Significance of Electronic Picture Story Book in TEYL
DOI:
https://doi.org/10.36982/jge.v8i1.956Abstract
ABSTRACT
In this digital era, the product of technology such as tablet PC, iPad, Smartphone, computer, internet access and electronic book reader are close in our daily life. This article highlights the benefit of using electronic picture story book. Electronic picture story book is one of the tools that can be used in teaching reading for young learners in the literacy activity. It is development of modern education which integrates with technology. Electronic picture story book  can be helpful as a supplement to the language.Young learners have their own perspective in comprehending a message. They have different way to transfer what they have in their mind. By having visualization, young learners will more enthusiastic and interested to read in order to get good stimulation through their imaginations. Electronic picture story book could be considered an aggregation of multi-pages, responsive and lively multi-media (includes information of characters, picture, voice , sounds effects, music, animation, etc). Visual aids in electronic picture story book are helpful for getting the information and mental representation. Electronic picture story book could become innovative and creative as their guide in the literacy activity. This article offers the potential ways to build children’ reading enthusiasm through electronic picture book.
Keywords : Electronic picture story book, reading
ABSTRAK
Di era digital ini, produk teknologi seperti PC tablet, iPad, Smartphone, komputer, akses internet, dan pembaca buku elektronik sangat dekat dalam kehidupan kita sehari-hari. Artikel ini memberikan manfaat menggunakan buku cerita bergambar elektronik. Buku cerita bergambar elektronik adalah salah satu alat yang dapat digunakan dalam pengajaran membaca untuk pelajar muda dalam kegiatan literasi. Ini adalah pengembangan pendidikan modern yang terintegrasi dengan teknologi. Buku cerita bergambar elektronik dapat membantu sebagai pelengkap bahasa. Pembelajar muda memiliki perspektif mereka sendiri dalam memahami pesan. Mereka memiliki cara berbeda untuk mentransfer apa yang ada dalam pikiran mereka. Dengan memiliki visualisasi, pembelajar muda akan lebih antusias dan tertarik membaca untuk mendapatkan stimulasi yang baik melalui imajinasi mereka. Buku cerita bergambar elektronik dapat dianggap sebagai kumpulan multi-halaman, multi-media yang responsif dan hidup (termasuk informasi karakter, gambar, suara, efek suara, musik, animasi, dll). Bantuan visual dalam buku cerita bergambar elektronik sangat membantu untuk mendapatkan informasi dan representasi mental. Buku cerita bergambar elektronik bisa menjadi sesuatu yang inovatif dan kreatif sebagai panduan mereka dalam kegiatan literasi. Artikel ini menawarkan cara-cara potensial untuk membangun antusiasme membaca anak-anak melalui buku bergambar elektronik.
Kata kunci : Buku cerita bergambar elektronik, keterampilan membacaReferences
Anderson-Inman, L., & Horney, M. A. 1998. Transforming text for at-risk readers. In D. Reinking, M. C.
Astorga, C. M. 1999. The text-image interaction and second language learning. Australian Journal of Language and Literacy, 22(3), 12-33.
Baer, J., Baldi, S., Ayotte, K., and Green , P. 2007. The reading literacy of U.S. fourth-grade students in an international context: results from the 2001 and 2006 progress in international reading literacy study (PIRLS) (NCES 2008-017). National Center for Education Stastistic, Institute of Education Sciences, U.S Department of Education. Washington, DC.
Baker, L. 2002. Metacognition in Comprehension Instruction. In Block, C.C., & M. Pressley (Eds.).
Brewster, J., Ellis, G. & Girard, D. 1992. The primary English teacher‟s guide. London: Penguin.
Bruner J S. 1983 Child’s Talk: Learning to use Language Oxford: Oxford University Press
Cameron, L. 2001. Teaching languages to young learners. New York, NY: Cambridge University.
Chinh, S. H. 2009. EFL Children’s Views on English Picture Story Books. ASIAN EFL Journal Press, 11(4), 179-198.
Coiro, J. 2003. Reading comprehension on the internet: Expanding our understanding of reading comprehension to encompass new literacies. Reading Teacher, 56(5), 458-464.
Collie, J. and Slater, S. 1987.Literature in the language classroom. Cambridge: CambridgeUniversity Press
Cooper, J. D., Chard, D., & Kiger, N. D. 2006. The struggling reader: Interventions that work. New York, NY
Cox, M. J., Preston, C., & Cox, K. 1999, 2-5 September. What motivates teachers to use ICT? Paper presented at the British Educational Research Association (BERA), University of Sussex, Brighton.
