Portraying Students' Perception of Teacher's Roles in EFL Classroom through Drawings Analysis: Social Semiotic Approach
- https://doi.org/10.2991/conaplin-16.2017.82How to use a DOI?
- teacher's role; perception; drawing analysis
It is pivotal to know whether or not teachers have thoroughly accomplished their roles in order to build an effective teaching in the classroom. Hence, the researcher aimed to investigate the realization of teacher's roles in the classroom through students' perception. The participants were the 11th grade students in a state senior high school in Banjarmasin. They expressed their perception on teacher's roles through drawings. The drawings were analyzed based on social semiotic approach to seek only the compositional meaning. The compositional meaning is analyzed through 4 components: information value, framing, salience, and modality. However, information value became the only concern of this study. The Information Value is realized through the placement of picture's element analysis, whether it is top-bottom, left-right, or central. Among 25 drawings, the vast majority was found in the top-bottom placement. On the basis of findings, 5 expected teacher's roles were almost fully realized. What this study has done differently to previous ELT studies is in using students' drawing as the data to investigate students' perception. Future researchers are suggested to implement further drawing-based studies in different contexts.
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Fitria Kamelia AU - Riyanda Riyanda PY - 2016/11 DA - 2016/11 TI - Portraying Students' Perception of Teacher's Roles in EFL Classroom through Drawings Analysis: Social Semiotic Approach BT - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9) PB - Atlantis Press SP - 354 EP - 358 SN - 2352-5398 UR - https://doi.org/10.2991/conaplin-16.2017.82 DO - https://doi.org/10.2991/conaplin-16.2017.82 ID - Kamelia2016/11 ER -