palembang, Indonesia
Fifin Salsabila Program Studi Desain Komunikasi Visual, Fakultas Ilmu Pemerintahan dan Budaya, Universitas Indo Global Mandiri Palembang, Indonesia

DOI:

https://doi.org/10.36982/jsdb.v11i3.7688

Keywords:

Multimodal Semiotics, Emotional Meaning, Children’s Picture Books, Visual Grammar, Visual Communication Design

Abstract

This study examines how emotional meaning is constructed through the interaction of visual, verbal, and compositional resources in children’s picture books. While previous studies have explored emotional representation through visual and verbal elements, the relationship between semiotic interpretation and compositional organization in constructing emotional meaning requires further examination. Using a descriptive qualitative method and a multimodal semiotic approach, this study analyzes nine selected double-page spreads from The Color Monster by Anna Llenas and In My Heart: A Book of Feelings by Jo Witek. Peirce’s triadic model of representamen, object, and interpretant is used to interpret signs, while Kress and van Leeuwen’s concepts of information value, salience, and framing are applied to examine how visual elements are organized within the composition. The findings reveal contrasting strategies for constructing emotional meaning. The Color Monster differentiates emotional categories through a consistent character design combined with variations in color, facial expression, gesture, and other visual elements. In contrast, In My Heart: A Book of Feelings concretizes emotional experiences through visual metaphors and representations of bodily sensations. These strategies are examined through three operational categories reinforcement, complementarity, and dominance which describe patterns of interaction among visual, verbal, and compositional resources. This study contributes to multimodal semiotic analysis by showing how sign interpretation and compositional organization work together to construct emotional meaning. It also offers practical insights for Visual Communication Design, particularly in organizing color, illustration, text, and visual hierarchy in children’s picture-book design

References

Al Farisi, M. F., Kushartanti, B., & Purwanto, D. (2025). How word-image relationships in children’s picture books adapt across levels: A multimodal analysis. Diksi, 33(1). https://doi.org/10.21831/diksi.v33i1.82907

Allifia, Z. E., Masnuna, & Sutejo, A. (2025). Desain Karakter Pada Penciptaan Buku Golden Tiket Petualangan Kereta Api. Besaung : Jurnal Seni Desain Dan Budaya, 10(1). https://doi.org/10.36982/jsdb.v10i1.4460

Arizpe, E., & Styles, M. (2015). Children Reading Picturebooks: Interpreting visual texts. In Children Reading Picturebooks: Interpreting visual texts. https://doi.org/10.4324/9781315683911

Azhari, I., & Afif, R. T. (2025). Pengaruh Desain Postur Tubuh Dan Atribut Sebagai Media Ungkap Penggambaran Sifat Karakter Pada Desain Karakter Nine (2009). Besaung : Jurnal Seni Desain Dan Budaya, 10(2). https://doi.org/10.36982/jsdb.v10i2.5423

Brata, M. W. (2025). Tipografi yang Digunakan Dalam Perancangan Picture Book Berjudul Raja Burung Parakeet. Besaung : Jurnal Seni Desain Dan Budaya, 10(1). https://doi.org/10.36982/jsdb.v10i1.4537

Callow, J. (2020). Visual and verbal intersections in picture books–multimodal assessment for middle years students. Language and Education, 34(2). https://doi.org/10.1080/09500782.2019.1689996

Damayanti, I. L., & Febrianti, Y. (2020). Multimodal literacy: Unfolding reading path in children’s picture book and its potential for EFL classrooms. Indonesian Journal of Applied Linguistics, 9(3). https://doi.org/10.17509/ijal.v9i3.23212

Damayanti, I. L., Moecharam, N. Y., & Asyifa, F. (2021). Unfolding layers of meanings: Visual-verbal relations in Just Ask a children’s picture book. Indonesian Journal of Applied Linguistics, 11(2). https://doi.org/10.17509/ijal.v11i2.39195

Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis. In Child Development (Vol. 91, Number 2). https://doi.org/10.1111/cdev.13225

Green, C., & Sun, H. (2025). Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources. Early Education and Development, 36(3), 568–586. https://doi.org/10.1080/10409289.2024.2423259

Griffith, R. (2026). Inferring characters feelings using illustrative and text evidence: How picture books support comprehension. Literacy, 60(1). https://doi.org/10.1111/lit.70012

Guijarro, A. J. M. (2016). The role of semiotic metaphor in the verbal-visual interplay of three children’s picture books. A multisemiotic systemic-functional approach. Atlantis, 38(1).

