Novel Grafik Mini Untuk Mengembangkan Kemampuan  Membaca dan Menulis Bahasa Jepang : -

Fahra Auliani Rahmah; Zuliati Rohmah; Hamamah

doi:10.23887/jpbj.v9i2.55918

Authors

Fahra Auliani Rahmah University Brawijaya
Zuliati Rohmah Universitas Brawijaya
Hamamah Universitas Brawijaya

DOI:

https://doi.org/10.23887/jpbj.v9i2.55918

Keywords:

Novel Grafik Mini, Literasi Multimodal, Membaca, Menulis, Bahasa Jepang

Abstract

Keterampilan membaca dan menulis dalam pelajaran bahasa Jepang merupakan dua keterampilan yang perlu perhatian lebih, karena kebanyakan pemelajar memiliki motivasi dan pencapaian yang kurang. Maka dari itu perlu adanya pengembangan dalam pembelajaran, tidak hanya menggunakan teks dan meminta pemelajar membaca teks tetapi bisa menggunakan novel grafik mini. Penggunaan novel grafik mini mengandung lebih banyak moda dalam literasi dibanding hanya dengan menggunakan teks. Sehingga akan menunjang peningkatan motivasi serta pencapaian pemelajar bahasa Jepang.

References

A. Horbinski, “What You Watch Is What You Are? Early Anime and Manga Fandom in the United States,” Mechademia, vol. 12, 2019.

H. Kim, “‘I read webtoon every day!’: young adult k-pop fans’ language learning and literacies with korean webcomics,” 2022.

A. Boutheina and K. Khawla, “People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Larbi Ben M’hidi University_Oum El Bouagh,” 2021.

H. Kwon, “Graphic Novels: Exploring Visual Culture and Multimodal Literacy in Preservice Art Teacher Education,” Art Educ., 2020.

R. Darmayanti, R. Sugianto, Baiduri, Choirudin, and Wawan, “Digital comic learning media based on character values on students’ critical thinking in solving mathematical problems in terms of learning styles,” Al-Jabar, vol. 13, 2022.

D. B. P. Setiyadi, “Pemanfataan Teks Multimodal Sebagai Inovasi Materi Pembelajaran Bahasa Indonesia Pada Masa Pandemi COVID-19,” Mardibasa J. Pembelajaran Bhs. dan Sastra Indones., vol. 01, 2021.

T. R. Rajendra, “Multimodality in Malaysian Schools: The Case for the Graphic Novel,” MOJES, vol. 3, no. 2, 2015.

M. Ferrero, M. A. Vadillo, and S. P. Leon, “A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies,” Intelligence, vol. 88, 2021.

Y. N. Fajriah, F. A. Hamied, and W. Gunawan, “Image-Text Relation Interpretation: Teachers’ Visual-Verbal Competence in Teaching Texts,” Cakrawala Pendidik., vol. 40, 2021, doi: 10.21831.

J. J. Runtuwarouw, “PENINGKATAN KEMAMPUAN MENULIS BAHASA JEPANG MELALUI MODEL PEMBELAJARAN WORKSHOP,” JAPANEDU, vol. 2, 2017.

B. Mcqueen, “TOONED IN TO READING: COMIC BOOKS AND GRAPHIC NOVELS AS READING MOTIVATION,” 2022.

T. Manning-Lewis, “I hate writing: making a case for the creation of graphic novels in the Caribbean English classroom to develop students’ creative writing skills,” Chang. English, 2019.

S. C. Domyancich-Lee, L. R. Cleeland, and J. S. McCleary, “Teaching Note—Comics in the Classroom: Teaching With Graphic Novels,” J. Soc. Work Educ., 2021.

R. J. Novak, Teaching Graphic Novels In The Classroom. New York: Routledge, 2021. doi: 10.4324/9781003238669.

G. Masuchika, “Japanese manga in translation and American graphic novels: A re_examination of the collections in 36 academic libraries ten years later,” J. Acad. Librariansh., 2020.

J. Gerring, “Qualitative Methods,” Annu. Rev. Polit. Sci., vol. 20, pp. 15–36, 2017.

J. C. Short and T. C. Reeves, “The Graphic Novel: A ‘Cool’ Format For Communicating to Generation Y,” Bus. Commun. Q., vol. 72, 2009.

A. Bacalja, “The Struggle with Cultural Consecration in English: Turning Towards Youth Literacies,” Chang. English, vol. 28, 2020.