Crystal, D. 2003. English as a global language (2nd ed.). Cambridge: Cambridge University Press.
D. Reinking (Eds.), International handbook of literacy and technology, Volume II (pp. 75-92). Mahwah,
Dalton, B., & Strangman, N. 2006. Improving struggling readers’ comprehension through scaffolded
Diem, C. D. 2011. 3-Ls: A model for teaching young learner. TEFLIN Journal, 22(2), 125-149.
Ertem, I. S. 2010. The effect of electronic storybooks on struggling four graders’ reading comprehension. Turkish Online Journal of Educational Technology, 9, 140-154. hypertexts and other computer-based literacy programs. In M. C. McKenna, L. D. Labbo, R. D. Kieffer, & Indonesia. Paper presented at the The 51st TEFLIN International Conference.
Grabe, W. 2009. Reading in a second language: Moving theory to practice. New York, NY: Cambridge University.
Hill, J. 1994. Using literature in language teaching. London: Macmillan.
Korat, O. 2008. The educational electronic book as a tool for supporting children's emergent literacy in low
Kuhiwczak, P. 1999. Enchantment in the classroom: Children‘s literature as a teaching aid. In S. Rixon (Ed.), Young learners of English: Some research perspectives (pp.43-54). Harlow: Longman.
Labbo, L.D. 1996. A semiotic analysis of young children's symbol making in a classroom computer center.
McKenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R. D. 1999. The electronic transformation of literacy.
Moreillon, J. 2007. Collaborative strategies for teaching reading comprehension. Chicago, IL: American Library Association.NJ: Erlbaum
Nodelman, P. 1988. Words about pictures: The narrative art of children‟s picture books. Atlanta, GA: The University of Georgia Press.
National Institute of Child Health and Human Development. 2000. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Olakulehin, F. K. 2007. Information and communication technologies in teacher training and professional development in Nigeria. Turkish Journal of Distance Education TODJE, 8(1), 133-142.
Piaget, J. 1970. Science of Education and the Psychology of the Child. New York: Orion Press.
Rapp, D. N., van den Broek, P., McMaster, K., L., Kendeou, P., & Espin, C., A. 2007. Higher-order
Reading Research Quarterly, 31(4), 356–385. doi:10.1598/RRQ.31.4.2.
RITES. 2013. The components of reading comprehension: Reading for meaning. Retrieved from www.ritutorial.org
Scholastic.
Sawir, E. 2005. Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580.
Shang, H. F., Ingebritson, R., & Tseng, C.-L. 2010. Taiwanese parental perceptions toward English learning in bilingual kindergarten [Electronic Version]. Retrieved September 25, 2014 from http://spaces.isu.edu.tw/upload/18518/.../parental%20perceptions(APA).pdf
Singhal, Meena. 1997. The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, Vol. III, No. 6. http://www.gse.uci.edu/ed168/resume.html
Smallwood, B. A. 1988. Children‘s literature for limited English proficient students, Ages 9-14. WATESOL Working Papers, 4, 1-21. (Eric Document Reproduction Service No. ED356647). Studies of Reading, 11(4), 289-312
Suyanto, K. K. E. 2003. Qualification of EYL teachers in some regions in
Swalm, J. & Kling, M. 1973. Speed reading in the elementary school. Elementary School Journal.74 (3). 158-164.
Tella, A., Tella, A., Toyobo, O. M., Adika, L. O., & Adeyinka, A. A. 2007. An Assessment of Secondary School Teachers Uses of ICTs: Implications for Further Development of ICT's Use in Nigerian Secondary Schools. Online Submission, 6(3).
Tsai, P., You, M. 2000. Usability analysis of electronic picture book websites in Taiwan. Unpublished Graduate Thesis, University of Science & Technology Yunlin, Taiwan.
Venezky, R. 2004. Technology in the classroom: steps toward a new vision in education. Communication and Information, 4, 3-21.
Versus middle SES groups. Computers & Education, 50(1), 110-124.
Vygotsky L. 1962. Thought and Language New York: Wiley.
Downloads
Published
How to Cite
Issue
Section
License
Global Expert: Jurnal Bahasa dan Sastra is published by Universitas Indo Global Mandiri and licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
