1. Home
  2. IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018
  3. Kusumastuti

MULTIMODAL ANALYSIS OF TV COMMERCIALS IN TEACHING ADVERTISEMENT: STIMULATING STUDENTS’ CRITICAL THINKING

Ima Kusumastuti

Abstract


Advertisement has a big influence in our life as it shows everywhere each day through magazines, newspapers, radio, and even television. The advertisers use writing, visual images, speech, or music to promote their product. The creative and persuasive use of the multimodality supports them to promote the product. One of the attractive targets to promote their product is teenagers which are identified as people ages 12 to 17. This makes the study of multimodality in advertisement for students, mainly TV commercials, becomes important to be conducted at school. Stimulating students’ critical thinking to become aware of persuasive strategies through multimodality in TV commercial is needed. This study is focusing on the analysis of multimodality namely language, visual image, and music illustration used in TV commercials and its use to stimulate the junior high school students’ critical thinking at English as Foreign Language (EFL) classroom. The implication of this research is to analyze TV commercials using Multimodal Analysis and its use in stimulating students’ critical thinking, to become aware of Advertisement’s persuasive intention to promote their product.

Keywords


Advertisement; TV commercials; Multimodal Analysis; Critical Thinking

References


Belch, G. E. (2012). Advertising and promotion: an integrated marketing communications perspective (9th Ed.). New York: McGraw-Hill/Irvin, Inc.

Davis, R. S. (1997). TV commercial messages: An untapped video resource for content-based classes. In Picken, Jonathan. (1999). State of the ad: The role of advertisements in EFL teaching. ELT Journal Volume 53/4: Oxford University Press

Duncan, T. (2005). Principles of advertising. New York: McGraw-Hill/Irvin, Inc.

Ennis, R. H. (2002). Goals for a critical thinking curriculum and its assessment. In Kong, Siu C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classroom: An experience of practicing flipped classroom strategy. Computer & Education 78 (2014) 160-173.

Fill, C. (2009). Marketing communication: interactivity, communities and content (5th Ed.). England: Prentice Hall.

Gut, D. M. (2011). Integrating 21st century skills into the curriculum. In Kong, Siu C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classroom: An experience of practicing flipped classroom strategy. Computer & Education 78 (2014) 160-173.

Gee, J.P. (2011). How to do discourse analysis: A toolkit. London: Routledge.

Iedema, Rick. (2001). Analyzing film and television: A social semiotic account of hospital: An unhealthy business. In Srikandiati, Novita M & Prijambodo, V. L. (2015). The use of multimodality in “AXE” TV commecials to communicate masculinity. Magister Scientiae 38: 151- 164.

Iedema, Rick. (2003). Multimodality, resemiotization: Extending the analysis of discourse as multi-semiotic practice. Vol. 2(1): 29-57. Visual Communication, London: Sage.

Kress, Gunther. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.

Karpova, L. (1999). Consider the Following when Selecting and Using Authentic Materials. TESOL Matters, 9 (2), 18.

Lawrence, K. (1987). The French TV commercial as a pedagogical tool in the classroom. The French Review, 60 (6). 835-844.

Lutcavage, C. 1992. 'Authentic Video in Intermediate. In Picken, Jonathan. (1999). State of the ad: The role of advertisements in EFL teaching. ELT Journal Volume 53/4: Oxford University Press


Full Text: PDF

DOI: 10.15408/ijee.v5i1.8072

Refbacks

  • There are currently no refbacks.