Iordanou, C., & Mattock, K. (2022). Where the Wild Things Are: understanding of emotions in a picture book. Education 3-13, 50(5). https://doi.org/10.1080/03004279.2021.1882526

Kachorsky, D., Moses, L., Serafini, F., & Hoelting, M. (2017). Meaning Making With Picturebooks: Young Children’s Use of Semiotic Resources. Literacy Research and Instruction, 56(3). https://doi.org/10.1080/19388071.2017.1304595

Kelly, L. B., & Kachorsky, D. (2022). Text Complexity and Picturebooks: Learning from Multimodal Analysis and Children’s Discussion. Reading and Writing Quarterly, 38(1). https://doi.org/10.1080/10573569.2021.1907636

Kress, G., & van Leeuwen, T. (2020). Reading Images: The Grammar of Visual Design (3rd ed.). Routledge., 2002(97).

Kümmerling-Meibauer, B. (2017). The routledge companion to picturebooks. In The Routledge Companion to Picturebooks. https://doi.org/10.4324/9781315722986

Lubis, H. R. N., Yulius, Y., & Putri, R. A. (2025). Kajian Semiotika Charles Sanders Peirce pada Sampul Buku “Seri Kenali Emosi” Tentang Anak. Besaung : Jurnal Seni Desain Dan Budaya, 10(3). https://doi.org/10.36982/jsdb.v10i3.5605

Martinec, R., & Salway, A. (2005). A system for image–text relations in new (and old) media. Visual Communication, 4(3). https://doi.org/10.1177/1470357205055928

Moya Guijarro, A. J. (2019). Communicative functions of visual metonymies in picture books targeted at children in two different age groups. A multimodal analysis. Word, 65(4). https://doi.org/10.1080/00437956.2019.1670932

Nikolajeva, M., & Scott, C. (2000). The dynamics of picturebook communication. In Children’s Literature in Education (Vol. 31, Number 4). https://doi.org/10.1023/A:1026426902123

Pantaleo, S. (2020). Slow looking: “reading picturebooks takes time.” Literacy, 54(1). https://doi.org/10.1111/lit.12190

Papen, U. (2020). Using picture books to develop critical visual literacy in primary schools: challenges of a dialogic approach. Literacy, 54(1). https://doi.org/10.1111/lit.12197

Peirce, C. S. (1993). The Essential Peirce: Selected Philosophical Writings - Volume 2 (1893-1913). In Indiana University Press (Vol. 2).

Rachmat Nunciata Lubis, H., Yulius, Y., Halim, B., Studi Desain Komunikasi Visual, P., & Ilmu Pemerintahan dan Budaya, F. (n.d.). A Semiotic Patterns of Emotional Representation in Children’s Book Cover Design: Peircean Analysis on The Feelings Series by Trace Moroney Pola Semiotika Representasi Emosi pada Desain Sampul Buku Anak: Analisis Peirce pada The Feelings Series Karya Trace Moroney. https://doi.org/10.25124/rupa.v10i1-2.9247

Schoppmann, J., Severin, F., Schneider, S., & Seehagen, S. (2023). The effect of picture book reading on young children’s use of an emotion regulation strategy. PLoS ONE, 18(8 August), 1–21. https://doi.org/10.1371/journal.pone.0289403

Serafini, F., & Reid, S. F. (2024). Analyzing picturebooks: semiotic, literary, and artistic frameworks. Visual Communication, 23(2). https://doi.org/10.1177/14703572211069623

Sulistyaningrum, C. F., & Kastuhandani, F. C. (2025). Implementasi Buku Cerita Bergambar Berbasis Multimodalitas Untuk Menstimulasi Kemampuan Bahasa Anak Usia Dini. Learning : Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 5(3). https://doi.org/10.51878/learning.v5i3.6825

Sulistyaningrum, C. F., Widharyanto, B., & Rahardi, R. K. (2025). Analisis Kebutuhan Pengembangan Buku Cerita Bergambar Berbasis Multimodalitas dengan Pendekatan Permainan Bahasa Anak Usia Dini. Stilistika: Jurnal Pendidikan Bahasa Dan Sastra, 18(1). https://doi.org/10.30651/st.v18i1.24640

Turner, C., Barton, G., & Riddle, S. (2023). Metafictive devices in children’s picturebooks and the development of children’s critical multimodal literacies. Australian Journal of Language and Literacy, 46(1). https://doi.org/10.1007/s44020-023-00032-8